Unit 3 introduces students to career opportunities and roles in the creative media production industry. Students will research their own options and plan for their future. The unit focuses on understanding career progression, needed skills, and professional practices. Assessment involves assignments researching sectors, practitioners, and creating a five year plan. Students must also log their process for a music video project and complete an end of year review reflecting on their work and development.
This document discusses rules and regulations in the film and TV industries. It covers codes of practice that productions must follow to ensure suitable content for audiences and avoid legal issues. This includes obtaining permissions, safety precautions, and ratings organizations like the BBFC and Ofcom that classify content. Watershed rules determine what can air before 9pm. Copyright and censorship laws are also summarized, as well as definitions for defamation. Several celebrities who sued for defamation are provided as examples.
There are two main types of research: quantitative and qualitative. Quantitative research uses numerical data and statistics to understand things like popularity, while qualitative research explores people's opinions and perspectives through open-ended questions. Primary research involves collecting your own original data through methods like interviews or surveys, while secondary research analyzes existing data from other sources. Demographic and psychographic research categorize people by attributes like age, gender, beliefs and lifestyle to identify appropriate target audiences. Proper research is essential for media projects to develop high quality products that appeal to target markets and ensure financial viability.
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 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 assessment tasks for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide to their chosen sector and a profile of a notable practitioner. They will produce a five-year plan and complete a process log and end of year review reflecting on their skills, teamwork and time management over the course of projects. The end of year review will include an action plan to further develop five key areas in the next year.
The 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 researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
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 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.
This document discusses rules and regulations in the film and TV industries. It covers codes of practice that productions must follow to ensure suitable content for audiences and avoid legal issues. This includes obtaining permissions, safety precautions, and ratings organizations like the BBFC and Ofcom that classify content. Watershed rules determine what can air before 9pm. Copyright and censorship laws are also summarized, as well as definitions for defamation. Several celebrities who sued for defamation are provided as examples.
There are two main types of research: quantitative and qualitative. Quantitative research uses numerical data and statistics to understand things like popularity, while qualitative research explores people's opinions and perspectives through open-ended questions. Primary research involves collecting your own original data through methods like interviews or surveys, while secondary research analyzes existing data from other sources. Demographic and psychographic research categorize people by attributes like age, gender, beliefs and lifestyle to identify appropriate target audiences. Proper research is essential for media projects to develop high quality products that appeal to target markets and ensure financial viability.
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 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 assessment tasks for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide to their chosen sector and a profile of a notable practitioner. They will produce a five-year plan and complete a process log and end of year review reflecting on their skills, teamwork and time management over the course of projects. The end of year review will include an action plan to further develop five key areas in the next year.
The 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 researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
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 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.
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.
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
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.
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 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 of a creative media course, which focuses on introducing students to various job roles and career opportunities in the media production industry. Students will research sectors of interest, profiles of practitioners, and create 5-year career plans. They will also complete assessments including production logs and an end-of-year review of their skills development, work experience, and plans for further study.
This document outlines the tasks and assessments for Unit 3 of a creative media course, which focuses on introducing students to various job roles and opportunities in the media production industry. Students will research sectors of interest, profiles of practitioners, and create 5-year career plans. They will also complete logs and reviews reflecting on their skills, teamwork, and time management during class productions.
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 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 outlines the career plan of a student interested in film studies and directing from 2018-2023. It details the courses they plan to take over four years of university, focusing on film theory, history, criticism, and practical skills like screenwriting and directing. Their third year will include classes in film criticism, digital filmmaking, and contemporary Hollywood. After graduating in 2023, they plan to look for jobs in film directing and acting, and eventually start their own production company. They cite Edgar Wright as a key inspiration for his comedic film trilogies and ability to win awards for short films made as a teenager.
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.
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 document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide and practitioner profile, and develop a five-year plan. They will complete a process log for their music video production and an end-of-year review reflecting on their skills, teamwork, and goals for further development. The review will include an action plan identifying five areas for improvement in the coming year.
