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: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide and practitioner profile. 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 requires students to evaluate their progress and create an action plan with five areas to focus on improving in the next year.
The document summarizes the student's experience in their Creative Media production course over the past year. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require editing or working with others.
- Learning new software and having to work in groups/be filmed were challenges.
- Research skills improved the most, learning to fully analyze projects before production.
- The best projects were a solo game concept and animation or a music video due to full control and creativity.
- The least enjoyed project was a group music video where they had no input and had to act.
- Time management improved, learning to schedule and avoid rushing work.
-
The document summarizes the student's experience in their first year creative media production course. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require much editing or socializing and allowed them to focus on creating work.
- Learning new software and having to work in groups/be filmed were challenges, as the student prefers working alone and struggles voicing opinions in groups.
- The student improved in researching pre-existing work for projects and considering audience needs, which helped planning.
- Their strongest technical skill is researching to develop project ideas and find similar existing works.
- The game concept and solo music video were their best projects as they had full control
Here are the key points we want you to cover in your end of year review:
- Reflect on each project/production you worked on over the year - what went well, what could be improved
- Evaluate your time management - how did you plan your workload?
- Assess your skill development - what new skills have you learned?
- Consider how you worked with others - what did you learn about collaboration?
- Review how you organised resources/equipment - what systems worked well?
Your action plan for next year should:
- Identify 5 specific goals or skills you want to focus on developing
- Outline clear actions you will take to achieve each goal
- Consider any support or
The student enjoyed creating a music video and using Photoshop the most this year. Learning to use new software like Photoshop, Adobe Audition, and Premiere Pro was challenging. The student feels they have improved in research and planning projects. Editing and creating shots is their strongest technical skill, as seen in their music video and movie poster projects. The music video and movie poster were their best projects due to creative shots and conveying the intended tone respectively. The ghost audio project was their least favorite due to difficulties using the software and recording their own voice. Going forward, the student wants to focus on Photoshop and photography skills for jobs in visual design and production.
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.
- The student enjoyed the music video project the most as it allowed them to improve their filming and editing skills through a fun experience. They found the animation project challenging but interesting to learn a new skill.
- Managing time effectively and planning projects thoroughly were areas the student developed, as poor planning previously caused disorganized work.
- Filming and editing are the student's strongest technical skills. Their best project was the music video which they had the most fun producing and received the highest grade for.
- The audio project was enjoyed the least due to personal challenges and choosing an unsuitable format of narration over voiceover work.
- Going forward, the student aims to focus on filming and editing roles, and is considering university
The document provides a review and reflection by a student on their first year creative media production course. They discuss enjoying animation, poster design, and editing the most. Challenges included difficulty focusing and having to rush a project after getting COVID. The student felt they improved most at research and their strongest technical skill is editing. Their favorite project was a poster or magazine cover because they were visually appealing. The least enjoyed project was their first music video due to a lack of experience and COVID issues. They realize they need to manage time better. For the future, they are interested in filming, directing, and working on large productions. They are unsure of their path after college but want to gain experience on film sets. More research on university
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. 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 requires students to evaluate their progress and create an action plan with five areas to focus on improving in the next year.
The document summarizes the student's experience in their Creative Media production course over the past year. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require editing or working with others.
- Learning new software and having to work in groups/be filmed were challenges.
- Research skills improved the most, learning to fully analyze projects before production.
- The best projects were a solo game concept and animation or a music video due to full control and creativity.
- The least enjoyed project was a group music video where they had no input and had to act.
- Time management improved, learning to schedule and avoid rushing work.
-
The document summarizes the student's experience in their first year creative media production course. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require much editing or socializing and allowed them to focus on creating work.
- Learning new software and having to work in groups/be filmed were challenges, as the student prefers working alone and struggles voicing opinions in groups.
- The student improved in researching pre-existing work for projects and considering audience needs, which helped planning.
- Their strongest technical skill is researching to develop project ideas and find similar existing works.
- The game concept and solo music video were their best projects as they had full control
Here are the key points we want you to cover in your end of year review:
- Reflect on each project/production you worked on over the year - what went well, what could be improved
- Evaluate your time management - how did you plan your workload?
