Here are three potential courses I could take after college to further my career in photography:
1. BA (Hons) Photography at University of South Wales. This course covers documentary, fashion and studio photography as well as video. It has a strong emphasis on developing a professional portfolio. The entry requirements are 112 UCAS points plus a photography portfolio. This course would help me gain the technical skills and experience needed to become a professional photographer.
2. Foundation Diploma in Art and Design at Leeds Arts University. This one-year course develops skills across art and design disciplines through projects and workshops. It does not have set entry requirements but looks for motivation and potential. The multi-disciplinary approach and focus on developing a portfolio would help
Hype Williams is a renowned music video and film director known for shaping hip-hop visuals. He started in graffiti and worked his way up in the industry, directing videos for major artists like Jay-Z, Missy Elliot, and Tupac. Williams won several awards for his innovative videos in the 1990s-2000s and is credited with establishing the stylish aesthetic of hip-hop videos today. He has since expanded to films while continuing to direct iconic music videos for artists like Kanye West.
This evaluation summarizes a student's music industry fanzine project for a college course. The student conducted research on fanzines and music magazines to plan their fanzine. They created articles on topics like major labels vs independent artists and interviewed an independent artist. While the project faced challenges like losing work, the student learned from mistakes. In the end, the fanzine achieved the goal of informing others about the music industry and was deemed a satisfactory success due to its consistent theme and layout. The student provided critical feedback on areas for improvement in managing time and adding more creative elements.
This unit introduces students to career opportunities and professional practices in the creative media industry. Students will research job roles, complete assignments exploring sectors of interest and practitioners, and create a five year career plan. Assessments include a sector guide, research file, process log, and end of year review reflecting on skills and goals. The review will include an action plan for further development.
This unit introduces students to various career roles and opportunities within the creative media production industry. Students will research options and plan their own career development. Assessment involves assignments documenting their process and progress over the year. Tasks include creating an illustrated guide to their chosen media sector, researching a notable practitioner, and developing a five-year career plan. Students will also log their process for a music video project and provide an end-of-year review reflecting on their work and growth, creating goals for next year.
This document outlines the unit introduction to professional practice and the tasks involved. Students will research career opportunities and skills needed in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review reflecting on their skills, teamwork, and goals for further development. The tasks aim to help students investigate options and progress in their chosen field.
This unit introduces students to career opportunities and professional practices in the creative media industry. Students will research roles, complete assignments to develop skills, and maintain a production journal and end-of-year review to track their progress. The unit focuses on understanding career progression, evaluating working methods, and developing organizational skills needed for professional practice. Assessment involves sector guides, practitioner profiles, production logs, and self-evaluations to demonstrate knowledge of the industry and growth over the academic year.
This evaluation form provides guidance for evaluating creative media projects at Level 3. It recommends using appropriate terminology, staying concise and focusing on key points, evaluating statements, and focusing on work judgements rather than process. The document outlines sections for project overview, research, development, outcomes, personal response, evaluation, and analysis. It provides a framework to critically reflect on successes and challenges, and rate the overall quality of the completed project.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students must complete a music video process log and end of year review reflecting on their work and setting goals. The end of year review requires students to evaluate their productions, time management, skill development, collaboration skills, and organization over the course of the year.
Hype Williams is a renowned music video and film director known for shaping hip-hop visuals. He started in graffiti and worked his way up in the industry, directing videos for major artists like Jay-Z, Missy Elliot, and Tupac. Williams won several awards for his innovative videos in the 1990s-2000s and is credited with establishing the stylish aesthetic of hip-hop videos today. He has since expanded to films while continuing to direct iconic music videos for artists like Kanye West.
This evaluation summarizes a student's music industry fanzine project for a college course. The student conducted research on fanzines and music magazines to plan their fanzine. They created articles on topics like major labels vs independent artists and interviewed an independent artist. While the project faced challenges like losing work, the student learned from mistakes. In the end, the fanzine achieved the goal of informing others about the music industry and was deemed a satisfactory success due to its consistent theme and layout. The student provided critical feedback on areas for improvement in managing time and adding more creative elements.
This unit introduces students to career opportunities and professional practices in the creative media industry. Students will research job roles, complete assignments exploring sectors of interest and practitioners, and create a five year career plan. Assessments include a sector guide, research file, process log, and end of year review reflecting on skills and goals. The review will include an action plan for further development.
This unit introduces students to various career roles and opportunities within the creative media production industry. Students will research options and plan their own career development. Assessment involves assignments documenting their process and progress over the year. Tasks include creating an illustrated guide to their chosen media sector, researching a notable practitioner, and developing a five-year career plan. Students will also log their process for a music video project and provide an end-of-year review reflecting on their work and growth, creating goals for next year.
This document outlines the unit introduction to professional practice and the tasks involved. Students will research career opportunities and skills needed in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review reflecting on their skills, teamwork, and goals for further development. The tasks aim to help students investigate options and progress in their chosen field.
