The document is a performance log for a 13-week mime workshop. It details the student's activities each week, including researching mime, watching performances, learning elements of mime, surveying audiences, developing ideas for paired and group performances, storyboarding, organizing rehearsals, working with a professional mime artist, technical rehearsals, and the final performance. The student took on various roles such as assistant director and helped with choreography, rehearsals, production meetings, and suggesting promotions. They felt the final performance was outstanding overall, though some elements like the ending could be improved.
The document outlines the tasks and deadlines for a film production project completed by a group of students over several months. It includes scheduling filming days, editing sessions, research assignments, and ancillary work like creating a poster and magazine review. Key deadlines included completing audience research by October 8th, all filming by November 13th, and final editing/evaluation tasks by November 22nd. The group worked independently and together to plan, film, edit and refine their short film.
This document contains a schedule of tasks and homework for film students over several weeks. It includes planning for a short film project, with tasks like conducting audience research, location scouting, shooting, and editing. Deadlines are set for completing short film presentations, research, and ancillary tasks like creating a poster and storyboard. The schedule also allocates time for filming on specific dates at a set location and editing sessions to complete the short film.
The document outlines the tasks and schedule for a group of students working on a short film project over several weeks. It includes arranging shooting dates, completing shoots, editing the film, and ancillary tasks like audience research, planning, and creating a poster. Key dates include the audience research deadline of October 8th and submitting all work by November 22nd. The group is required to provide peer and self-assessments during the process and receive feedback from their tutor.
The document outlines an agenda for a meeting that includes: an introduction, a power-up activity, discussion of deliberate practice, discussion of morning routines to improve efficiency, review of next week's cultural restart schedule, and a staff feedback form. The agenda items will focus on improving practices through deliberate effort and establishing efficient morning routines to maximize instructional time. Staff will provide feedback on suggested changes.
Map of suzhou lesson plan li chengchenglichengcheng
This lesson plan template uses the PPPP format to teach intermediate English learners how to give directions in Suzhou, China. The plan includes activities such as discussing places students visited, practicing describing days in town, and filling out maps and surveys to reinforce vocabulary for locations and activities. The overall goal is to build students' communicative competence in talking about their experiences in different places.
The document contains plans for 8 classroom projects involving group work and presentations. The projects focus on topics like introductions, careers, stores, radio shows, families, athletes, vacations, and neighborhood design. For each project, students are directed to plan by discussing topics and questions, prepare by researching answers and creating materials, and present their work to the class.
This newsletter from Norwood Primary School provides information about various school events and achievements. It features an interview with teacher Mr. Doupe, announces that the school has received the Activemark Award for physical activity, reports on a surprise OFSTED inspection, and includes the school dinner menu. It also announces a 'Norwood's Got Talent' show for Red Nose Day and describes the winners of the Shinewaves competition.
The document outlines the tasks and deadlines for a film production project completed by a group of students over several months. It includes scheduling filming days, editing sessions, research assignments, and ancillary work like creating a poster and magazine review. Key deadlines included completing audience research by October 8th, all filming by November 13th, and final editing/evaluation tasks by November 22nd. The group worked independently and together to plan, film, edit and refine their short film.
This document contains a schedule of tasks and homework for film students over several weeks. It includes planning for a short film project, with tasks like conducting audience research, location scouting, shooting, and editing. Deadlines are set for completing short film presentations, research, and ancillary tasks like creating a poster and storyboard. The schedule also allocates time for filming on specific dates at a set location and editing sessions to complete the short film.
The document outlines the tasks and schedule for a group of students working on a short film project over several weeks. It includes arranging shooting dates, completing shoots, editing the film, and ancillary tasks like audience research, planning, and creating a poster. Key dates include the audience research deadline of October 8th and submitting all work by November 22nd. The group is required to provide peer and self-assessments during the process and receive feedback from their tutor.