- Assess your skill development - what new skills have you learned?
- Consider how you worked with others - what did you learn about collaboration?
- Review how you organised resources/equipment - what systems worked well?
Your action plan for next year should:
- Identify 5 specific goals or skills you want to focus on developing
- Outline clear actions you will take to achieve each goal
- Consider any support or
The student enjoyed creating a music video and using Photoshop the most this year. Learning to use new software like Photoshop, Adobe Audition, and Premiere Pro was challenging. The student feels they have improved in research and planning projects. Editing and creating shots is their strongest technical skill, as seen in their music video and movie poster projects. The music video and movie poster were their best projects due to creative shots and conveying the intended tone respectively. The ghost audio project was their least favorite due to difficulties using the software and recording their own voice. Going forward, the student wants to focus on Photoshop and photography skills for jobs in visual design and production.
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.
- The student enjoyed the music video project the most as it allowed them to improve their filming and editing skills through a fun experience. They found the animation project challenging but interesting to learn a new skill.
- Managing time effectively and planning projects thoroughly were areas the student developed, as poor planning previously caused disorganized work.
- Filming and editing are the student's strongest technical skills. Their best project was the music video which they had the most fun producing and received the highest grade for.
- The audio project was enjoyed the least due to personal challenges and choosing an unsuitable format of narration over voiceover work.
- Going forward, the student aims to focus on filming and editing roles, and is considering university
The document provides a review and reflection by a student on their first year creative media production course. They discuss enjoying animation, poster design, and editing the most. Challenges included difficulty focusing and having to rush a project after getting COVID. The student felt they improved most at research and their strongest technical skill is editing. Their favorite project was a poster or magazine cover because they were visually appealing. The least enjoyed project was their first music video due to a lack of experience and COVID issues. They realize they need to manage time better. For the future, they are interested in filming, directing, and working on large productions. They are unsure of their path after college but want to gain experience on film sets. More research on university
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, create an illustrated guide and practitioner profile. They will develop a five-year plan and complete a music video process log and end of year review reflecting on their progress and setting goals. The tasks aim to help students investigate options and development needs for their future careers.
The student enjoyed filming a music video and creating sprites for an animation project. They found the audio project challenging due to limited resources. Their evaluating skills improved the most over the year. Photoshop skills developed through learning animation techniques and photo editing. The animation portion of an adventure project was their best as they felt less stressed and enjoyed the sprite work. The audio project was enjoyed least as the student felt unprepared close to the deadline. An action plan includes interests in print design, pixel art, and researching university requirements.
The student enjoyed creating their music video and audio projects the most, gaining satisfaction from bringing their visions to life through filming, editing, and post-production. Their biggest challenge was not being able to film all desired shots for some projects and having to improvise alternate scenarios. The student feels they have improved most in research over the year by conducting more thorough investigation. Their strongest technical skill is filming and framing shots to achieve a cinematic look. The music video was considered their best project because it was the most enjoyable to create and had a polished final product despite challenges. The student least enjoyed the magazine and game animation project but learned from the experience. They aim to focus on directing, filming or editing in the future and eventually create
This document provides an overview of 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 different job roles, sectors of the industry, and notable practitioners. They also create a five-year career plan and complete assessments including a process log and end-of-year review reflecting on their skills and development. The tasks are designed to help students investigate options and plan for their future in the field.
Here are the key steps I took to complete the Music Video Process Log:
- Planned out the production schedule and assigned roles for my team
- Shot footage across multiple locations on different days, logging camera settings, lighting and audio equipment used
- Captured B-roll and additional footage to complement the song
- Backed up footage daily to an external hard drive for safety
- In Premiere Pro, edited together the shots to tell the story and match the rhythm of the song
- Added color correction, titles and credits to polish the final product
- Rendered and exported the final video, then uploaded it to YouTube for distribution
By carefully planning, consistently backing up work, and seeing the project through
Unit 3 introduces students to various roles and career opportunities in the creative media production industry. Students will research options and plan their own development. Assessment includes assignments documenting their process and a cumulative production journal. Students will complete tasks exploring sectors of interest, researching practitioners, creating a five year plan, logging their music video process, and an end of year review and development plan.
