Photography; portraits

This document outlines a photography project plan, asking the student to consider: - The type of photos they will take, what/where they will photograph, and how the photos will be used - Potential risks in their environment and any photography equipment needed - Photography techniques they will use and potential obstacles - When photos will be taken and how images will be captured, selected, and printed - Collecting feedback on the completed project and critiquing what went well, poorly, and could be improved next time.

Level 1 photoshop - makeup tutorial

This week's lesson teaches students how to select, transform, and arrange elements in Photoshop. Students will learn these tools and techniques and then apply them to edit three images together to create a print advertisement for a cosmetics brand. By the end of the lesson, students should be able to copy images between compositions, transform layer sizes, and use selection tools to isolate parts of an image.

Animation in Photoshop

This document provides instructions for a lesson on creating an animation in Photoshop. The lesson will teach tools like the text, magic wand, and move tools. Learners will create a Superman animation by downloading a file, watching a tutorial video, and animating layers by adjusting position and opacity over time. The goals are to animate a layer's position and opacity. Additional practice could involve creating an original animation.

Advanced Tutorial

This Photoshop tutorial demonstrates how to edit a photo to give a man a shark mouth and cat eyes. The key steps are: 1. Duplicate the man's layer and use selection tools to remove the background. 2. Use the liquify filter to stretch the man's mouth and chin. Select and transform a shark mouth to fit inside the man's mouth, erasing parts to reveal his tongue. 3. Select and transform a cat's eye to replace one of the man's eyes, then duplicate and flip the layer to replace the other eye. The end result is an image of a man with a shark mouth and cat eyes created through photo manipulation in Photoshop.

Gamemaker lesson 1

This document provides an introduction to 2D game development using a game engine. It explains that a game engine is the program used to build the game world and drive interactivity. Game engines are made up of different parts that work together. The document outlines that students will learn how to create sprites, controllable player objects, enemy objects, and rooms/levels in GameMaker by following tutorials. The goal is for students to understand what a game engine is, be able to create sprites, and use visual coding to create object movement.

Extension activity

The document provides instructions for students to complete a storyboarding activity for a film scene. It outlines 3 main tasks: 1) Download a handout and review the script, 2) Draw out the scene following steps to identify shot types, actions, sounds, and camera movements, 3) Note editing choices and provide shot details like type, order, and timing. The final task is to draw out the full storyboard based on the script.

The document discusses pixilation animation techniques in stop motion. It begins by asking about the difficulties of stop motion animation and how students will demonstrate learning about coming up with ideas, creating, or making a unique pixilation animation by the end of the lesson. It then defines pixilation animation as using real people and locations to create motion. Examples of pixilation animations are provided. The document asks how people could be made to appear jumping, running, sliding, or with exaggerated facial expressions. Potential difficulties of pixilation animation are discussed, as well as things to consider when creating one. It suggests ensuring fairness and roles for group members, showing professionalism, and having groups generate ideas using provided actions. Students are asked to reflect on achieving

Animation wk2

This document discusses various stop motion animation techniques including object animation using found objects, modeling with clay or plasticine, simple clay animation, time lapse photography, pixilation using live subjects, puppetry, and combining different formats. Students are assigned a task to research an animator, explain their animation style, gather pictures and links to their work, compare animations, and discuss the animator's strengths and weaknesses. The aims of the lesson are for students to discuss title sequences, research and explain title sequences, and for some to research animation styles.

Risk assessments

This document discusses risk assessments for film locations. It defines a risk as anything that poses a danger, such as actions, objects, situations, or environments. It then defines a risk assessment as a document that outlines dangers and considers ways to prevent dangers. The document instructs students to visit three film locations, take photographs, and document the lighting and any risks at each location. They are also asked to complete a risk assessment form for one of the locations.

Lesson 2 working in a team

This document provides guidance for students to work in a team to plan a media festival. The learning outcomes are that students must be able to work in a team, should be able to listen to ideas without interrupting, and could work in an individually outlined role. To complete the task, the team will need to come up with festival ideas, decide on a theme, assign roles, and present their plan to the class. The goal is for the students to demonstrate teamwork skills in planning and promoting a media event.

Animation production wk3

The document discusses an animation production lesson. It aims to teach students about cut out animation techniques. Students will participate in an animation challenge where they create a short cut out animation using paper and the stop frame or double frame method. They will storyboard their ideas using tools like Popplet for mind mapping and then present their animations as slideshows in PowerPoint. The lesson covers animation history, research examples, animation methods, storyboarding and creating the animations.