The document outlines an agenda for a meeting that includes: an introduction, a power-up activity, discussion of deliberate practice, discussion of morning routines to improve efficiency, review of next week's cultural restart schedule, and a staff feedback form. The agenda items will focus on improving practices through deliberate effort and establishing efficient morning routines to maximize instructional time. Staff will provide feedback on suggested changes.
Map of suzhou lesson plan li chengchenglichengcheng
This lesson plan template uses the PPPP format to teach intermediate English learners how to give directions in Suzhou, China. The plan includes activities such as discussing places students visited, practicing describing days in town, and filling out maps and surveys to reinforce vocabulary for locations and activities. The overall goal is to build students' communicative competence in talking about their experiences in different places.
The document contains plans for 8 classroom projects involving group work and presentations. The projects focus on topics like introductions, careers, stores, radio shows, families, athletes, vacations, and neighborhood design. For each project, students are directed to plan by discussing topics and questions, prepare by researching answers and creating materials, and present their work to the class.
This newsletter from Norwood Primary School provides information about various school events and achievements. It features an interview with teacher Mr. Doupe, announces that the school has received the Activemark Award for physical activity, reports on a surprise OFSTED inspection, and includes the school dinner menu. It also announces a 'Norwood's Got Talent' show for Red Nose Day and describes the winners of the Shinewaves competition.
The document is a performance log detailing the student's activities over 13 weeks preparing for and performing a mime show. Over the weeks, the student researched mime, watched performances, explored different mime elements, conducted an audience survey, storyboarded ideas for paired and group performances, organized props, attended rehearsals, met with a professional mime artist, and promoted the final performance.
The document outlines a 13-week performance log for a mime student. It details the activities completed each week, including researching mime, watching performances, choosing a group scene, storyboarding, rehearsing, promoting the performance, and receiving feedback from a professional mime artist. However, the student was unable to perform their planned group scene due to two members not being able to attend the final performance.
The document summarizes the student's performance log over 13 weeks as they researched, planned, and performed a mime show with their class. In the early weeks they studied mime techniques, watched performances, and developed character and scene ideas. Later weeks focused on rehearsals, promotions, and refining the performance with help from a professional mime artist. Their final performance took place in Week 13.
The performance log outlines a 13-week mime workshop. In the early weeks, students researched the history of mime and watched performances. They learned about elements of mime like space and weight. Later weeks focused on developing ideas for paired and group performances. Students storyboarded, rehearsed, and created props and costumes. Professional guidance helped refine their mime skills. The final weeks involved dress rehearsals, technical preparations, and the concluding performance.
1. The document outlines a 13-week performance log for a mime student, where they learned about the history and techniques of mime, planned and rehearsed performances with other students.
2. Over the weeks, the student participated in various activities like researching mime, watching performances, learning elements of mime like exaggerated movements, and planning audience-focused performances with clear storylines and choreography.
3. The log culminates with technical rehearsals, dress rehearsals, and the final performance, where the student ensured all props and equipment were prepared.
The performance log summarizes the student's 13-week experience developing mime performance skills. Over the weeks, the student researched mime history and techniques, watched performances, developed ideas for paired and group acts, took on roles like choreographer and promoter, and participated in rehearsals, dress rehearsals, and the final performance. Through this process, the student improved skills like research, acting, choreography, teamwork, time management, and gained experience in developing and performing a mime show.
In the first week, the student generated ideas and developed three music video concepts before choosing to create a romantic music video for the song "Songbird" by Oasis styled to look old fashioned. In week two, the student researched techniques and styles by watching other music videos and films to get inspiration. Week three involved experiments with different filming techniques and styles to determine what worked best. In week four, the student filmed footage around York over two days and spent a long time editing and adding effects to achieve the desired old film look. For week five, the student finished editing and uploading the video before evaluating the project, identifying strengths and areas for improvement.
This performance log summarizes a student's 13-week mime performance project. Over the weeks, the student researched the history of mime, watched professional mime performances, learned the elements of mime, developed ideas for paired and group performances, storyboarded and rehearsed their performances, created props and costumes, refined their performances based on feedback, and developed a promotional campaign. In the final week, they performed their mime routine for an audience.