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
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, practitioner research file, and 5-year plan. Additional tasks include a music video process log and end of year review reflecting on skills developed, time management, and working with others. The end of year review should include an action plan with 5 areas to focus on improving in the next year such as time management, production techniques, and learning more about the industry.
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 unit introduces students to career opportunities and roles in the creative media production industry. Students will research different sectors and practitioners to learn about required skills and experience. They will create an illustrated sector guide, practitioner research file, and five-year career plan. Throughout the year, students will complete production projects and logs to develop technical skills and self-evaluation. An end-of-year review will assess time management, collaboration, and an action plan for further skill development.
This document outlines the units and tasks for a media production course. Unit 3 focuses on exploring career options and developing professional skills. Students will research job roles, create an illustrated sector guide and practitioner profile, and develop a five-year career plan. They will also complete production logs and an end-of-year review reflecting on their skills and progress. The tasks assess students' understanding of the industry, working practices, self-organization, and ability to meet deadlines.
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.
Through attending the Aesthetica film festival with classmates from York College's media department, the student witnessed a Film4 masterclass on developing shorts into features. The masterclass featured an interview with director Alexandra Brodski discussing her previous short film 'Joy' and TV series, as well as her upcoming work. Though not pursuing a career in media, the student found the discussion inspiring as it provided insight into the careers of young directors and the hard work required to succeed in the film industry.
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.
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
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.
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 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 of a creative media course, which focuses on introducing students to various job roles and career opportunities in the media production industry. Students will research sectors of interest, profiles of practitioners, and create 5-year career plans. They will also complete assessments including production logs and an end-of-year review of their skills development, work experience, and plans for further study.
This document outlines the tasks and assessments for Unit 3 of a creative media course, which focuses on introducing students to various job roles and opportunities in the media production industry. Students will research sectors of interest, profiles of practitioners, and create 5-year career plans. They will also complete logs and reviews reflecting on their skills, teamwork, and time management during class productions.
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 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 outlines the career plan of a student interested in film studies and directing from 2018-2023. It details the courses they plan to take over four years of university, focusing on film theory, history, criticism, and practical skills like screenwriting and directing. Their third year will include classes in film criticism, digital filmmaking, and contemporary Hollywood. After graduating in 2023, they plan to look for jobs in film directing and acting, and eventually start their own production company. They cite Edgar Wright as a key inspiration for his comedic film trilogies and ability to win awards for short films made as a teenager.
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.
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 document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide and practitioner profile, and develop a five-year plan. They will complete a process log for their music video production and an end-of-year review reflecting on their skills, teamwork, and goals for further development. The review will include an action plan identifying five areas for improvement in the coming year.
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
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, practitioner research file, and 5-year plan. Additional tasks include a music video process log and end of year review reflecting on skills developed, time management, and working with others. The end of year review should include an action plan with 5 areas to focus on improving in the next year such as time management, production techniques, and learning more about the industry.
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 unit introduces students to career opportunities and roles in the creative media production industry. Students will research different sectors and practitioners to learn about required skills and experience. They will create an illustrated sector guide, practitioner research file, and five-year career plan. Throughout the year, students will complete production projects and logs to develop technical skills and self-evaluation. An end-of-year review will assess time management, collaboration, and an action plan for further skill development.
This document outlines the units and tasks for a media production course. Unit 3 focuses on exploring career options and developing professional skills. Students will research job roles, create an illustrated sector guide and practitioner profile, and develop a five-year career plan. They will also complete production logs and an end-of-year review reflecting on their skills and progress. The tasks assess students' understanding of the industry, working practices, self-organization, and ability to meet deadlines.
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.
Through attending the Aesthetica film festival with classmates from York College's media department, the student witnessed a Film4 masterclass on developing shorts into features. The masterclass featured an interview with director Alexandra Brodski discussing her previous short film 'Joy' and TV series, as well as her upcoming work. Though not pursuing a career in media, the student found the discussion inspiring as it provided insight into the careers of young directors and the hard work required to succeed in the film industry.
This document contains a production diary for Alfie Jones' mental health fanzine project. It includes drafts of opening articles, interview layouts and questions, cover designs, and illustrations. Feedback was provided on early drafts from Alfie's tutor. Final drafts of interviews with Joanne and Dale Ward were developed based on their detailed responses. The back pages were updated with different helpline information.
