My skills audit at the beginning of a2
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This document contains a student's self-assessment of their skills in filming, editing, research, planning, and evaluating media coursework. They rate their current abilities in various technical, research, planning, and evaluation skills on a scale of 1 to 4. They then set targets to improve their skills in using varied shot transitions, editing videos, time management, research, planning, and constant evaluation for their upcoming A2 media coursework project.
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My skills audit at the beginning of a2 (1)
The document outlines the author's self-assessment of their media production skills in filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill category, the author lists targets they want to achieve by the beginning of their A2 media coursework.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their filmmaking, research, planning, and evaluation skills at the beginning of their A2 media course. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then list targets they want to achieve to improve their skills in each area by the time they start their A2 coursework project.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their media production skills in areas like filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill area, the author lists targets they want to achieve by the beginning of their A2 media coursework.
Angellisa's skills audit
Angellisa conducted a skills audit to evaluate her abilities in filming, research/analysis, planning, and evaluation for her A2 media coursework. For filming, she rated herself on technical skills like shot framing and steadiness. For research, she rated her ability to analyze genres, ideology, and audience reception. For planning, she evaluated skills like storyboarding and time management. For evaluation, she assessed questioning audiences and linking research to her final product. She then set targets in each area to improve, such as practicing filming techniques and better discussing ideology in media texts.
My skills audit at the beginning of a2
This document contains a student's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation abilities. The student rates themselves on a scale of 1 to 4 in different skill areas. For each skill area, the student identifies targets for improvement as they begin their A2 coursework. The targets focus on using titles, selecting mise-en-scene, shot transitions, shot stability, research, time management, overcoming difficulties, storyboarding, evaluating audience reception, and analyzing their own work.
My skills audit at the beginning of A2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
My skills audit at the beginning of a2
This document contains the author's self-assessment of their media production skills at the beginning of their A2 course. They rate their abilities in filming, editing, research and analysis, planning, and evaluation. For each skill area, they identify targets to improve upon for their A2 coursework, such as using more varied shots and smoother transitions in editing, doing more in-depth research, managing time effectively, and not leaving the evaluation until the last minute.
My skills audit at the beginning of a2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
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My skills audit at the beginning of a2 (1)
The document outlines the author's self-assessment of their media production skills in filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill category, the author lists targets they want to achieve by the beginning of their A2 media coursework.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their filmmaking, research, planning, and evaluation skills at the beginning of their A2 media course. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then list targets they want to achieve to improve their skills in each area by the time they start their A2 coursework project.
My skills audit at the beginning of a2
The document outlines the author's self-assessment of their media production skills in areas like filming, editing, research and analysis, planning, and evaluation. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. For each skill area, the author lists targets they want to achieve by the beginning of their A2 media coursework.
Angellisa's skills audit
Angellisa conducted a skills audit to evaluate her abilities in filming, research/analysis, planning, and evaluation for her A2 media coursework. For filming, she rated herself on technical skills like shot framing and steadiness. For research, she rated her ability to analyze genres, ideology, and audience reception. For planning, she evaluated skills like storyboarding and time management. For evaluation, she assessed questioning audiences and linking research to her final product. She then set targets in each area to improve, such as practicing filming techniques and better discussing ideology in media texts.
My skills audit at the beginning of a2
This document contains a student's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation abilities. The student rates themselves on a scale of 1 to 4 in different skill areas. For each skill area, the student identifies targets for improvement as they begin their A2 coursework. The targets focus on using titles, selecting mise-en-scene, shot transitions, shot stability, research, time management, overcoming difficulties, storyboarding, evaluating audience reception, and analyzing their own work.
My skills audit at the beginning of A2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
My skills audit at the beginning of a2
This document contains the author's self-assessment of their media production skills at the beginning of their A2 course. They rate their abilities in filming, editing, research and analysis, planning, and evaluation. For each skill area, they identify targets to improve upon for their A2 coursework, such as using more varied shots and smoother transitions in editing, doing more in-depth research, managing time effectively, and not leaving the evaluation until the last minute.