This unit introduces students to career opportunities and professional practices in the creative media industry. Students will research roles, complete assignments to develop skills, and maintain a production journal and end-of-year review to track their progress. The unit focuses on understanding career progression, evaluating working methods, and developing organizational skills needed for professional practice. Assessment involves sector guides, practitioner profiles, production logs, and self-evaluations to demonstrate knowledge of the industry and growth over the academic year.
This evaluation form provides guidance for evaluating creative media projects at Level 3. It recommends using appropriate terminology, staying concise and focusing on key points, evaluating statements, and focusing on work judgements rather than process. The document outlines sections for project overview, research, development, outcomes, personal response, evaluation, and analysis. It provides a framework to critically reflect on successes and challenges, and rate the overall quality of the completed project.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students must complete a music video process log and end of year review reflecting on their work and setting goals. The end of year review requires students to evaluate their productions, time management, skill development, collaboration skills, and organization over the course of the year.
The student evaluated their production process for a 1990s fashion magazine FMP. Their strengths included thorough research of existing magazine covers and a rave flyer, which helped them understand conventions and informed their own designs. Their planning was detailed and helped ensure they could adapt to any issues. Weaknesses included neglecting research of other magazine elements beyond covers. Their time management was good for production but poor for research, limiting detail. Overall the experience helped them learn to better balance research across elements and manage time more efficiently.
This proposal outlines a student's project to create a fanzine called "EXPOSE Magazine" about the downsides of the music industry. The target audience is ages 16-24 who are music enthusiasts. The student will discuss topics like record labels, women in the industry, independent artists, and streaming services. They will use Photoshop skills gained from previous projects to edit and design the fanzine's visual elements. Over four weeks, the student will write articles, conduct an interview, design the front and back covers and contents pages, lay out pages including the interview spread, and finalize the fanzine. They will provide weekly reflections and a final self-evaluation to analyze if the fanzine appeals to the target
The document provides guidance for completing a case study on music video production. It outlines three tasks: 1) the purposes of music videos and artist strategies, 2) styles, techniques and conventions of music video production, and 3) a case study analyzing at least three music videos. Task 1 questions explore the core purposes of music videos and how artists use them for promotion, messaging and performance substitution. It also asks how artist branding is presented in videos. Task 2 focuses on styles, techniques and conventions. The document emphasizes illustrating points with examples and adding relevant images, videos and references.
This document provides a treatment for a factual project creating an underground music magazine called "EXPOSE" discussing the downsides of the music industry. The magazine will include articles on issues like the damaging effects of the industry, record labels, women in music, and an interview with an independent artist. The purpose is to educate readers on challenges in the industry beyond its glamorous public perception. The target audience is music enthusiasts aged 18-25. Visual materials will come from stock sites and social media, with images edited into an original style. The magazine structure includes sections on record labels, independent artists, women in music, streaming services, and social media's impact. As graphic design is the specialism, creating a print fanzine
This document discusses planning for a fanzine about Japanese whisky. It includes mood boards exploring different visual styles, such as vintage, modern, and cyberpunk aesthetics. Font and color palettes are also planned to match the intended styles. The document outlines the layout of double page spreads, including different image and text combinations. A production schedule is included to allocate time for writing articles, selecting images, designing pages, and completing the fanzine. Overall, the document shows thorough preparation for creating a fanzine that explores Japanese whisky in a variety of visual styles.
This document provides research on the existing product i-D magazine. It summarizes that i-D is a British magazine dedicated to fashion, music, art and youth culture. The target reader is mixed in age but originally appealed to 15-24 year old females interested in fashion. Over the years it has become more mature while keeping a street style inspiration. The layout is minimalistic with bold colors and text to grab attention. Photographs appeal to younger music and fashion consumers. The fashion styling is individual and inspiring compared to other magazines.
The document provides an evaluation template for a second-year student at L3 Creative Media to evaluate their projects. The template guides the student to provide an overview of their project theme and research, describe how their ideas developed, discuss their personal feelings and collaboration, evaluate the project's good and bad points, analyze their intended messages and audience feedback, and create an action plan. The student then provides a sample response evaluating their fanzine project on the dangers of social media, noting they could have added more informative content and developed their Photoshop skills for future projects.
The document discusses several existing music video and documentary products that provide inspiration for the creator's own video. Key aspects that will be incorporated include the use of interviews, a mix of high and low quality footage to balance production value and raw feeling, and editing techniques like slow motion. The research found that audiences still appreciate music videos and want to see them made, and the creator's video will appeal by taking inspiration from other successful works while adding their own style.
Factual development and planning pro forma (1)LloydGoddard3
The document outlines the planning and production schedule for creating a fanzine about graffiti artists in York. It includes gathering inspiration from mood boards and research. The fanzine will have interviews and messages from two local graffiti artists, along with photos edited to have a "cut and stick" scrapbook aesthetic. A four week production schedule is outlined, including shooting interviews and photos, laying out pages in Photoshop and InDesign, and printing and sharing the finished fanzine both physically and digitally.