This document outlines the unit introduction to professional practice for a creative media production course. It discusses investigating job roles, responsibilities, and progression opportunities in the media industry. Students will complete assignments researching sectors of interest, practitioners in their field, and creating a five year plan. They will also complete a music video process log and end of year review reflecting on their skills and development. The document provides assessment criteria and details of tasks to be completed through the year.
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 develop a five year plan. Assessments include an illustrated sector guide, practitioner research file, process log, and end of year review with action plan. The final review requires students to reflect on their progress, skills developed, and goals for further development.
The document summarizes the student's experience in their first year creative media production course. They enjoyed projects involving cameras, photography, and audio work the most. Time management was their biggest challenge, often taking on too many tasks. Their research and production skills improved over the year. Camera work and Photoshop are their strongest technical skills. Their favorite project was the audio project due to the planning and smooth production. They intend to research university programs, apprenticeships, and careers in videography for after finishing the course next year.
This document outlines the unit goals and assessment tasks for a media production course. The unit introduces students to career opportunities and professional practices in the media industry. Students will research job roles, create an illustrated sector guide and practitioner profile. They will also develop a five-year career plan and complete a music video production log and end-of-year review reflecting on their skills and progress. The goals are to help students explore the industry and develop skills needed for a future career in media production.
The student enjoyed filming for their music video project the most, as it allowed them to realize their vision. Editing with Premiere for a soundscape task was challenging due to Premiere being primarily a video editor. The student felt they made the most progress in research skills by employing a more uniform citation style in their adventure project. The student felt strongest in advertising skills, having created an in-depth advertising plan across social media for their adventure project. Their favorite project was the first half of the adventure project due to having the most fun and a clean, professional result. The audio project was least enjoyed due to complications and a lack of enthusiasm without a clear vision.
This evaluation template guides students to evaluate their projects in a structured way. It prompts students to provide an overview of their project, describe their research, ideas, and outcomes. It also has them reflect on how they felt during the process, challenges they faced, and what they learned. Feedback from peers is discussed. Areas for improvement are identified, such as using more concise interviews. Skills development and next steps are considered, such as searching online for skills tutorials.
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.
The student enjoyed the audio project the most as it was most beneficial for their goal of a career in radio. They struggled the most with the animation project, but overcame challenges through research and tutorials. While time management was generally good, the student feels they sometimes rushed production and need to allow more time for detail. Looking ahead, they plan to focus on audio skills and potentially podcasting, with goals of a radio apprenticeship or broadcast journalism degree after graduation. Further research into university programs and apprenticeship opportunities will help guide future progression plans.
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.
The document provides guidance for planning a practical project, including stages of planning, types of documents to assemble, and sections to cover. It outlines tasks for idea generation, research, pre-production assessment, creative planning, and shot listing. The template is not exhaustive and can be modified depending on the project. It is intended to help track the planning process through the pre-production phase.
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 provides an evaluation template for a Year Two creative media production project. It includes sections for an overview of the project, what attracted the student to the theme, research conducted and how it informed the project, the project outcome, personal reflections on the experience, collaboration, feelings upon completion, evaluation of good and bad points, challenges faced, rating the final piece, successful elements, and how it appeals to the target audience.
The student enjoyed creating a music video the most as they love music and storytelling. They found editing in Adobe Premiere and filming different shots and angles to be their strongest skills. Their best project was the music video as they were able to effectively create a story and edit it to have a vintage style. Going forward, the student wants to focus on roles involving music videos, short films, and social media advertising. They plan to research existing job roles and education requirements to help determine their future career progression.
The student enjoyed making animations in pixel art the most as they found it interesting to see how classic games were made. However, they found the audio project most challenging as they lacked motivation. Their planning skills improved the most over the year. Going forward, the student wants to focus on roles using Adobe software like Photoshop and Premiere Pro. They plan to get an apprenticeship or job in video editing after finishing the course to develop their skills in a work environment. More research is needed to explore progression options and gain more experience with software.
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.