Scripting final film

This document provides guidance on writing a script for a film or TV show. It discusses the key elements of a good story, including interesting characters, a good concept, drama, action, and a beginning, middle, and end. It also explains that film narratives are typically split into three acts: the beginning, which introduces the characters and story; the middle, which features increasing conflict; and the end, which resolves the story. The document instructs students to work in groups to generate story ideas, write a script page using the proper format, and include setting, camera angles, editing techniques, and dialogue. The overall goals are to develop a full story idea and write a script page using correct formatting.

Basic image manipulation tutorial

This document provides instructions for using Photoshop to add a tattoo and makeup effects to an image of a girl. The steps include opening images in Photoshop, using tools like the move tool and magic wand to add a tattoo from another image onto the girl's arm, adjusting the tattoo size and shape using transform and liquify tools, and adding makeup effects like red lips and green-toned eyes by filling selections and adjusting levels and blending modes. Following all the steps results in a final edited image of the girl with an added tattoo and makeup effects.

Week 3 - research workshop

This document provides guidance on conducting production research for a TV magazine show on knife crime in Coventry. It outlines the key components of a good individual research portfolio, including thorough subject research on knife crime trends, potential guest contributors and their backgrounds, and possible filming locations. Researchers are instructed to write up their findings in a shared research portfolio document with clear headings, grammar checks, and grouped information to help the crew understand and utilize the research. The first task is to create and share this portfolio, then begin detailed subject research and find at least four potential guest contributors to interview.

Research - TV studio project week1

This document provides an overview of a TV studio project that teaches students how to conduct factual TV productions. It outlines that students will learn research skills, planning VT productions, pitching ideas, learning studio equipment, and completing test screenings. It then details the first lesson on production research, explaining the importance of facts, different types of primary and secondary research, and giving examples of researching knife crime in Coventry.

Socialactioncommunitymediaintro 170307205212

This document provides an introduction to a unit on social action and community media. It discusses the meaning of key terms like social action, community, and community media. The unit will involve students researching and creating their own social action program in the form of a video or radio show to bring about social change. Examples are provided of different types of social action videos, including public information films, charity videos, community videos, and political broadcasts. Students are tasked with analyzing 4 such videos to understand their aims, techniques used, and effectiveness.

Multi camera filming lesson

This document discusses multi-camera filming techniques. It begins by explaining the difference between multi-camera and single-camera filming, noting that multi-camera involves filming a scene from multiple angles simultaneously using overhead lighting, while single-camera takes more time setting up individual shots. The document then discusses advantages of multi-camera for factual TV productions, as it allows getting complete coverage of events in one take without reshoots. Examples of formats using multi-camera include live sports, concerts, debates and awards shows. Finally, it notes documentary filming is sometimes single-camera while studio productions generally use multi-camera to capture multiple presenters and contestants.

Floor managing

Floor managers are responsible for managing the busy studio floor and keeping the live show running smoothly. They communicate clearly with guests, presenters, the director, and gallery to address any issues and ensure everyone is doing their job. As the most senior person on the floor, the floor manager needs to remain in control and use clear, direct verbal and physical communication to give instructions to the crew and make sure the show stays on track.

Hnd planning an insert

The document discusses a lesson on producing a magazine show, including practicing equipment operation, examining intro/outro structure, and scripting a rough intro. Students will understand multicamera script format, produce a simple intro script, and use studio equipment. They will watch an intro example, analyze a sample script, and complete tasks to script and plan their own intro while gaining experience in the TV studio workshop.

Soundtrack planning workshop

This document provides guidance for students working on planning and recording soundtracks for interactive films. It informs students that they have 4 weeks to complete the project and outlines different planning tasks they need to undertake, including creating audio, foley, and ADR plans and finding props. Students are instructed to identify remaining work and record foley if possible. The goal is for students to make progress on their individual soundtracks through planning and recording work.

Fmp workshop

This lesson focuses on continuing to plan and edit the student's short film. The student must identify what creative and organizational planning remains to be completed before filming. Specifically, the student must identify what work is still needed for their filmmaking project, should edit any film rushes in video editing software, and could apply planning and creative skills to complete outstanding tasks. The document provides questions to guide the student in assessing what planning still needs to be done, such as storyboarding, shot lists, scheduling filming dates, and booking equipment. The student is asked to identify responsibilities, remaining planning tasks, unfinished video edits, and any filming yet to be completed along with planned dates.

Sound Design theory recap

The document discusses various concepts in sound design for film including different types of sounds like ambient noise, dialogue, and sound effects. It defines diagetic vs non-diagetic sounds and external vs internal diagetic sounds. It also discusses parallel vs contrapuntal sound and how silence is used in films. Students are tasked with continuing to write an essay analyzing the sound design of at least two scenes from a film by applying these sound design concepts and answering questions about how specific sounds are used to create mood, tension, and realism.