My skills audit at the beginning of a2
The document is a skills audit conducted by a student at the beginning of their A2 media course. It rates the student's current abilities in technical skills like filming, editing, and use of sound and images. It also rates their research, planning, and evaluation skills. For each skill area, the student identifies targets for improvement over the course of their A2 coursework.
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Aycan's skills audit
Aycan Mehmet conducted a skills audit to evaluate his abilities in filming, editing, research, planning, and evaluating media coursework. He rated himself 1-4 in various technical, analytical, and production skills. For his A2 coursework, he set targets to improve his camerawork, lighting, research methods, pre-production planning, audience evaluation, and analytical skills. His goals were to get more involved in various stages of production and develop structured deadlines and feedback mechanisms to strengthen his work.
Sophia's skills audit
This document contains a student's self-assessment of their media production skills in filming, editing, research and analysis, planning, and evaluation. For each skill area, the student rates their current ability on a scale of 1 to 4 and sets targets to improve. Some examples of targets include perfecting shot composition and steadiness, practicing editing with sound and titles, focusing on time management and overcoming difficulties during production. The overall purpose is for the student to audit and plan improvements to their technical, analytical, and project management skills for their upcoming A2 media coursework.
My skills audit at the beginning of a2
This document contains a student's self-assessment of their skills in filming, editing, research and analysis, planning, and evaluation for their A2 media coursework. They rate their current abilities in various technical, research, planning and evaluation skills on a scale of 1 to 4. They then set targets for themselves to improve their skills in each area when beginning their A2 coursework project.
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My skills audit at the beginning of A2
The document outlines the author's self-assessment of their filmmaking skills in areas such as filming, editing, research, planning, and evaluation. They rate their current abilities in these areas as mostly 3 out of 4. The author then lists targets they want to achieve in each area for their upcoming A2 coursework, such as improving their editing, titles, research analysis, time management, and linking their research, planning and final product more effectively.
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My skills audit at the beginning of A2
This document outlines the author's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation. Some key areas they identify wanting to improve include editing skills, using a variety of shots, effective research, having backup plans, and being able to thoroughly evaluate their work. The author sets goals in each area to work on for their upcoming A2 coursework project.
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Tyler Salisbury is taking AS Level Media Studies and has identified areas for improvement based on an initial assessment. His short term goals are to continue developing his level of analysis when discussing texts, complete Photoshop tutorials to increase his skills with the software, and develop better control of the camera. His long term goal is to achieve a grade of C or higher in AS Media Studies by the end of the course.
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This document outlines the author's self-assessment of their media production skills, including filming, editing, research, planning, and evaluation. For each skill area, the author rates their current ability on a scale of 1 to 4. They then set targets to improve upon these skills for their upcoming A2 coursework, which will involve creating a music video. Their targets include using interesting effects, relating the video meaningfully to the song lyrics, thoroughly researching the chosen genre and artist, planning to avoid getting stuck mid-production, and justifying all creative decisions made through references to research.
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Ricardo plans to create a stop motion parkour chase video for his final project. He chose stop motion to improve his weaknesses and have fun while learning new skills needed for his future in game design. He will research techniques on YouTube, storyboard the video, create background music, gather props, and film with a camera on a crane stand using stop motion software. To evaluate his progress, Ricardo will follow tasks in his schedule and storyboard, compare to similar projects, and reflect in a diary to improve weaknesses for university.
Pp criteria & objectives[1]
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.
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This document provides instructions for creating and maintaining a reflective log and portfolio to organize work for a course of study. It outlines two learning outcomes: 1) being able to create and maintain a purposeful reflective log, and 2) being able to create and maintain a portfolio of own work. For each learning outcome, it specifies evidence requirements and provides a template for documenting reflections, assessments, and submitted work in the log and portfolio. The document emphasizes maintaining the logs and portfolio throughout the course to track learning and meet assessment standards.