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
This document provides weekly reflections from a student on their music video production process. In week 1, the student learned camera techniques and considered the narrative, style, and effects of their video. In week 2, they examined music videos from the 1970s-1980s era to inform their project. In week 3, the student finished planning and secured necessary resources. Week 4 involved challenges with filming due to work and weather. In week 5, the student was able to film additional footage alone and edited what they had to the song.
The document discusses what the author learned throughout their film production project. They discuss learning how to use a DSLR camera, including different shots and angles. They also learned how to use a tripod and shoulder mount effectively. For sound, they struggled to find a fitting soundtrack but eventually used a creation by Shannon after editing it. While the author was heavily involved in filming, the editing was mainly done by Phoebe as she had more experience with the software. The author learned basic editing skills from watching Phoebe but found the software difficult. They also learned to use online sites like Prezi and SlideShare to create blogs in different formats.
The document summarizes Julia Jin's experience as the art director for a music video shoot. On the shoot day, Julia felt stressed but prepared, having painted backdrops and helped with costumes. Some challenges included last-minute fixes to an revealing dress and ensuring proper camera angles. The most successful part was a slow motion shot that looked very realistic. Julia looks forward to editing shots with flashing lights and unique movements. The biggest lesson was improving communication skills for collaborative creative work.
This document contains weekly reflections from a student on their film production process. In the first week, they explored ideas and settled on a horror film after watching examples. The second week involved researching techniques like mise-en-scene and basic editing. The third week was spent developing a proposal and storyline for their film idea. In the fourth week, they planned shots, actors, locations, and props. The final week was production, where they struggled with getting good footage due to camera issues and low lighting.
The document provides instructions and questions for a student to log and reflect on their teamwork skills and experiences working on two class projects: creating a folk film and working on a TV drama project. For each project, the student is asked to describe how the team set goals and shared responsibilities, planned activities to complete the project, undertook their own responsibilities, and provided feedback on their and their teammates' contributions. They discuss dividing roles, completing tasks like finding props and editing, and feel their team adapted well and worked cooperatively despite limited filmmaking experience.
1. The process of making a short film involved being put into groups to come up with an idea, choosing one idea to develop, and assigning group roles like director, cameraman, and actor.
2. The group was assigned the horror story "666" and decided on roles with Callum as actor, Ryan as director, Sean as cameraman, and the author as backup cameraman.
3. They created a storyboard and script to plan the shots and dialogue before filming. Weather issues made the final film less scary than intended.
The task was to create a short film introducing student life at college. The student approached the task with confidence, drawing on their experience as a new student. They proposed filming locations like the campus reception, cafeteria, and common room. The student served as the photographer while others were filmed. During filming, they directed conversations and ensured a variety of shots were captured. The editing process was led by two group members familiar with the software. While it was the group's first project, they worked well together and accomplished the task, though communication and filming strategy could be improved.
The group worked together to film a short sequence, with some working on the camera and others as actors. They created a storyboard to plan shot angles and met after school to film. They then had 2.5 hours to edit but some time was spent practicing editing with demo clips. Figuring out camera angles and identifying important story elements was challenging. Their teamwork during filming went well but time management and focus during editing needed improvement.
This document contains weekly reflections from a student on their process of creating a video production over 5 weeks. In week 1, the student learned camera skills and filmed initial clips with their group. They struggled with storyboarding and keeping the camera focused. In week 2, they conducted research and worked on their proposal. They felt they need to apply their research more. In week 3, they continued planning but struggled with storyboarding and shot lists. Risk assessment was easier. In week 4, they began filming and editing but found it time consuming. They need to improve time management and editing skills. In week 5, they continued editing but struggled with specific tools and recording clear audio.