Alfie Jones is a 17-year-old creative media student currently in his second year at York College. He has worked as a waiter at Wheatlands Lodge Hotel since February 2019 and as a customer assistant/personal shopper at Tesco since September 2020. Alfie is looking for new shifts on Mondays and Tuesdays as he wants some weekends free. He has skills in being hard working, productive, conscientious, and able to work independently or as part of a team.
This document outlines the planning and production schedule for a fanzine on mental health. It includes developing a mood board for inspiration, deciding on content such as 3 interviews on mental health over time, and illustrations. A pagination plan is provided showing the layout and order of content. Organizational documents like interview questions and message proofs will be created. The 4-week production schedule details tasks like conducting interviews, writing and designing content, and additions before the deadline.
This document contains information about conducting interviews for a fanzine project. It discusses practicing an interview with a student to gain experience. Some things that went well included the interviewee's knowledge on the topic, asking open-ended follow up questions, and researching beforehand. Things that did not go as well were not taking thorough notes during the interview, not ending on a strong question, and questions could have been more creative. The document also discusses experiments with layout design, image filters, and page concepts for the fanzine. It explores using pastel colors, different filters to alter images, and incorporating illustration pages between interview sections.
Alfie Jones proposes creating a fanzine about mental health aimed at 16-24 year olds. They will conduct interviews with experts in the field and include information pages about mental health over different decades. Alfie will take photos on their iPhone and edit them in Photoshop. They will research mental health topics to inform interview questions and content. The fanzine will be evaluated through weekly reflections and a final self-evaluation to improve future projects.
This document outlines the planning and production schedule for a fanzine on mental health. It includes ideas for content such as interviews from practitioners over different decades and informational articles. The planning details a pagination outline with illustrations interspersed between content. Organizational documents like interview questions and proofs are also mentioned. A 4-week production schedule is provided, with tasks broken down by week such as conducting interviews, writing content, and designing layouts.
This document outlines the planning and production schedule for a fanzine on mental health. It includes ideas for content such as interviews with mental health professionals from different eras and informational articles. A mood board shows inspiration for the pastel color scheme and homemade aesthetic. A detailed pagination plan lists what will be on each page, including interviews, illustrations and help resources. Organizational documents like interview questions and proofs are also mentioned. Finally, a 4-week production schedule is provided, breaking down tasks like conducting interviews, writing content and designing pages to be completed each week before the fanzine's completion.
The document provides information on Adverse Childhood Experiences (ACEs), which are potentially traumatic events that can occur during childhood, such as experiencing or witnessing violence, abuse, or neglect. It also lists several mental health professionals who are available for an interview, including Jo Ward, Dale Ward, and Jake Mawer, who have various years of experience working in mental health and specializing in trauma. The document requests discussing issues related to mental health, trauma, and getting help or raising awareness on these topics in the proposed interviews.
The document outlines an interview opportunity with Jo Ward, a trauma specialist of 37 years, to discuss mental health topics like trauma, causes of mental health issues, where to get help, and Ward's interest in the
Alfie Jones proposes creating a fanzine about mental health aimed at 16-24 year olds. They will take photos on their iPhone and edit them in Photoshop. The fanzine will feature 2-3 interviews about mental health to raise awareness and educate young people. Alfie has experience with Photoshop from previous projects and conducting interviews. They will research mental health topics and fanzines for inspiration. The project will be evaluated through weekly reflections and a final self-evaluation.
The document discusses practicing an interview with a student to gain experience for when interviewing a specialist for their fanzine, noting that the interviewee was knowledgeable about their topic and answered questions thoroughly, and that follow-up questions allowed for more in-depth answers and different approaches to questions. Conducting the practice interview helped the interviewer learn what works well and what does not work as well when interviewing.
The document discusses practicing an interview with a student to gain experience for when interviewing a specialist for their fanzine, noting that the interviewee was knowledgeable about their topic and answered questions thoroughly, and that follow-up questions allowed for more in-depth answers and approaching questions from different angles.