Advanced portfolio 2 background research
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
My mastery journey timeline short
This document outlines Anna Hancq's mastery journey timeline from February 2014 to January 2015 while pursuing her Media Design MFA at Full Sail University. It details her goals and action plans for each month, focusing on skills like gaining confidence, understanding client needs, brand development, design research, presentation skills, and professional practice. Her plans involve applying skills to work projects, taking online courses on software like Illustrator and website design, reading articles from the Full Sail library, and utilizing feedback to improve.
Yr13 - Welcome and PI - 2024.pdf
This document provides information about the A2 Photography course at a school. It outlines several key expectations for students: being prepared and focused for lessons, spending quality time outside of class on photography projects, and investing in independent work. It also describes the two units that make up the A2 Photography course - Unit 1, the Personal Investigation, and Unit 2, the Externally Set Task. For the Personal Investigation, students must create a portfolio of practical work responding to a theme, and a related study extending their understanding. Regular practice, research, and refining work based on feedback is emphasized.
Project proposal form (y)
This project proposal outlines a plan to create a stop motion animation to examine how animations capture public attention. [The student] will be solely responsible for all aspects of producing the animation, including filming, animating, lighting, and editing. Research will focus on analyzing similar works to understand directorial and production processes. Equipment will be organized over 1-2 weeks. The screenplay and studio setup will take 1 week, with filming taking a flexible amount of time. Post-production and evaluation will each take 1 week. Milestones include completing initial research and finishing the animation and post-production. Resources needed are books, journals, and equipment relating to short film production. The research will cover directorial processes, avoiding plagiarism
Unit 9 factual induction version
The document provides guidance for students on developing a factual production project. It outlines learning outcomes that involve analyzing characteristics and context of a chosen media activity, planning creative solutions based on research, and critically evaluating the final production. Students must select a subject they are interested in, with a clear focus or point. The production can take the form of a video, print publication, or audio podcast. An induction task requires students to mind map potential project ideas considering the format, topic, and stylistic influences. Students will complete tasks involving research, development, production, and a critical self-evaluation.
A04 - Review The Project - Extended Project Evaluation
Ashley Gunshorn completed an extended project evaluating their time management and research for a documentary promoting a Creative and Media diploma program. They experienced difficulties like changing their project idea and technical issues, but overcame them through perseverance and practice. Feedback on the final outcome was mixed, with comments on improving audio levels, including more classroom scenes, and using a more interview-style format. For future projects, Ashley would plan more thoroughly, research more in-depth using different sources, explore more locations for filming, and gather more feedback.
2nd term 2 project statement of intent
This statement of intent outlines a final major project exploring time lapse and night photography. The student aims to produce a body of 12 A3 photographs and a computer presentation showing time lapse work. Influences will include photographers who have explored time and night themes. Research will cover techniques for night photography, time lapse production and editing software. A timeline outlines plans for trial shoots and techniques over 5 weeks to develop skills and ideas before a final evaluation. Progress will be documented in a blog reviewing each shoot and gathering peer feedback.
6
The student went through a lengthy process to create a music magazine, including research, planning, drafting, designing, and development. They learned about using different camera techniques like aperture and flash to manipulate lighting and focus. Photoshop was used to edit images and create fonts. Various online tools were used to showcase the research, planning, drafts, finished products, and evaluation, including Prezi, Slideshare, YouTube, and Wikispaces.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the requirements for a creative media production management project. The student must originate, develop, research, pitch and manage the production of a media product. They will be assessed on their pre-production planning, production skills, evaluation of the final product, and response to feedback. The project aims to demonstrate the student's abilities in independently managing an entire media production from start to finish. They must address all criteria for two units - Unit 4 on creative media production management and Unit 5 on working to a brief in the creative industries.
Similar to My skills audit at the beginning of a2 (16)
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
A04 - Review The Project - Extended Project Evaluation
A04 - Review The Project - Extended Project Evaluation
More from perer050308
Editing the music video
To summarize, the document describes various video editing techniques used to create special effects for a music video, including:
1) Creating a split screen effect by resizing and positioning two videos on separate timeline layers.