This document is a reflective diary from a student documenting their 9 week final major project. In the first 2 weeks, the student conducted research on genres, audiences and film techniques. They created storyboards, shotlists and planned locations, equipment needs, and health and safety. During weeks 3-5 of production, the student filmed at various locations, took photos in a studio, and gathered audio. In weeks 6-7 they edited footage using various techniques and fixed audio and color. During the last 2 weeks of evaluation, the student analyzed the strengths and weaknesses of each part of their work, received feedback, and reflected on time management and improvements for the future.
Photography originated from the Greek words for "light" and "to draw." The earliest known photograph was made in 1825 by Nicéphore Niépce using a process called heliography. The camera obscura, which projected images through a pinhole or lens onto a surface, was used as early as ancient times but was first described in detail in the 15th century by Leonardo Da Vinci. Lenses eventually replaced pinholes, improving image quality. Modern cameras developed from the camera obscura, becoming the primary tool for photography until digital cameras replaced chemical film. While some still prefer darkrooms, photography is now dominated by digital methods.
This document is a record of progress for a student's photography exhibition project. It outlines the objectives, progress made, and remaining tasks for each date leading up to the exhibition. Key dates include booking an exhibition venue in April, purchasing frames and refreshments in May, creating exhibition posters, framing photographs, and finally holding the successful exhibition on May 4th where all tasks were completed.
The document is a performance log detailing the student's activities over 13 weeks preparing for and performing a mime show. Over the weeks, the student researched mime, watched performances, explored different mime elements, conducted an audience survey, storyboarded ideas for paired and group performances, organized props, attended rehearsals, met with a professional mime artist, and promoted the final performance.
The document outlines a 13-week performance log for a mime student. It details the activities completed each week, including researching mime, watching performances, choosing a group scene, storyboarding, rehearsing, promoting the performance, and receiving feedback from a professional mime artist. However, the student was unable to perform their planned group scene due to two members not being able to attend the final performance.
The document summarizes the student's performance log over 13 weeks as they researched, planned, and performed a mime show with their class. In the early weeks they studied mime techniques, watched performances, and developed character and scene ideas. Later weeks focused on rehearsals, promotions, and refining the performance with help from a professional mime artist. Their final performance took place in Week 13.
The performance log outlines a 13-week mime workshop. In the early weeks, students researched the history of mime and watched performances. They learned about elements of mime like space and weight. Later weeks focused on developing ideas for paired and group performances. Students storyboarded, rehearsed, and created props and costumes. Professional guidance helped refine their mime skills. The final weeks involved dress rehearsals, technical preparations, and the concluding performance.
1. The document outlines a 13-week performance log for a mime student, where they learned about the history and techniques of mime, planned and rehearsed performances with other students.
2. Over the weeks, the student participated in various activities like researching mime, watching performances, learning elements of mime like exaggerated movements, and planning audience-focused performances with clear storylines and choreography.
3. The log culminates with technical rehearsals, dress rehearsals, and the final performance, where the student ensured all props and equipment were prepared.
The performance log summarizes the student's 13-week experience developing mime performance skills. Over the weeks, the student researched mime history and techniques, watched performances, developed ideas for paired and group acts, took on roles like choreographer and promoter, and participated in rehearsals, dress rehearsals, and the final performance. Through this process, the student improved skills like research, acting, choreography, teamwork, time management, and gained experience in developing and performing a mime show.
In the first week, the student generated ideas and developed three music video concepts before choosing to create a romantic music video for the song "Songbird" by Oasis styled to look old fashioned. In week two, the student researched techniques and styles by watching other music videos and films to get inspiration. Week three involved experiments with different filming techniques and styles to determine what worked best. In week four, the student filmed footage around York over two days and spent a long time editing and adding effects to achieve the desired old film look. For week five, the student finished editing and uploading the video before evaluating the project, identifying strengths and areas for improvement.
This performance log summarizes a student's 13-week mime performance project. Over the weeks, the student researched the history of mime, watched professional mime performances, learned the elements of mime, developed ideas for paired and group performances, storyboarded and rehearsed their performances, created props and costumes, refined their performances based on feedback, and developed a promotional campaign. In the final week, they performed their mime routine for an audience.