This document provides a treatment for a project focusing on the progression of mental health from the 1990s to present day. The project will take the form of a fanzine targeted at a young audience. It will include interviews with three individuals who have worked in the mental health industry for varying lengths of time, from nearly 40 years to just 5 years. The purpose is to raise awareness of mental health issues and educate people, with a focus on trauma. Visual materials will come from sources like Pinterest, scanned textbooks, and archives. The fanzine will have 12 pages covering the history of mental health perceptions and treatment over time as well as the three interviews. Creating a fanzine links to the creator's specialism of print
This project treatment proposes creating a fanzine to raise awareness about mental health and its progression over time from the 1990s to today. The fanzine will feature interviews with three people who have worked in the mental health industry for different lengths of time, from 37 years to 5 years, to provide perspectives on how the field has developed and changed. The intended audience is young people, and the fanzine will use illustrations and bright colors to appeal to this group and show them that suffering from mental health issues is normal and there are healthy ways to cope. The fanzine will include sections on mental health in different eras and interviews to look at the topic in-depth from different angles.
The student is considering creating either a lifestyle/fashion magazine or album cover/music poster as their final major project. They enjoyed creating a magazine for a previous project and want to try something different this time. They feel their project will be personally important as it will portray the lifestyle they currently live or want to live. Some influences for their idea include the I-D magazine for inspiring their previous project and their friends who have different lifestyles. They want their project to make the audience think about whether they are happy with how they live and dress. They plan to employ a minimalistic tone and color scheme like their previous project to make it an easy read while still engaging the audience. Portraying different fashion styles will allow them
This document outlines a series of photography experiments and activities to improve DSLR and photography skills. It includes experiments such as taking photos that follow the rule of thirds composition, photos of shadows, reflections, close-ups of everyday objects from different angles, photos focusing on one object from different perspectives, photos of textures and colors, and photos that utilize negative space in their composition. The instructions encourage photographers to take multiple photos for each activity and choose the best examples to include.
Alfie Jones is applying to university through UCAS to study media-related degrees. He has achieved strong GCSE results including grades 5-7. Currently, he is studying an Extended Diploma in Creative Media Production at York College where he has created various media projects developing skills in Adobe Premiere Pro, animation, and magazine design in Adobe Photoshop. Alfie is interested in studying either music or fashion media at university to further his career in the media industry. He works part-time jobs to support himself and plays football in his free time, demonstrating commitment.
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 tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
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Job roles brief 2020
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.
9. Quentin Tarantino
Career Journey:
Tarantino’s father was an actor and producer, so at a young
age he grew up in and around film which influenced his early
early writings at the age of 14. One of his first jobs was
working in a movie theatre, so he was always surrounded by
films; increasing his knowledge and built a bank of analysis of
of 100s of films that would later help him in his career.
His first big breakthrough came in the early 1990s when he
was hired to write the script for ‘From Dusk Till Dawn’, which
which he starred in as well which got his name out there in
Hollywood.
Tarantino’s hit film ‘Reservoir Dogs’ was screened at the
Sundance Film Festival and was an immediate hit; the theme
of the film laid the path for his later work, and with him
writing the script in only three and a half weeks it was clear
he had a natural talent for screenplay and writing.
Following his hit with ‘Reservoir Dogs’, Hollywood
approached Tarantino with the chance to direct hit films like
‘Speed’ and ‘Men in Black’, but he insisted he continued to
work on ‘Pulp Fiction’. In 1994 he was awarded the Academy
Academy Award for Best Original Screenplay for Pulp Fiction
and was a global hit, which was the biggest breakthrough of
his career and portrayed his skills.
He was hit with black lash due to his use of violence as
entertainment, but many fans and critics enjoyed his style as
it was unique and allowed a new modern style of film.