2) Creating a rewind effect by reversing and speeding up a video clip and overlaying still images of actors.
3) Adding transitions like cross dissolves and dips to black/white to smoothly transition between clips.
4) Brightening dark night scenes and adjusting curves, brightness, and contrast of some clips to improve video quality.
Codes and conventions
The document discusses the male gaze theory and its application in R&B music videos featuring female artists. It notes that the male gaze theory focuses on how women are viewed by men and how they view themselves. When applied to music videos, it involves techniques like lingering camera shots on a woman's body and presenting events from a man's perspective. The document then discusses how the theory was selectively applied in one group's music video for a Beyoncé song - using it briefly in some scenes but trying to still portray the artist as a strong, independent woman in other scenes through techniques like varied shot levels and portraying her as powerful in performance sections.
White background
The group initially planned to have a red flower petal background for their performance, but it did not look as envisioned and required too many people to implement. They then changed to a plain white background. Researching Beyoncé's music videos for similar songs showed she uses light backgrounds for ballads. The group decided to use a white duvet taped to curtains as the background but encountered issues with creasing and length that they overcame by rearranging furniture and having the performer stand on a chair.
Performance scene costume
Our costumes were inspired by the glitter used in Beyonce's "1+1" music video. We created a similar glitter effect on our actress Hilary by spraying bronzer on her arms and shoulders, making her skin glittery under the stage lights. The glitter shined and produced an effect similar to that seen in Beyonce's music video.
Location reports
The document provides location reports for various scenes in a music video.
The first scene was filmed on a local road in Southgate to make it easy to access despite poor weather. Performance scenes took place at the actress' home for convenience and easy costume changes. Park scenes were filmed at a nearby scenic park familiar to the crew. Night scenes were captured at Alexandra Palace for its lights until snow forced rescheduling. The dinner scene was staged at home rather than a restaurant for more control over shots and romantic atmosphere.
Questionnaire analysis
This survey asked respondents questions about their music preferences and consumption habits. Key details include:
- 50% of respondents were male, 45% were female
- Half of respondents were ages 35-44
- 50% watch music channels often, 30% not that often
- 60% watch music videos on YouTube
- Top genres listened to were hip hop, R&B, and alternative
- 75% said they like indie music
- 80% like the artist Lana Del Rey
- Top favorite Lana Del Rey songs were Video Games and Born To Die
- 59% enjoy choreography/dancing in music videos
- 60% like music videos with a narrative/storyline
Survey analysis
The document contains charts showing audience responses about songs, genres, and artists. The charts show the percentage of audience members in different age groups who identified songs like "Complicated" and genres like pop-rock. Additional charts show audience views on an artist's music and factors identifying the artist. The data appears to examine audience perceptions of pop-rock and pop-punk music.
My skills audit at the beginning of A2
This document contains a student's self-assessment of their skills in filming, editing, research, planning, and evaluating media coursework. They rate their current abilities in various technical, research, planning, and evaluation skills on a scale of 1 to 4. They then set targets to improve their skills in using varied shot transitions, editing videos, time management, research, planning, and constant evaluation for their upcoming A2 media coursework project.
Creating the cedits using adobe flash
The document describes how credits were created for a 2 minute movie using Adobe Flash to look like an ECG monitor. Various font styles and effects were tried before deciding on "chiller" font with a glow effect. The logo was converted to a symbol and animated from small to large. Multiple layers were used to control the timing of names and an ECG line. Fading was added by changing the alpha percentage between keyframes and using a classic tween to slowly fade images.
Scene changes
Our story line had to change from our initial storyboard due to reliability issues with actors and not receiving permission to film on site at the school. We were able to find a new actor, Mario, to play the role of Christina's father, and received permission to film at a new location, Trinity at Bowes. However, the internal design of the new building was different than the school, so we tried filming a corridor scene in a dark room with a flashlight but it was too dark. This led us to film a lift scene at the new location instead and add more suspense through the use of a CCTV camera footage in black and white. We also decided to remove planned white noise in the toilets scene
Location changes
The school site manager delayed approval for the third filming at the school, which impacted their planned filming and cancelled three scheduled days. They had to find a new location to film and received permission from Trinity at Bowes church hall. However, they had to film a music concert there in return. Due to the delayed filming, they had to work during the Easter holiday to complete editing their two minute movie opening and blogs.