The student proposes a music video project focusing on film. The concept is a mini skit at the beginning and end framing the music video, showing life without the pandemic restrictions for teenagers. Between the skits, the music video will depict fun activities 16-20 year olds could be doing set to an upbeat song. Research will include watching other music videos and trial-and-error effects practice. Evaluation will involve self-review, comparing to other student and professional music videos, and gathering audience feedback. A bibliography of 10 potential sources is provided, including interviews and a survey the student conducted of the target audience.
The document provides information about pre-production for different types of projects. It discusses that pre-production is important for organizing a project before production begins. It lists common paperwork and tasks involved in pre-production for print, moving image, video games, and audio projects, which can include risk assessments, schedules, budgets, storyboards, scripts, and equipment lists. The document emphasizes creating a thorough production schedule as part of pre-production.
This document contains a proposal for a wrestling magazine final media project. The proposal outlines the student's skills and equipment for print media production. It describes the concept of creating a magazine with a front cover interview, additional interview pages, and merchandise pages. Photography and an acting role will be done by the student. Research will involve analyzing existing wrestling and sports magazines. Progress will be evaluated daily by reviewing screenshots of work completed.
This document provides an overview of the initial ideas for a factual project creating a magazine about the negative effects of social media. The magazine will address topics like cyberbullying, revenge porn, catfishing, and doxing. Potential people to interview include social media influencers, police, and helplines. Advantages of the project include gaining knowledge and raising awareness, while disadvantages could include difficulty finding interviews. Research will include breaking down fanzines and examining existing fanzines and magazines for layout inspiration.
Shanice Yates proposes creating a marketing package for an original superhero film concept called "The Sorceress". She will design promotional posters, logos, merchandise, and other materials. Shanice will conduct research on other superhero marketing campaigns and target audiences. To evaluate her work, she will keep a production diary and get feedback from peers and family on her final products.
This document provides details for planning a graffiti fanzine magazine to be produced in and around York. It outlines the following:
- The magazine will document graffiti in York through photos taken on film and will include the street name and tag text.
- It will include one anonymous interview and have a 'scrapbook' style layout.
- Different graffiti styles in York will be discussed like tags, throwies, pieces.
- The risks of graffiti like police and public reaction will also be mentioned.
- Inspiration will be taken from other publications that use a scrapbook aesthetic and film photography.
- The magazine aims to showcase and celebrate graffiti culture in York while
Antony Zenzele Sibanda proposes creating a music video, album cover, and promotional poster about diversity and toxicity in youth culture. They will write an original song, film and edit the music video using skills learned from previous projects. Research will include music video techniques, album cover design, and marketing strategies. Evaluation will assess strengths, weaknesses, audience appeal, and areas for future improvement. The goal is to showcase different youth cultures and highlight conflicts between groups through visualizing the song's lyrics.
The document provides background information on existing fashion and youth culture magazines including i-D, Dazed, and Mitchell Bradshaw's photobook. It discusses the target audiences, styles, and content of these publications. Research findings note that many successful magazines utilize minimalist designs, impactful photography over long-form articles, and feature trends and subjects relevant to their young audiences. This information will influence the design and content of the student's own magazine to effectively engage their target readership.
This document provides a treatment for a factual production project in the form of a fanzine about the downsides of social media normalization and its negative effects on young people's mental health. The purpose is to raise awareness of the less positive aspects of social media use and how to stay safe online. Intended contributors include former social media influencer managers and small creators. Visual materials will include edited photos from social media platforms to demonstrate editing skills. The fanzine will have sections on the good and bad of social media, interviews, and dangers like catfishing, cyberbullying, and doxing. Creating the fanzine will help develop the author's graphic design and Photoshop skills as their specialism.
Factual Development and Planning Pro FormaShaniceYates
The document provides details on the planning and production schedule for a fanzine project. It includes inspiration sources for cover design, interview layout, and page layouts from DIY magazines. The content outline describes 12 pages covering topics like record labels, interviews with independent artists, women in the music industry, and how streaming services impact the industry. A production schedule is then provided, with tasks outlined over two weeks that include writing articles, designing covers and pages, and assembling the final digital fanzine.
Olly Taylor proposes a documentary web series pilot episode about breakdancing and its impact on culture and people's lives. The target audience is 16-20 years old. Olly has skills in editing, filming, and documentary making from previous projects and will use these skills to create a visually appealing, informative documentary that appeals to a wide audience. Olly will research breakdancing, documentaries, and filmmaking techniques to improve the professionalism and quality of the work. Progress will be evaluated through weekly forms, feedback from peers and teachers, and self-reflection.