Soundtrack lesson 2

The document discusses how sound is used in film to create mood, meaning, and tension through different sound elements. It instructs students to analyze how the opening scene of A Quiet Place uses sound design to set mood and build tension. Students are then tasked with analyzing two film scenes to compare how sound is used to create these elements and with producing soundtracks as foley artists and sound designers for segments of their interactive films.

Soundtrack lesson 1

This document provides an overview of diegetic and non-diegetic sound in film. It defines diegetic sound as any sound that characters in the film can hear from within the film's world, such as dialogue, sound effects, and ambient noise. Non-diegetic sound includes any sounds added by the editor that characters cannot hear, like music and narration. Examples are provided of different types of diegetic sound, like external diegetic sound that the audience can hear but not see. The document also discusses how sound designers can use music that is parallel or contrasting to the visuals. Students are assigned tasks analyzing the uses of diegetic and non-diegetic sound in the opening scene of Sin City.

Documentary week 4: Waltz With Bashir

Documentary week 5

Documentary has evolved across different mediums. Traditionally, documentaries were consumed through radio broadcasts, magazine and newspaper photography, and films shown on television. Now, the rise of streaming platforms and podcasts has changed where audiences listen to radio documentaries. Photographs are commonly viewed online, altering the relationship between viewers and images. Video on demand has impacted documentary structure by allowing flexible viewing. Emerging technologies like virtual reality now provide interactive documentary experiences through apps and headsets.

Documentary 3: Documentary Forms

The document outlines six types of documentaries categorized by American film theorist Bill Nichols: 1. Poetic documentaries focus more on feelings and mood through images and sounds rather than narrative. 2. Expository documentaries aim to inform and persuade audiences through authoritative narration, often seen in nature documentaries. 3. Observational documentaries observe subjects with minimal filmmaker interaction, giving an authentic first-hand view through a "fly on the wall" approach. 4. Participatory documentaries include the filmmaker who may influence events, raising questions about truth and balance. 5. Performative documentaries share the filmmaker's personal stories in a wider social context, also

Documentary 2: the history of British documentary

1. The British Documentary movement began in the 1920s-1930s led by John Grierson who used documentary films to promote British trade but also showcased working class life. 2. The Free Cinema movement of the 1950s-1960s produced low-budget documentaries that focused on realistic depictions of ordinary people's lives, moving away from propaganda and upper-class focus. 3. Both movements aimed to use film to address social issues and represent everyday experiences, though Grierson and his units also had government promotional objectives at times. They helped shift British films towards kitchen sink realism.

Viewers also liked

Animation lv2 wk8

Animation wk2

Risk assessments

Lesson 2 working in a team

Animation production wk3

Scripting final film

Basic image manipulation tutorial

Viewers also liked (7)

Animation lv2 wk8

Animation wk2

Risk assessments

Lesson 2 working in a team

Animation production wk3

Scripting final film

Basic image manipulation tutorial

More from iain bruce

Week 3 - research workshop

Research - TV studio project week1

Socialactioncommunitymediaintro 170307205212

Multi camera filming lesson

Floor managing

Hnd planning an insert

Soundtrack planning workshop

Fmp workshop

Sound Design theory recap

Soundtrack lesson 2

Soundtrack lesson 1

Documentary week 4: Waltz With Bashir

Documentary week 5

Documentary 3: Documentary Forms

Documentary 2: the history of British documentary

Jump Cuts 1

The document provides information about an upcoming film production challenge called "Jump Cuts". Students will work in small groups to write, plan, film, and edit a 2-minute short film based on the theme of "hunter" that is due in mid-November. They will need to submit pre-production materials like a script, storyboards, shooting schedule. The short film must not contain any dialogue. Students are instructed to come up with 3 simple story concepts and develop a 7-point narrative plan for each during the workshop.

Short film

In this workshop, students will develop concepts for 3 short film ideas through research and apply idea generation strategies. Over the next 3 weeks, they will work in small groups to produce a 2-minute short film based on the theme "Hunter" for the Jump Cuts film festival. Students must submit pre-production documents and their film cannot contain dialogue. The workshop emphasizes keeping ideas simple and realistic given the time constraints. Students should be prepared to work outside of class time to complete filming by mid-December.

HND Film: Documentary, an introduction

Fmp lesson 2 hopes

The document discusses developing ideas for a final major project (FMP) video. It provides guidelines for different video formats - short film, music video, documentary, and public information film (PIF). The student is instructed to identify which format best aligns with their career goals, then brainstorm 3 simple concepts that fit the chosen format. They will then pitch their initial ideas to the class.

Film Narrative & concept: an introduction