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, create an illustrated guide and practitioner profile. They will develop a five-year plan and complete a music video process log and end of year review reflecting on their progress and setting goals. The tasks aim to help students investigate options and development needs for their future careers.
The student enjoyed filming a music video and creating sprites for an animation project. They found the audio project challenging due to limited resources. Their evaluating skills improved the most over the year. Photoshop skills developed through learning animation techniques and photo editing. The animation portion of an adventure project was their best as they felt less stressed and enjoyed the sprite work. The audio project was enjoyed least as the student felt unprepared close to the deadline. An action plan includes interests in print design, pixel art, and researching university requirements.
The student enjoyed creating their music video and audio projects the most, gaining satisfaction from bringing their visions to life through filming, editing, and post-production. Their biggest challenge was not being able to film all desired shots for some projects and having to improvise alternate scenarios. The student feels they have improved most in research over the year by conducting more thorough investigation. Their strongest technical skill is filming and framing shots to achieve a cinematic look. The music video was considered their best project because it was the most enjoyable to create and had a polished final product despite challenges. The student least enjoyed the magazine and game animation project but learned from the experience. They aim to focus on directing, filming or editing in the future and eventually create
This document provides an overview of 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 different job roles, sectors of the industry, and notable practitioners. They also create a five-year career plan and complete assessments including a process log and end-of-year review reflecting on their skills and development. The tasks are designed to help students investigate options and plan for their future in the field.
Here are the key steps I took to complete the Music Video Process Log:
- Planned out the production schedule and assigned roles for my team
- Shot footage across multiple locations on different days, logging camera settings, lighting and audio equipment used
- Captured B-roll and additional footage to complement the song
- Backed up footage daily to an external hard drive for safety
- In Premiere Pro, edited together the shots to tell the story and match the rhythm of the song
- Added color correction, titles and credits to polish the final product
- Rendered and exported the final video, then uploaded it to YouTube for distribution
By carefully planning, consistently backing up work, and seeing the project through
Unit 3 introduces students to various roles and career opportunities in the creative media production industry. Students will research options and plan their own development. Assessment includes assignments documenting their process and a cumulative production journal. Students will complete tasks exploring sectors of interest, researching practitioners, creating a five year plan, logging their music video process, and an end of year review and development plan.
This document outlines the unit introduction to professional practice for a creative media production course. It discusses investigating job roles, responsibilities, and progression opportunities in the media industry. Students will complete assignments researching sectors of interest, practitioners in their field, and creating a five year plan. They will also complete a music video process log and end of year review reflecting on their skills and development. The document provides assessment criteria and details of tasks to be completed through the year.
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 develop a five year plan. Assessments include an illustrated sector guide, practitioner research file, process log, and end of year review with action plan. The final review requires students to reflect on their progress, skills developed, and goals for further development.
The document summarizes the student's experience in their first year creative media production course. They enjoyed projects involving cameras, photography, and audio work the most. Time management was their biggest challenge, often taking on too many tasks. Their research and production skills improved over the year. Camera work and Photoshop are their strongest technical skills. Their favorite project was the audio project due to the planning and smooth production. They intend to research university programs, apprenticeships, and careers in videography for after finishing the course next year.
This document outlines the unit goals and assessment tasks for a media production course. The unit introduces students to career opportunities and professional practices in the media industry. Students will research job roles, create an illustrated sector guide and practitioner profile. They will also develop a five-year career plan and complete a music video production log and end-of-year review reflecting on their skills and progress. The goals are to help students explore the industry and develop skills needed for a future career in media production.
The student enjoyed filming for their music video project the most, as it allowed them to realize their vision. Editing with Premiere for a soundscape task was challenging due to Premiere being primarily a video editor. The student felt they made the most progress in research skills by employing a more uniform citation style in their adventure project. The student felt strongest in advertising skills, having created an in-depth advertising plan across social media for their adventure project. Their favorite project was the first half of the adventure project due to having the most fun and a clean, professional result. The audio project was least enjoyed due to complications and a lack of enthusiasm without a clear vision.