The document outlines the assessment tasks for a unit on professional practice in the creative media production industry. Students will research career opportunities and skills required for their chosen sector, study an example practitioner, and create a five-year plan. They will also complete production logs and an end-of-year review reflecting on their skills, teamwork, and time management over the course of projects. The final assessment involves creating an action plan to focus on key areas for further development in the next year.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills needed in the creative media industry. They will create an illustrated sector guide, practitioner research file, and 5-year plan. Other assessments include a music video process log and end of year review reflecting on skills developed and areas for improvement. The end of year review will include an action plan for further development in the second year.
The student evaluated their production process for a 1990s fashion magazine FMP. Their strengths included thorough research of existing magazine covers and a rave flyer, which helped them understand conventions and informed their own designs. Their planning was detailed and helped ensure they could adapt to any issues. Weaknesses included neglecting research of other magazine elements beyond covers. Their time management was good for production but poor for research, limiting detail. Overall the experience helped them learn to better balance research across elements and manage time more efficiently.
This proposal outlines a student's project to create a fanzine called "EXPOSE Magazine" about the downsides of the music industry. The target audience is ages 16-24 who are music enthusiasts. The student will discuss topics like record labels, women in the industry, independent artists, and streaming services. They will use Photoshop skills gained from previous projects to edit and design the fanzine's visual elements. Over four weeks, the student will write articles, conduct an interview, design the front and back covers and contents pages, lay out pages including the interview spread, and finalize the fanzine. They will provide weekly reflections and a final self-evaluation to analyze if the fanzine appeals to the target
The document provides guidance for completing a case study on music video production. It outlines three tasks: 1) the purposes of music videos and artist strategies, 2) styles, techniques and conventions of music video production, and 3) a case study analyzing at least three music videos. Task 1 questions explore the core purposes of music videos and how artists use them for promotion, messaging and performance substitution. It also asks how artist branding is presented in videos. Task 2 focuses on styles, techniques and conventions. The document emphasizes illustrating points with examples and adding relevant images, videos and references.
This document provides a treatment for a factual project creating an underground music magazine called "EXPOSE" discussing the downsides of the music industry. The magazine will include articles on issues like the damaging effects of the industry, record labels, women in music, and an interview with an independent artist. The purpose is to educate readers on challenges in the industry beyond its glamorous public perception. The target audience is music enthusiasts aged 18-25. Visual materials will come from stock sites and social media, with images edited into an original style. The magazine structure includes sections on record labels, independent artists, women in music, streaming services, and social media's impact. As graphic design is the specialism, creating a print fanzine
This document discusses planning for a fanzine about Japanese whisky. It includes mood boards exploring different visual styles, such as vintage, modern, and cyberpunk aesthetics. Font and color palettes are also planned to match the intended styles. The document outlines the layout of double page spreads, including different image and text combinations. A production schedule is included to allocate time for writing articles, selecting images, designing pages, and completing the fanzine. Overall, the document shows thorough preparation for creating a fanzine that explores Japanese whisky in a variety of visual styles.
This document provides research on the existing product i-D magazine. It summarizes that i-D is a British magazine dedicated to fashion, music, art and youth culture. The target reader is mixed in age but originally appealed to 15-24 year old females interested in fashion. Over the years it has become more mature while keeping a street style inspiration. The layout is minimalistic with bold colors and text to grab attention. Photographs appeal to younger music and fashion consumers. The fashion styling is individual and inspiring compared to other magazines.
The document provides an evaluation template for a second-year student at L3 Creative Media to evaluate their projects. The template guides the student to provide an overview of their project theme and research, describe how their ideas developed, discuss their personal feelings and collaboration, evaluate the project's good and bad points, analyze their intended messages and audience feedback, and create an action plan. The student then provides a sample response evaluating their fanzine project on the dangers of social media, noting they could have added more informative content and developed their Photoshop skills for future projects.
The document discusses several existing music video and documentary products that provide inspiration for the creator's own video. Key aspects that will be incorporated include the use of interviews, a mix of high and low quality footage to balance production value and raw feeling, and editing techniques like slow motion. The research found that audiences still appreciate music videos and want to see them made, and the creator's video will appeal by taking inspiration from other successful works while adding their own style.
Factual development and planning pro forma (1)LloydGoddard3
The document outlines the planning and production schedule for creating a fanzine about graffiti artists in York. It includes gathering inspiration from mood boards and research. The fanzine will have interviews and messages from two local graffiti artists, along with photos edited to have a "cut and stick" scrapbook aesthetic. A four week production schedule is outlined, including shooting interviews and photos, laying out pages in Photoshop and InDesign, and printing and sharing the finished fanzine both physically and digitally.
The student proposes a music video project focusing on film. The concept is a mini skit at the beginning and end framing the music video, showing life without the pandemic restrictions for teenagers. Between the skits, the music video will depict fun activities 16-20 year olds could be doing set to an upbeat song. Research will include watching other music videos and trial-and-error effects practice. Evaluation will involve self-review, comparing to other student and professional music videos, and gathering audience feedback. A bibliography of 10 potential sources is provided, including interviews and a survey the student conducted of the target audience.