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
The student learned important filmmaking skills and techniques through preliminary tasks and their full film project. They gained experience with shooting rules, shot types, and basic editing. Planning and working with a group were also challenges that helped the student learn. While the first shoot of the film lacked planning, the second was improved by applying lessons from mistakes. Overall, the student learned strong planning and preparation are essential for successful filmmaking.
This document provides weekly reflections from a student on their music video production process. In week 1, the student learned camera techniques and considered the narrative, style, and effects of their video. In week 2, they examined music videos from the 1970s-1980s era to inform their project. In week 3, the student finished planning and secured necessary resources. Week 4 involved challenges with filming due to work and weather. In week 5, the student was able to film additional footage alone and edited what they had to the song.
The document discusses what the author learned throughout their film production project. They discuss learning how to use a DSLR camera, including different shots and angles. They also learned how to use a tripod and shoulder mount effectively. For sound, they struggled to find a fitting soundtrack but eventually used a creation by Shannon after editing it. While the author was heavily involved in filming, the editing was mainly done by Phoebe as she had more experience with the software. The author learned basic editing skills from watching Phoebe but found the software difficult. They also learned to use online sites like Prezi and SlideShare to create blogs in different formats.
The document summarizes Julia Jin's experience as the art director for a music video shoot. On the shoot day, Julia felt stressed but prepared, having painted backdrops and helped with costumes. Some challenges included last-minute fixes to an revealing dress and ensuring proper camera angles. The most successful part was a slow motion shot that looked very realistic. Julia looks forward to editing shots with flashing lights and unique movements. The biggest lesson was improving communication skills for collaborative creative work.
This document contains weekly reflections from a student on their film production process. In the first week, they explored ideas and settled on a horror film after watching examples. The second week involved researching techniques like mise-en-scene and basic editing. The third week was spent developing a proposal and storyline for their film idea. In the fourth week, they planned shots, actors, locations, and props. The final week was production, where they struggled with getting good footage due to camera issues and low lighting.
The document provides instructions and questions for a student to log and reflect on their teamwork skills and experiences working on two class projects: creating a folk film and working on a TV drama project. For each project, the student is asked to describe how the team set goals and shared responsibilities, planned activities to complete the project, undertook their own responsibilities, and provided feedback on their and their teammates' contributions. They discuss dividing roles, completing tasks like finding props and editing, and feel their team adapted well and worked cooperatively despite limited filmmaking experience.
1. The process of making a short film involved being put into groups to come up with an idea, choosing one idea to develop, and assigning group roles like director, cameraman, and actor.
2. The group was assigned the horror story "666" and decided on roles with Callum as actor, Ryan as director, Sean as cameraman, and the author as backup cameraman.
3. They created a storyboard and script to plan the shots and dialogue before filming. Weather issues made the final film less scary than intended.
The task was to create a short film introducing student life at college. The student approached the task with confidence, drawing on their experience as a new student. They proposed filming locations like the campus reception, cafeteria, and common room. The student served as the photographer while others were filmed. During filming, they directed conversations and ensured a variety of shots were captured. The editing process was led by two group members familiar with the software. While it was the group's first project, they worked well together and accomplished the task, though communication and filming strategy could be improved.
The group worked together to film a short sequence, with some working on the camera and others as actors. They created a storyboard to plan shot angles and met after school to film. They then had 2.5 hours to edit but some time was spent practicing editing with demo clips. Figuring out camera angles and identifying important story elements was challenging. Their teamwork during filming went well but time management and focus during editing needed improvement.
This document contains weekly reflections from a student on their process of creating a video production over 5 weeks. In week 1, the student learned camera skills and filmed initial clips with their group. They struggled with storyboarding and keeping the camera focused. In week 2, they conducted research and worked on their proposal. They felt they need to apply their research more. In week 3, they continued planning but struggled with storyboarding and shot lists. Risk assessment was easier. In week 4, they began filming and editing but found it time consuming. They need to improve time management and editing skills. In week 5, they continued editing but struggled with specific tools and recording clear audio.