This evaluation template guides students to evaluate their projects in a structured way. It prompts students to provide an overview of their project, describe their research, ideas, and outcomes. It also has them reflect on how they felt during the process, challenges they faced, and what they learned. Feedback from peers is discussed. Areas for improvement are identified, such as using more concise interviews. Skills development and next steps are considered, such as searching online for skills tutorials.
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.
The student enjoyed the audio project the most as it was most beneficial for their goal of a career in radio. They struggled the most with the animation project, but overcame challenges through research and tutorials. While time management was generally good, the student feels they sometimes rushed production and need to allow more time for detail. Looking ahead, they plan to focus on audio skills and potentially podcasting, with goals of a radio apprenticeship or broadcast journalism degree after graduation. Further research into university programs and apprenticeship opportunities will help guide future progression plans.
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.
The document provides guidance for planning a practical project, including stages of planning, types of documents to assemble, and sections to cover. It outlines tasks for idea generation, research, pre-production assessment, creative planning, and shot listing. The template is not exhaustive and can be modified depending on the project. It is intended to help track the planning process through the pre-production phase.
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 provides an evaluation template for a Year Two creative media production project. It includes sections for an overview of the project, what attracted the student to the theme, research conducted and how it informed the project, the project outcome, personal reflections on the experience, collaboration, feelings upon completion, evaluation of good and bad points, challenges faced, rating the final piece, successful elements, and how it appeals to the target audience.
The student enjoyed creating a music video the most as they love music and storytelling. They found editing in Adobe Premiere and filming different shots and angles to be their strongest skills. Their best project was the music video as they were able to effectively create a story and edit it to have a vintage style. Going forward, the student wants to focus on roles involving music videos, short films, and social media advertising. They plan to research existing job roles and education requirements to help determine their future career progression.
The student enjoyed making animations in pixel art the most as they found it interesting to see how classic games were made. However, they found the audio project most challenging as they lacked motivation. Their planning skills improved the most over the year. Going forward, the student wants to focus on roles using Adobe software like Photoshop and Premiere Pro. They plan to get an apprenticeship or job in video editing after finishing the course to develop their skills in a work environment. More research is needed to explore progression options and gain more experience with software.
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.
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.
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: 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 in the creative media industry by creating 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 reflecting on their skills and progress. The end of year review requires students to evaluate their work over the past year and create an action plan with five areas of focus for further development.
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, research a practitioner in their field, and develop a 5-year career plan. Additionally, students will complete a process log for their music video project and an end-of-year review reflecting on their work and skills. The review will include an action plan to further develop 5 key areas 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 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.
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 assessment criteria for Unit 3: Introduction to Professional Practice. Students will research career opportunities and progression paths in the creative media industry. They will investigate working practices through logs and reviews of their own work process. The unit focuses on developing skills for professional practice like meeting deadlines, collaborative work, and self-management. Assessment tasks include creating an illustrated sector guide, a practitioner research file, and a five-year plan. Students will also complete logs for their music video project and an end-of-year review with an action plan.
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 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. 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 for 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 document outlines the unit goals and assessment tasks for a media production course. The unit introduces students to various job roles and career opportunities in the creative media industry. Students will research sectors of interest, notable practitioners, and create a five-year career plan. Assessment tasks include creating an illustrated sector guide, practitioner fact file, and process log for a music video project. The final task is an end of year review reflecting on work and setting goals for skills development and improvement.
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 5-year plan. Additionally, students will complete a music video process log and end of year review reflecting on their skills, work, and development goals. The end of year review will include an action plan for further skills students wish to focus on in the next year.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice, which introduces students to various job roles, responsibilities, and career progression opportunities within the creative media production industry. Students will research sectors of interest, notable practitioners, and create a five year plan. Assessments include an illustrated sector guide, practitioner research file, process logs, and an end of year review reflecting on skills developed and areas for future growth.