Filmography:
1992 – Reservoir Dogs
1994 – Pulp Fiction
1997 – Jackie Brown
2003 – Kill Bill Volume 1
2004 – Kill Bill Volume 2
2007 – Death Proof
2009 – Inglorious
Bastards
2012 – Django
Unchained
2015 – The Hateful Eight
2019 – Once Upon A
Time In Hollywood
Controversy & Styles
In many of his films gun violence plays a huge part throughout and
many critics blame gun violence in and around North America on
Tarantino’s unique use of gun violence for an entertainment
purpose. After a recent shooting in 2012, he was being called
insensitive to the event, and in an interview Tarantino stated “I
think it's disrespectful to [the] memory of those who died to talk
about movies ... Obviously the issue is gun control and mental
health.“
Another controversy in his movies is the use of racial slurs,
particularly in the film Jackie Brown, and fellow film director Spike
Lee questioned his use of certain racial slurs. Tarantino responded
by saying “And to say that I can't do that because I'm white, but
the Hughes brothers can do that because they're black, that is
racist… It would not be questioned if I was black, and I resent the
question because I’m white. I have the right to tell the truth. I do
not have the right to lie.”
Tarantino’s recognisable and unique style is one of a kind. His use
of graphic violence, which is sometimes criticised, but he has said in
response, “violence is so good. It affects audience in a big way.”
Another recognisable style that Tarantino uses is non-linear
storyline, which is most famously associated with Pulp Fiction; this
style is often described as the ‘Tarantino Effect’, which shows his
high influence in the film industry.
Another technique Tarantino uses his creating his own products
and brands to use throughout the films, like ‘Big Kahuna Burger’
and ‘Red Apple cigarettes’ for a humorous effect. His choice of
music from the 1960s and 70s is also associated with his style of
directing and producing.
11. What are you currently doing to pursue a career in your chosen field?
Nothing currently, apart from attending college to get the UCAS points to go to university.
I need at least 96 UCAS points(MMM), but I would like to get 112(DMM) as that would allow me to try and get
into the best universities.
12. What do you plan to do next in the pursuit of your chosen field?
Go to university and either do a policing apprenticeship or do a policing degree.
After going to university, I plan to apply for the police and become a police Constable.
13. 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.
Course University Entry
Requirements
Reason
Policing
Apprenticeship
(1st Choice)
West Yorkshire Police
& Leeds Trinity
University
English & Maths Lev 2
18+
Level 3 qualification
Pass fitness test
Need a degree to join
the police(equivalent)
More hands on
Closest to home
Policing Degree
(2nd Choice)
University of Salford 112 UCAS Points
English Lang Grade 4
D,M,M
Need a degree
Criminology
(3rd Choice)
University of York 36 credits at
Distinction & 9 credits
at Merit+
English Lang Grade 4
Lead to the police
Closer to home
•University of Law
•University of Northumbria at Newcastle
•University of South Wales
•University of Suffolk
•University of Sunderland
•University of Wales Trinity St David
•University of West London
•University of Winchester
•University of Wolverhampton
•Wrexham Glyndwr University
•York St. John University
•Anglia Ruskin University
•Bangor University
•Birmingham City University
•Canterbury Christ Church University
•Cardiff Metropolitan University
•Coventry University
•De Montfort University
•Edge Hill University
•Liverpool John Moores University
•Newcastle College University Centre
•Nottingham Trent University
•Sheffield Hallam University
•Staffordshire University
•Teesside University
•University College London
•University of Bedfordshire
•University of Central Lancashire
•University of Chester
•University of Cumbria
•University of Derby
•University of East London
•University of Gloucestershire
•University of Hull
All universities that offer a professional policing degree:
14. 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?
For the police there is no work experience available as you have to be 18, so therefore an alternative would be
working with challenging people or in customer service to talk to people etc.
There is the police cadets to join which would give me an insight to the police, which is available in York.
15. 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.
• Maturity – comes with growing up + allows you to talk to people like adults in normal and difficult situations
• Patience – if you have no patience, you would make rushed decisions which could lead to a worst decision
• Community skills – comes with talking to new people( university? )
• Problem solving skills – learn how to deal with certain problems at university in the course
• Attention to detail – learn on the job
16. In 5 years time I will…
Be in the police force or doing further studies to be higher up in the police.
18. 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.
There is a specific pro forma that you will use for this as part of your music video
production. Ensure that is completed with your Music Video project, to complete this
task.
20. 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.