This document is a reflective diary from a student documenting their 9 week final major project. In the first 2 weeks, the student conducted research on genres, audiences and film techniques. They created storyboards, shotlists and planned locations, equipment needs, and health and safety. During weeks 3-5 of production, the student filmed at various locations, took photos in a studio, and gathered audio. In weeks 6-7 they edited footage using various techniques and fixed audio and color. During the last 2 weeks of evaluation, the student analyzed the strengths and weaknesses of each part of their work, received feedback, and reflected on time management and improvements for the future.
Photography originated from the Greek words for "light" and "to draw." The earliest known photograph was made in 1825 by Nicéphore Niépce using a process called heliography. The camera obscura, which projected images through a pinhole or lens onto a surface, was used as early as ancient times but was first described in detail in the 15th century by Leonardo Da Vinci. Lenses eventually replaced pinholes, improving image quality. Modern cameras developed from the camera obscura, becoming the primary tool for photography until digital cameras replaced chemical film. While some still prefer darkrooms, photography is now dominated by digital methods.
This document is a record of progress for a student's photography exhibition project. It outlines the objectives, progress made, and remaining tasks for each date leading up to the exhibition. Key dates include booking an exhibition venue in April, purchasing frames and refreshments in May, creating exhibition posters, framing photographs, and finally holding the successful exhibition on May 4th where all tasks were completed.
This document provides guidance for students taking a Level 2 Higher Diploma in Creative and Media. It instructs students to keep a record of secondary research sources used for a project on the history of photography. The sources should be documented in a table including the title or address of the source, any notes about it, and the date it was used.
This document provides guidance for students on conducting primary research for a creative media project. It includes a table for students to plan and record their primary research methods. The table lists interviewing a professional photographer and reviewing/analyzing professional photographers' works as two research methods. For interviewing a photographer, it suggests creating a questionnaire to ask about how they got into photography and why. For reviewing photographs, it notes the need to look at different types of pros and choose one that fits the student's theme to analyze their work.
The student created a music video for a class project and felt that the final result turned out well. Feedback from friends on social media was positive, with comments praising the dancing, filming, and creativity. A survey found that most prefer music videos where the actions match the lyrics, which the student's video did consistently. The use of animation was a gamble but received positive feedback. For future videos, the student would improve camera steadiness and follow the storyboard more closely.
This document discusses the skills developed and improved in a unit on Record. The author developed skills in drawing a storyboard to guide filming a music video. Camera skills were improved by learning to film long shots, close ups, medium shots, and tracking shots clearly. Skills with video editing software IMovie were also improved, as the author can now edit, cut, and split clips without mistakes.
The document identifies potential health and safety risks at various venues and places and proposes ways to avoid them. It notes risks such as litter and crowding in classrooms that can be addressed by cleaning and limiting capacity. In public places, it warns of risks from too many people, road works, and blocked paths that require awareness and care. At supermarkets, it points to risks of lifting heavy items and slipping that can be mitigated by using trolleys and paying attention to the floor.
This document summarizes different types of media used for storing records including vinyl records, CDs, VHS tapes, DVDs, and Blu-Rays. It provides details on who invented each format and when popular movies or music were released on each medium. The quality of the media improves with technological advances, with Blu-Ray providing the highest quality picture, sound, and color compared to older formats like VHS or vinyl records.
The production schedule outlines the key events and tasks for an upcoming film production. It includes 5 shooting days at different venues between February 2nd and 17th. It also lists meetings with the production team and actors to plan the shoot dates and locations, ensure permissions and health and safety requirements are met, and check equipment needs. Completion of each step is tracked with a tick box.