This document outlines the unit objectives and assessment tasks for a media production course. The unit focuses on introducing students to various job roles, responsibilities, and career progression opportunities within the creative media industry. Students will research sectors of interest, notable practitioners, and create a five year career plan. Assessment tasks involve creating an illustrated sector guide, practitioner research file, process logs, and an end-of-year review reflecting on work and setting goals. The document provides details of each task and assessment criteria to guide students' work.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to various job roles and career opportunities in the creative media industry. The unit will involve students researching options in their chosen sector, methods of work, and developing a five-year plan. Assessment will include assignments such as an illustrated sector guide, a profile of a notable practitioner, a music video production log, and an end-of-year review. The review will require students to evaluate their work over the year, identify skills developed, and create an action plan for further development.
This unit introduces students to career opportunities and professional practices in the creative media industry. Students will research job roles, complete assignments to develop skills like time management and teamwork, and create a five year career plan. They will evaluate their progress throughout the year and identify areas for further improvement.
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. 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 requires students to evaluate their progress and create an action plan with five areas to focus on improving in the next year.
Sargent Rob Wallace's platoon gets attacked while resting. His men scramble to return fire as the Vietcong launch an assault. Wallace calls in air support to push the enemy back. His platoon advances but gets separated from the main forces. Wallace leads his men through the woods as they fight off the Vietcong trying to flank them. They become surrounded and must fight their way out.
- A squad of 4 soldiers are stationed at a military base that seems busy but high in spirits.
- They must identify and track down Omar Shaw with only a 4 man team and no backup.
- During a confrontation with Shaw's soldiers, 2 members of the squad are killed although the main character survives. They receive medals for their efforts.
The video will show a friend mountain biking through a forest to the song "Pretender" by Foo Fighters. It will use changes in camera shots and pace to match the changing tempo of the song. Shots will include close-ups of the terrain, scenery, and the rider's face and bike. The concepts will explore the contrast between pushing uphill and racing downhill, and capture the intensity on the rider's face. Storyboarding and shot lists will break the song into sections to plan the visuals, shots, and sequencing needed to film the required footage.
The document provides an evaluation of a music video production project. It includes sections on research, planning, time management, technical qualities of the camera and editing, aesthetic qualities, audience appeal, peer feedback, and a summary of the peer feedback. The planning section describes creating storyboards and shot lists. Time management was handled well. The camera was a Samsung S10 with a phone gimbal. Peer feedback praised the color use and shot types but noted some shots could have more action and to crop out parts of the filming equipment from shots. The producer agreed to crop shots better and have the camera follow the rider more closely in the future.
The document provides guidance for completing a case study analysis of music videos. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers styles, techniques and conventions in music video production. Task 3 requires analyzing a minimum of three music videos by the same artist, discussing the videos in relation to Tasks 1 and 2. The case study should demonstrate understanding of concepts like camerawork, editing, genre conventions, and intertextuality. Students are encouraged to include examples and make connections between parts of videos and broader contexts.
The document provides an evaluation of a student's music video production process. It describes the research conducted on shot types by analyzing other music videos. Planning involved storyboards and shot lists. Time management was handled well, with filming completed in under the scheduled time. The video was filmed on a Samsung phone with a gimbal. In editing, more special effects could have been added. Color grading was used effectively. The video appealed primarily to mountain bikers, so wider audience appeal could be improved. Peer feedback praised the shot types, colors used, and cutting to the beat but noted the gimbal was sometimes visible and more could happen during choruses. The student agrees improvements include cropping out the gimbal to look more
Mv production assignment evaluation form 2020 (1)henryhildo
The document discusses the evaluation of a music video production project. It covers the research process, planning with storyboards and shot lists, time management in filming and editing, technical aspects of using a phone camera and editing software, aesthetic choices regarding color, audience appeal, and peer feedback. Areas for improvement mentioned include adding more special effects, appealing to a wider audience, and incorporating feedback about making the video less repetitive.
The document summarizes the filming and editing process for a music video production. For filming, technical aspects like using a smartphone and gimbal worked well but conditions were wet and slippery, posing challenges. Logistically, locations allowed different shots but weather caused issues. Personnel performed well despite rough conditions. Planning could have been clearer. In editing, key shots were captured and weather cooperated for filming. Problems included the camera not always following the subject and thick mud slowing them down. Lessons learned include scouting different angles, prioritizing key shots, editing to the beat, and fading out music if clips don't match length.