The document provides information about pre-production for different types of projects. It discusses that pre-production is important for organizing a project before production begins. It lists common paperwork and tasks involved in pre-production for print, moving image, video games, and audio projects, which can include risk assessments, schedules, budgets, storyboards, scripts, and equipment lists. The document emphasizes creating a thorough production schedule as part of pre-production.
This document contains a proposal for a wrestling magazine final media project. The proposal outlines the student's skills and equipment for print media production. It describes the concept of creating a magazine with a front cover interview, additional interview pages, and merchandise pages. Photography and an acting role will be done by the student. Research will involve analyzing existing wrestling and sports magazines. Progress will be evaluated daily by reviewing screenshots of work completed.
This document provides an overview of the initial ideas for a factual project creating a magazine about the negative effects of social media. The magazine will address topics like cyberbullying, revenge porn, catfishing, and doxing. Potential people to interview include social media influencers, police, and helplines. Advantages of the project include gaining knowledge and raising awareness, while disadvantages could include difficulty finding interviews. Research will include breaking down fanzines and examining existing fanzines and magazines for layout inspiration.
Shanice Yates proposes creating a marketing package for an original superhero film concept called "The Sorceress". She will design promotional posters, logos, merchandise, and other materials. Shanice will conduct research on other superhero marketing campaigns and target audiences. To evaluate her work, she will keep a production diary and get feedback from peers and family on her final products.
This document provides details for planning a graffiti fanzine magazine to be produced in and around York. It outlines the following:
- The magazine will document graffiti in York through photos taken on film and will include the street name and tag text.
- It will include one anonymous interview and have a 'scrapbook' style layout.
- Different graffiti styles in York will be discussed like tags, throwies, pieces.
- The risks of graffiti like police and public reaction will also be mentioned.
- Inspiration will be taken from other publications that use a scrapbook aesthetic and film photography.
- The magazine aims to showcase and celebrate graffiti culture in York while
Antony Zenzele Sibanda proposes creating a music video, album cover, and promotional poster about diversity and toxicity in youth culture. They will write an original song, film and edit the music video using skills learned from previous projects. Research will include music video techniques, album cover design, and marketing strategies. Evaluation will assess strengths, weaknesses, audience appeal, and areas for future improvement. The goal is to showcase different youth cultures and highlight conflicts between groups through visualizing the song's lyrics.
The document provides background information on existing fashion and youth culture magazines including i-D, Dazed, and Mitchell Bradshaw's photobook. It discusses the target audiences, styles, and content of these publications. Research findings note that many successful magazines utilize minimalist designs, impactful photography over long-form articles, and feature trends and subjects relevant to their young audiences. This information will influence the design and content of the student's own magazine to effectively engage their target readership.
This document provides a treatment for a factual production project in the form of a fanzine about the downsides of social media normalization and its negative effects on young people's mental health. The purpose is to raise awareness of the less positive aspects of social media use and how to stay safe online. Intended contributors include former social media influencer managers and small creators. Visual materials will include edited photos from social media platforms to demonstrate editing skills. The fanzine will have sections on the good and bad of social media, interviews, and dangers like catfishing, cyberbullying, and doxing. Creating the fanzine will help develop the author's graphic design and Photoshop skills as their specialism.
Factual Development and Planning Pro FormaShaniceYates
The document provides details on the planning and production schedule for a fanzine project. It includes inspiration sources for cover design, interview layout, and page layouts from DIY magazines. The content outline describes 12 pages covering topics like record labels, interviews with independent artists, women in the music industry, and how streaming services impact the industry. A production schedule is then provided, with tasks outlined over two weeks that include writing articles, designing covers and pages, and assembling the final digital fanzine.
Olly Taylor proposes a documentary web series pilot episode about breakdancing and its impact on culture and people's lives. The target audience is 16-20 years old. Olly has skills in editing, filming, and documentary making from previous projects and will use these skills to create a visually appealing, informative documentary that appeals to a wide audience. Olly will research breakdancing, documentaries, and filmmaking techniques to improve the professionalism and quality of the work. Progress will be evaluated through weekly forms, feedback from peers and teachers, and self-reflection.
The document outlines the assessment tasks for a unit on professional practice in the creative media production industry. Students will research career opportunities and skills required for their chosen sector, study an example practitioner, and create a five-year plan. They will also complete production logs and an end-of-year review reflecting on their skills, teamwork, and time management over the course of projects. The final assessment involves creating an action plan to focus on key areas for further development in the next year.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills needed in the creative media industry. They will create an illustrated sector guide, practitioner research file, and 5-year plan. Other assessments include a music video process log and end of year review reflecting on skills developed and areas for improvement. The end of year review will include an action plan for further development in the second year.
This unit introduces students to various career roles and opportunities within the creative media production industry. Students will research options and plan their own career development. The unit focuses on understanding industry progression, required skills, and professional practices. Students will complete assignments on industry research, practitioner profiles, and self-assessments to track their skills and progress over the year.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated sector guide and practitioner research file. They will also develop a five year plan and complete a music video process log and end of year review. The end of year review will include an action plan to focus on developing key skills in the second year.