This document discusses the skills needed to create different types of records using various mediums. It provides a table matching chosen mediums like camera and tripod or I Movie software to the specific skills required to use those mediums, such as framing shots, capturing different angles, and video editing skills. It also lists skills like properly inserting and labeling mini DV tapes that are required for tape-based recording. The document encourages using clear language to demonstrate understanding of the record creation process involved with different mediums.
The document discusses records that have inspired a student. It lists 4 records - "Get Ur Freak On" by Missy Elliot, "Stick With You" by The Pussycat Dolls, "I Wanna Dance With Somebody" by Whitney Houston, and "Thriller" by Michael Jackson. For each record, the student provides the artist, and their thoughts on the music video such as elements they found creative, inspiring, or that helped them connect with the song. They particularly praise the storytelling, effects, choreography, and creativity shown in the music videos.
This document outlines different types of records categorized by platform and describes potential uses for each type. It discusses print records like books, magazines, and newspapers that can be used to store information or entertainment. It also discusses online records like blogs, websites, and podcasts that allow sharing information or entertainment digitally. Additionally, it discusses audio records like phone recorders, dictaphones, and MP3 players that store sound files and recordings. Finally, it discusses film records like cameras, DVDs, and webcams that capture video and entertainment visually.
This document outlines different types of records categorized by platform and type, including print, online, digital/interactive, audio, and film records. Print records like books, magazines, newspapers, and paper are used to store and share information and entertainment. Online records like blogs, websites, and podcasts allow sharing work and information digitally. Digital and audio records through devices like Sky+, phone and dictaphone recorders, MP3 players, and tape recorders capture sound and media. Film records with cameras, DVDs, and webcams are used to capture visual entertainment and information.
The document discusses records that have inspired a student. It lists 4 records: "Get Ur Freak On" by Missy Elliot, "Stick With You" by The Pussycat Dolls, "I Wanna Dance With Somebody" by Whitney Houston, and "Thriller" by Michael Jackson. For each record, the student provides the artist, what they thought about the music video or song, and aspects they found creative, inspiring, or connecting. The student found the music videos creative, simple, fun, exciting, and imaginative with good storyboarding, effects, choreography and settings matching the songs.
The document provides guidance for students to create a record as part of a creative media course. It instructs students to identify the medium they will use by researching different types of records, how record making has changed over time, and describing the record and medium they intend to use. Students are also told to consider the skills and equipment needed to make their chosen record and present their plans and medium selection to the class in a report using formats like PowerPoint, drawing, spoken report, or video/audio.
To successfully create a record, one must consider the materials and resources needed, the time available for production, the costs involved, any legal or ethical issues, and how to communicate with a group. Creating various documents can help ensure everything will go smoothly during the record's creation.
4.2.1.checklist for planning a music videoAbisolaCm
The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
The document discusses various types of equipment that could be used for a media record, including cameras & tripods, iMovie software, iMac computers, and Mini DV tapes. For each medium, it prompts the user to consider whether they have the necessary skills to use it, how they could gain additional skills, and whether they have access to the equipment. The goal is to help the user thoughtfully evaluate different options for their project medium based on their current abilities and access to resources.
The document provides information about recording equipment available at a school for media students. It lists specific equipment like cameras, tripods, mini DV tapes, Mac computers, iMovie software, and external hard drives. It notes where each type of equipment can be found, when it is available for student use, and how to book the equipment if needed. The purpose is to create a record of these resources to help students plan substantial media projects making use of available equipment.
4.2.8 health and safety risk assessment for venues (contingency plan)AbisolaCm
The document provides a health and safety risk assessment for three venues - The Alexandra House, The Classroom, and the Dance Studio. It identifies risks such as falling on the stairs at The Alexandra House, tripping over scattered furniture and objects in The Classroom, and slipping or tripping on wet floors or equipment in the Dance Studio. Recommendations are given to have someone guard the stairs, be careful when moving around scattered items, and ensure clean and clear floors in the Dance Studio.