- Kid Rock targets rural America and older generations through his music videos. He is shown riding motorcycles and partying in a way that appeals to how Americans used to live in the 1980s-1990s.
- His brand focuses on heavy metal and motorbiking. He aims to seem cool while doing unconventional things to attract audiences who can relate to drinking beer, driving muscle cars, and partying with women.
- The fast-cut shots and aggressive music in his videos match this tone and target audience. The visual style is deliberately planned to engage specific demographics likely to purchase his music.
The document provides guidance for a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by the same artist to discuss usage of techniques from Tasks 1-2, intertextuality, camerawork, editing, genre conventions and critical approaches. Students are advised to include illustrative images and links from their chosen videos in their responses.
The proposed music video will feature footage of a friend mountain biking through a forest to the song "Pretender" by Foo Fighters. Shots will include close-ups capturing precise bike movements, wide angles showing speed and style, and close-ups of the rider walking up hills. There will be cuts matching the song's changing pace. Locations will be in Yearsly Woods filmed over two weekends using a Samsung S10+ and Nikon D3000 cameras mounted on tripods. The video will be edited on Premiere Pro at college.
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Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
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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. Fact file: Katelin azirmendi
• Katelin has been in to cinemaphotography since she was a child. She would often make short films with
her brothers. She decide to go down the filming industry path as she was creative and like the lifestyle
of traveling and filming in different places. She manage to achieve and undergrad degree in film and
creative media. She study in Santa Cruz California. She was taught not to follow what others were doing
in the industry because everyone has their own styles when it comes to filming. She was told if you
want to stand out then you would need to be creative and think of something different. she then went
to the accimedy of art in san fran sico and then she found out the she really like the photagry side of
filmmaking. After she has finsihed art school she was ask to shoot a levi's commerical. She was a
camera assinstant for the shoot. She would them go on shooting for more films but doesn’t want to be
known as a camera assant. She went on filing her own short videos and didn’t really get any contracts
for a while. Until her friend offered her a plave on this small 30 second music video and she agreed.
She didn’t want to be a directior or others rolls but she just wanted to film.
• The movies that she mainly does now are horror movies with dark lighting. She likes to shoot with
natural lighting, as she thinks this creates a more realatbale felling.
6. 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.
8. 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.
9. 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.
10. 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.
13. 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.
14. 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.
15. 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.
17. What are you currently doing to pursue a career in your chosen field?
To pursue my career in media studies is I am going to York college and
studying media technologies. It’s a two-year course. This will help me
because it will teach me more than just the basic of videos editing and
special effects in music videos. In addition it will teach me a range of skills
across the bord, such as from filming and editing music videos, making a
short movie. This helps me get a good basis to produce some good quality
vidoes.
18. What do you plan to do next in the pursuit of your chosen field?
For my next step after college I plan to go to a university to further progress my
study of this course which will give me a good chance of getting into this industry
and doing the job I want to do. I will stay at uni for about 2 year roughly, mily
depend on how long the course last.
19. 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.
One of the university I would plan to go to is bath spa uni this is because they do a
creative media course there and they also aren't too far away get to. The entry
requirement I will need an a-level or equivalent to one. With 3 (c)s or above. I think it
would help me because they have very good facilities and staff.
My second university I would go if I got my qualification would be the university of
west London. This would help me and there are lots of talent spotters in London. The
college is also big partners with twitter, vidicon and MTV.
My third university choice would be Huddersfield university this is over in whales.
The place supports students greatly and has many option on this course. You need at
least c or higher to get in.
20. 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?
The tyoe of work exsperience I will need to help with my career will be at university
making and helping to shoot videos, this will give the the type of knowlegde to know
what I need to work on and how to work in a big team filled with other people.
21. 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.
Some of the skill I will need is knowlegde of how to work and move equipement
safely. In addtion I need to be able to work in a team well help, this is vital because if
you don’t work well with your team you can risk your perfomance as a group and you
wont be able to finish you project properly.
22. In 5 years time I will…
In 5 years time I will have been to university and hopefuly will of graduated. And I
will of past out of college. Then I will be hopefully working with a film making indurty
as camera technition.
24. 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.
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.