This document outlines the assessment tasks for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated guide and practitioner profile, and develop a five-year plan. They will also complete a process log for their music video production and an end-of-year review reflecting on their work and setting goals. The review will assess students' understanding of the industry, working practices, and professionalism over the course of the year.
Here are 3 potential options for work experience placements that could help further my career goals in media:
1. Local production company - Contacting local video/film production companies to ask about unpaid internship opportunities. Hands-on experience on set or in the editing suite would be extremely valuable.
2. Media agency - Reaching out to ad agencies in nearby cities to inquire about intern roles assisting with campaign development, social media, videography, etc. This would provide commercial media experience.
3. Freelance assistant work - Offering services as a freelance assistant editor or videographer on a trial basis. Building a portfolio through smaller independent projects.
If I could choose anywhere, I would love to do an intern
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review to demonstrate their skills and development over the course of the year. The assessments are designed to help students investigate options and plan for their future in the media production field.
The plan outlines continuing education in filmmaking at university, where the student hopes to learn advanced filming and editing techniques. Work experience on film sets is seen as crucial for understanding professional film production. Specific skills to develop include improving camerawork, learning new filming techniques, and gaining experience editing. The student plans to gain these skills through university courses, personal film projects, and seeking work experience placements.
The plan outlines continuing education in filmmaking at university, where the student hopes to learn advanced filming and editing techniques. Work experience on film sets is seen as crucial for understanding professional film production. Specific skills to develop include improving camerawork, learning new filming techniques, and gaining experience editing. The student plans to gain these skills through university courses, personal film projects, and seeking work experience placements.
Job Roles Brief 2021 - april submission.pptxAlexF50
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and progression paths in the creative media industry. They will create an illustrated sector guide on their chosen field and a fact file on a notable practitioner. Students will also develop a 5-year plan outlining their education, experience and skills goals. Assessments include a music video production log, end-of-year review, and demonstrating self-organization and consideration when working with others.
The document provides an overview of the units and tasks for a course in creative media production, which aims to introduce students to various job roles, responsibilities, and progression opportunities in the media industry. Students will research sectors of interest, profiles of practitioners, and create multi-year career plans. A variety of tasks assess students' understanding of working practices, time management, professionalism, and self-evaluation of skills and development.
This document outlines the tasks and assessments for Unit 3 of a media production course. It includes tasks such as creating an illustrated sector guide on a chosen media industry, researching a notable practitioner in that field, and creating a 5-year plan. Assessments involve a music video process log, end-of-year review, and demonstrating professional skills and meeting deadlines. The document provides details on each task and assessment criteria relating to understanding career progression, skills, and professional practice in the creative media industry.
This document outlines the units and tasks for a media production course. Students will research career opportunities, skills needed for different jobs, and create a five-year plan. They will complete a process log and end of year review reflecting on their technical skills, time management, and ability to work professionally. The final task is to identify five areas to focus on improving in the next year.
This document outlines the unit tasks for a media production course, focusing on professional practice. Students will research career opportunities and skills required in the media industry, create an illustrated guide and practitioner profile. They will produce a five-year plan and complete process logs and reviews documenting their work and development. The final task is to identify five areas of focus for an action plan to improve skills in the second year of study.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review. Tasks include creating an illustrated guide to a chosen media sector, a profile of a notable practitioner, and a five-year career development plan.
This document outlines the tasks and assessments for Unit 3 of a creative media production course. Students will research career opportunities and skills required in the media industry, create an illustrated guide and practitioner profile, and develop a five year plan. They will also complete production logs and an end of year review reflecting on their skills, teamwork, and goals for further development. Assessment will include assignments demonstrating understanding of the industry and ability to meet deadlines.
Here are three potential university courses that would help further my career aims:
1. BA (Hons) Film Production - University of Salford
This three year course focuses on practical filmmaking skills as well as the theory behind it. The entry requirements are 112 UCAS points including a media or creative related subject. This course would help me further develop my technical skills in camera operating, lighting, sound and editing to a higher professional level.
2. BA (Hons) Television Production - University of Westminster
This three year course covers all aspects of television production from development to transmission. The entry requirements are 112 UCAS points. This course would provide me experience working on real television productions which would be invaluable for pursuing a
This document outlines the tasks and assessments for Unit 3 of a creative media production course. Students will research career opportunities, skills needed for different roles, and create a five year plan. They will also complete a process log and end of year review reflecting on their technical skills, time management, collaboration, and areas for further development. The goals are to introduce students to various jobs in the industry and support their professional growth.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated sector guide and practitioner research file. They will produce a five year plan and complete a music video process log and end of year review. The end of year review will assess students' development over the year and they will create an action plan to focus on for the next year.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review to demonstrate their learning and growth. Key tasks include creating an illustrated sector guide, conducting research on a practitioner in their field of interest, developing a five-year career plan, maintaining a process log for a music video project, and a final self-evaluation.