4.2.8 health and safety risk assessment for venues (contingency plan)
Performance log111
1. PERFORMANCE LOG
WEEK MY LOG
WEEK 1 : What is Mime I researched on what mime is on Google and
other research engine and also use the
information my teacher presented to us in class. I
stored the information on my computer and add
them to the presentation called History of Mime
on my portfolio (Blog).
WEEK 2: Watching Mime Performances We watched varieties of mime performance from
YouTube and we had to do a review on one of the
mime we watched. The review for the mime I
watched was called 9/11.
WEEK 3: The Elements of Mime We were looking at different types of mime such
as drama, acting and other part of Performing Art.
The reason we looked at different element of
mime was because we had to choose what
performance we want to do as a class and we all
chose mime because it was different and
challenging for all of us. We chose all part of the
element of mime (dance, drama and music).
WEEK 4: Who is Our Audience? What do they For this week, I did a survey for our audience on
want? what they think of mime and what they would
like to watch in mime. I also went around the
school premises to ask the student if they heard of
mime and what they think of it. Since our
targeted audience is mainly base for teenager, we
also preferred that any age group should watch
our performance.
WEEK 5: Ideas for Paired Performance I was paired with Cara for the paired performance
and we had so many ideas but we ended up with
the idea of two girls on the beach, they found a
ball, one pick it up and it gets complicated from
there. But the reason we chose this was because
we thought it was funny and interesting for the
audience to watch.
WEEK 6: Ideas for Group performance The idea for the group performance was
challenging because everyone wants to do
different things but we ended up with an idea
(school). The performance for the group was
about different people who have different
personalities such as, cool, geek, funny... My
personality was a girl who was sporty and
2. extremely funny.
WEEK 6: Storyboarding For the storyboarding, I done a script with images
of the paired performance in step by step-plot-.
WEEK 7: Organising Rehearsals and Props and I was in charge of organising the rehearsal dates
Equipment because my job in the sshh! Production was an
Assistant director. I make sure that i keep up to
dates of who came and who was absent. For the
equipments and props, ma group performance
only needed a chair so all we had to do was found
about six chairs and stage them on the right place.
But for the paired performance we needed a ball
so we went to the PE department and asked for a
soft volley ball which we got.
WEEK 7: Choreography For the choreography, it was up to the
choreography student to make up a dance piece
for everyone (Renee, Abigail). But I also add
some few step into the choreography to make it
look better in a way.
WEEK 8: Rehearsal I attended all rehearsals that was organised by
me. There times when the rehearsal was not good
but also there are times when the rehearsals are
really good and we got everything rehearsal to a
high standard.
WEEK 9 : Rehearsal & Production Meeting I attended all the production meeting and
rehearsals and make notes of what was said and
what need to be done.
WEEK 10: Campaign/ Promotion Plan I had nothing to do with the promotion plan
because that was left for the promotion teams.
But I did make some suggestion about the
promotion when in the production meetings.
WEEK 11: Rehearsal – Visit from Professional I enjoyed meeting with a professional mime artist
Mime Artist because I learnt so much from his speech and I
also learnt new and variety of techniques about
the way to act and mime on the stage. I took notes
when he visited us (Blog).
We didn’t have as much of dress and technical
WEEK 12: Dress and Technical Rehearsals rehearsal as we hoped for but regardless the
rehearsal we did have for dress technical was fun
and amazing. At first everyone was loud and very
excited but when we got the rehearsal going we
enjoyed it. I know I do. We managed to sort out
parts of the things that were missing in the
performance (music, sounds...) in the time we had
for the Dress and Technical rehearsal. I definitely
work hard during the time we had and i know that
my performance and behaviour was good.
3. WEEK 13: Performance The performance was outstanding. I enjoyed
everything about it. We performed as we
rehearsed but even better. There are parts of the
performance that could be improved such as: we
could have made the ending neater and longer.
But to be honest we all did a great job performing
something that we never performed before. The
audience reaction was just out blowing. Everyone
felt that we made the right impression and we
chose the right element for the performance of
mime.