Production schedule ria
The document provides a production schedule for the media project "Mind Games Production" including dates, times, locations, roles and equipment needed for various filming activities. It lists 3 filming sessions taking place on February 24th, 8th and March 16th 2012 at St. Anne's school including shots in the math corridor, additional ending scenes considered in the corridor and toilets, and a final toilet and lift scene filming. It details the people required and props like cameras, tripods, fake blood, and costumes needed for each session.
Location reports.pptx 2
The document describes various locations that were used for filming a movie opening. It discusses searching Google Images for inspiration, then filming in a school math corridor and its toilets. Different lighting conditions were tested in the corridor. Another location, a youth center toilet, provided more spacious filming conditions than the school toilet. A lift was also used for its suspenseful movement and camera angle opportunities during filming.
Mood board annotations
This document discusses images included in a mood board for a film project. It includes photos of hospital corridors, medical equipment, characters portraying nurses and patients, and scenes depicting crowds and screaming. The images were selected to help inform the design of settings, costumes, props, character expressions and specific scenes in the film involving a main character with mental health issues interacting with medical staff.
Pictures of filming
This document discusses the filming of scenes for a movie opening. It describes the filming of scenes with Christina Pope in different positions and the challenges of including additional actors in the frame. Due to issues with automatic lights, the filmmakers were unable to shoot a planned corridor scene and instead improvised a lift scene. The document also details the filmmakers filming a music concert at Trinity-at-Bowes in exchange for permission to film at the location.
More from perer050308 (16)
My skills audit at the beginning of a2
- 1. My Skills audit at the beginning of A2 I currently rate my ability in the creative use of the following technical skills as: Filming 1 2 3 4 Holding a shot steady Framing a shot, including and excluding elements where appropriate Using a variety of shot distances as appropriate Shooting material appropriate to the task set Selecting mise–en-scene, including colour, figure, lighting, objects and setting Editing so that meaning is apparent to the viewer Using varied shot transitions and other effects selectively and appropriately for the task set Using sound with images and editing appropriately for the task set Using titles appropriately I set myself these technical skills targets, when I begin the A2 Coursework: 1. Using varied shot transitions 2. Editing videos 3. Time management 4. Using sound with images
- 2. I currently rate my ability to research and analyse media texts as follows: Research and analysis 1 2 3 4 I can recognise a genre by identifying its particular patterns of codes and conventions I am able to comment upon the construction of values and ideology within a media text I am able to discuss possible audience reception of a text, in a meaningful way I set myself these research targets, when I begin my A2 coursework: 1. Individual research on exam
- 3. I currently rate my ability to plan my own A2 coursework as follows: Planning 1 2 3 4 I can create a detailed shot script I can use storyboarding and take photographs in preparation for filming I can manage time effectively I can respond to and overcome difficulties while filming I can use my previous research of genre to inform my own work I set myself these planning targets when starting my A2 coursework, as follows: 1. Manage time more effectively through starting to film much earlier than I did for AS; this will also leave more editing time. 2. Deal with problems that arise, if any, that occur immediately
- 4. I currently rate my ability to evaluate my own A2 coursework as follows: Evaluation 1 2 3 4 I know how to ask questions of my target audience in a way that will reveal the success or otherwise of my coursework I know how to look back at my research and identify the success or otherwise of the codes and conventions I used in my own coursework I am able to judge the success or otherwise of my camerawork and editing I am able to identify a strong link between my research, planning and final product I am able to give persuasive reasons for all of the decisions I made during the coursework process I am able to analyse my final product, in the way that I have created meaning I set myself these evaluation targets when starting my A2 coursework, as follows: 1. Constantly evaluate my work 2. Ask for feedback from numerous people