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Job roles brief 2020 (002) (lloyd goddard)
1. Unit 3: Introduction to
Professional Practice
Job Roles and
Working in the Creative Media Production Industry
2. Introduction to
Professional Practice
• Unit 3 is designed to introduce the variety of roles,
responsibilities, employment and progression opportunities
available in this sector, Media Production.
• As such you will be investigating your own options, methods of
work and planning for the future.
• Assessment in this unit is from set assignments and the
cumulative production journal at the end of the year.
• It is therefore important that you not only track the process of
how you have worked in each project, but also how you have
developed over the year
3. Assessment criteria/Task List
1. Understand progression
opportunities within the
creative media sector.
1.1 Locate, access and use
information to support
own development.
- Illustrated sector guide
- Practitioner research file
- Five Year Plan
2. Understand the skills
needed to pursue a career
in the creative media
sector.
2.1 Critically evaluate a range
of working practices and
methods.
- Music Video Process Log
- End of Year Review
2.2 Apply knowledge of
working practices to
support own
development.
- Music Video Process Log
- End of Year Review
3. Be able to carry out roles
and responsibilities
consistent with
professional practice.
3.1 Organise self and work
to meet deadlines and
targets.
- End of Year 1 review
3.2 Demonstrate
consideration and
professionalism in working
with others.
- End of Year 1 review
4. Task 1: Illustrated Sector Guide [1.1]
Research a sector of the industry that you are interested in working in [e.g. film
production, TV, radio, graphic design, etc]. Use the information you find to produce an
illustrated guide to that sector. Include facts about employment, skills needed,
workforce information, etc.
Task 2: Practitioner Research File [1.1]
Within your chosen sector identify someone who is a notable practitioner and produce
a fact file about them. Research their journey to where they are now; look at
education, experience, skillset and look for insightful quotes about them and by them
to build a picture of who they are and how they work.
Task 3: Five Year Plan [1.1]
Produce a plan taking into account where you are now, what you will need to do next
and how to go about that in the next 5 years. Outline educational requirements
[college, University, courses, etc], experience you will need/would like to gain and
personal development that will be necessary to you in your future plans.
5. Task 4: Music Video Process Log [2.1, 2.2]
Complete the Music Video Process Log to evidence how you worked technically during
the Music Video production phase. Screenshot and explain how you managed to get
your production finalised.
Task 5: End of Year Review [2.1, 2.2, 3.1, 3.2]
Produce an end of year review looking at how you have worked across the year,
considering each stage of production, which productions have worked/not worked,
how you have managed your time, what skills you have developed, how you have
worked with others and how you organised your time, resources and equipment
throughout the year. You should then produce an action plan for Year 2 selecting 5 key
areas you wish to focus on to develop further.
7. Task 1: Illustrated Sector Guide [1.1]
Research a sector of the industry that you are interested in working in [e.g.
film production, TV, radio, graphic design, etc]. Use the information you find to
produce an illustrated guide to that sector. Include facts about employment,
skills needed, workforce information, etc.
8. What we want from you is research in to the part of the media industry that you are
most interested in. That could be films, magazines, video games, television,
journalism… whatever you are interested in.
Find out about that industry. What jobs roles are available? What skills do people
need to work in that industry? What level of education is needed? How diverse, or
not, is the industry?
We want some good facts and figures that you can take and then use in your
illustrated guide.
Write down the information that you find, and keep a record of where you found it.
It’s best to get lots of research, and then pick the most useful information from that.
9. When making your illustrated guide, think carefully about all the elements
involved.
A good guide will have:
• Concise information
• Consistent image style
• Clear, consistent typography
• A coherent colour scheme
All of these elements need to work together to create your guide.
12. Task 2: Practitioner Research File [1.1]
Within your chosen sector identify someone who is a notable practitioner and produce
a fact file about them. Research their journey to where they are now; look at
education, experience, skillset and look for insightful quotes about them and by them
to build a picture of who they are and how they work.
13. What we want from you is research a specific person that works in the part of the industry
you made your illustrated guide for. Focus on those involved in the production of media,
rather than people who just appear in it.
Find out as much as you can about them, to help you produce your fact file.
We want to know what their education was like, what experience they have and what skills
they have. Find quotes about them. Read about them. Get a good picture of who they are
and how they got to where they are.
Write down the information that you find, and keep a record of where you found it. It’s best
to get lots of research, and then pick the most useful information from that.
14. When making a fact file, think carefully about all the elements involved.
A good fact file will have:
• Concise and relevant information
• Quotes about the practitioner
• Information on their work and achievements
• Background on how they got in to the industry
• What insight you have taken from this that can help you in your
development?
This information can be presented with graphics, typography and a colour
scheme.
15. Danny Boyle – Film director
Danny Boyle was born on 20 October 1956, in Greater Manchester. He was brought up in
a working-class catholic family and was an alterboy for years, as his mum had preisthood
in mind for him. This was until he started doing drama. Danny Boyle stated "I think, all
these directors – Martin scorsese, John Woo, – they were all meant to be priests. There's
something very theatrical about it. It's basically the same job, poncing around, telling
people what to think." He attended Thornleigh Salesian College, a Catholic boys' school
in Bolton, and studied English and Drama at the University College of North Wales
(now Bangor University), where he directed several productions for the student drama
society.
After graduating from university he began his career at the Joint Stock Theatre Company,
before moving onto the Royal Court Theatre in 1982 where he directed "The Genius"
by Howard Brenton and "Saved" by Edward Bond. He also directed five productions for
the Royal Shakespeare Company. In 1987, Boyle started working in television as a producer
for BBC Northern Ireland where he produced multiple tv films such as "Arise and Go Now"
as well as "For the Greater good".
16. Boyle's Film Career
"It had eviscerated my brain, completely. I was an impressionable twenty-one-year-
old guy from the sticks. My brain had not been fed and watered with great culture,
you know, as art is meant to do. It had been sandblasted by the power of cinema.
And that's why cinema, despite everything we try to do, it remains a young man's
medium, really, in terms of audience." - Danny Boyle
The first film Boyle directed was Shallow Grave. The film was the most commercially
successful British film of 1995, and won the BAFTA Award for Best British Film, as well
as led to the production of Trainspotting, based on the novel by Irvine Welsh. Working
with writer John Hodge and producer Andrew Macdonald, Shallow Grave earned Boyle
the Best Newcomer Award from the 1996 London Film Critics Circle. Shallow Grave and
Trainspotting caused critics to claim that Boyle had revitalised British cinema in the
early '90s.The BFI ranked Trainspotting the 10th greatest British film of the 20th
century. The great success of these films helped Boyle become the producer he is
today.
18. What are you currently doing to pursue a career in your chosen field?
I am currently studying a Level 3 Creative Media course with intentions of working
in the creative media/photography industry.
19. What do you plan to do next in the pursuit of your chosen field?
20. Select at least three potential University courses that would help you further your career aims. You should state
what the course is, which university it is run by, the entry requirements and why you think it would help you.
After college I would like to spend a year studying art and design at leeds arts university to
help build up a portfolio and get a better understanding of the industry before going onto a
different university to study a diploma. The course is split into 3 stages:
Stage One — You will be set a range of short projects that will develop your understanding
of art and design ‘languages’ in a wide range of media. You will also develop your technical
understanding across a range of workshops.
Stage Two — Your work will begin to follow a specialist path focussing around the following
areas: Graphic Communication (which may include graphic design, comic and concept art,
illustration, animation, creative advertising, photography and filmmaking) Fine Art (may
include drawing, painting, printmaking, sculpture, installation and performance), Fashion &
Textiles (which may include fashion or costume design, fashion branding or textile design)
or 3D Design (which may include product design, interior design, theatre design, design
crafts and architecture). You will have the opportunity to work with a wide range of media
and engage in a series of one-to-one tutorials and group critiques.
Stage Three — This stage is a 9 week project that is proposed, time managed and
undertaken by you. The project forms the bulk of the work that you will exhibit in the End
of Year Show. A programme of lectures, seminars, research and reading will introduce you
to the breadth of art and design. You will develop an understanding of contemporary
practice within your specialist pathway and will compile a critical journal; this will prepare
21. Select at least three potential University courses that would help you further your career aims. You should state
what the course is, which university it is run by, the entry requirements and why you think it would help you.
The entry requirements for this course are GCSE results and projected A level
grade. As well as this I wll also be required to send three examples of your work
which shows your interest and ability in art, design and/or technology. I think this
course will help me because I will learn a lot more about the creative industry
while also building up a portfolio to allow me to study a diploma course at a
university of my choice.
22. What type of work experience do you think you would need to help you in your future career? How might you
be able to find work experience placements? If you could pick anywhere to do work experience, where would it
be and why?
To help me with this I will try to get work experience at independent fashion
magazine companies. I feel this will help me as part of the course I want to specialize
in would be creative photography/fashion photography. I will be helped by the
university to find a work placement that represents what I want to do.
23. What specific skills do you need to develop? There should be a mix of industry specific skills and also personal
development points. When you identify these, come up with suggestions as to how you might make those
improvements.
26. Task 5: End of Year Review [2.1, 2.2, 3.1, 3.2]
Produce an end of year review looking at how you have worked across the year,
considering each stage of production, which productions have worked/not worked,
how you have managed your time, what skills you have developed, how you have
worked with others and how you organised your time, resources and equipment
throughout the year. You should then produce an action plan for Year 2 selecting 5
key areas you wish to focus on to develop further.
Complete the following slides to review your year. You can add images if you want to.
You can get screenshots from any part of your previous projects to support your work
on this.