The way we could
overcome this is by having
multiple discussions with the
client to fully understand their
vision and idea. We would also
provide them with storyboards
and animatics to get their
feedback early on. This way if
they want any changes, we can
make them early before
production starts. We would also
have a contract in place that
outlines any changes would
require additional budget and
time.
Health and Safety: There could
be potential health and safety
issues when filming on location
such as slipping/tripping hazards,
working at heights, manual
handling etc. This could result in
injuries to crew.
Health and Safety: To overcome
The document discusses the student's opening sequence project for a media production. It summarizes how the opening sequence develops conventions of British social realism by contrasting two characters and documenting the present rather than the past. It represents different social groups through the characters' ages, social classes, and lifestyles. The student learned new skills in editing software, sound mixing, and logo design through completing the project.
The document discusses different job roles in the TV and film industry, including management roles like producers and accountants, creative roles like directors and costume designers, editorial roles like editors, technical roles like sound technicians and lighting crews, and research roles like location managers and media researchers. Each role is described in 1-2 paragraphs outlining typical responsibilities.
The production plan document outlines the process for creating a suite of promotional idents for CTK TV. It discusses consultation with the client, pitching final ideas, production, post-production, review and distribution. It then details the roles and responsibilities of the production crew. The document also includes a treatment outlining the theme, visual style, locations and tone of the idents. Finally, it provides a budget breakdown and discusses potential problems such as going over budget or health and safety issues, and proposes solutions.
The document summarizes how the student's media project followed conventions of real documentaries. It produced a 5 minute opening to a TV documentary on cuts to the UK's Education Maintenance Allowance. It used voiceovers, archival footage, interviews, and cutaways like real documentaries. It aimed to simplify complex topics, included opinions of students and experts, and focused on aesthetics and storytelling like the poetic mode of documentaries. Background music and appropriate visuals/settings were used to make the documentary look professional. The project scored highly and demonstrated understanding of documentary conventions.
22nd June 2017 was a special day at Maac Kolkata for those at MAAC Chowringhee | Rashbehari | Kakurgachi, as students, faculty and staff alike gathered at the Academy of Fine Arts, Kolkata for a unique experience.
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
The document provides an overview of the film industry and the many jobs and departments involved in film production. It discusses the key roles and responsibilities in areas such as the script department, production departments, technical departments, post-production departments, and gives examples of what specific roles like producers, directors, camera operators, editors, and art directors actually do. It also provides a short biography of two women working in the film industry - Katherine Butler as Deputy Head of Film at Film4 and Lucy Paul as an independent producer and managing director of a production company.
The document discusses how various media technologies were used at different stages of planning and producing a short film. Microsoft Excel was used to create questionnaires for primary research. Storyboards were drawn by hand and scanned for planning shots. Windows Movie Maker and iMovie were used to storyboard scenes and add text overlays for character profiles. Social media, websites, and DVD extras provided ideas for secondary research. GarageBand was used to compose original music scores.
The document discusses the student's opening sequence project for a media production. It summarizes how the opening sequence develops conventions of British social realism by contrasting two characters and documenting the present rather than the past. It represents different social groups through the characters' ages, social classes, and lifestyles. The student learned new skills in editing software, sound mixing, and logo design through completing the project.
The document discusses different job roles in the TV and film industry, including management roles like producers and accountants, creative roles like directors and costume designers, editorial roles like editors, technical roles like sound technicians and lighting crews, and research roles like location managers and media researchers. Each role is described in 1-2 paragraphs outlining typical responsibilities.
The production plan document outlines the process for creating a suite of promotional idents for CTK TV. It discusses consultation with the client, pitching final ideas, production, post-production, review and distribution. It then details the roles and responsibilities of the production crew. The document also includes a treatment outlining the theme, visual style, locations and tone of the idents. Finally, it provides a budget breakdown and discusses potential problems such as going over budget or health and safety issues, and proposes solutions.
The document summarizes how the student's media project followed conventions of real documentaries. It produced a 5 minute opening to a TV documentary on cuts to the UK's Education Maintenance Allowance. It used voiceovers, archival footage, interviews, and cutaways like real documentaries. It aimed to simplify complex topics, included opinions of students and experts, and focused on aesthetics and storytelling like the poetic mode of documentaries. Background music and appropriate visuals/settings were used to make the documentary look professional. The project scored highly and demonstrated understanding of documentary conventions.
22nd June 2017 was a special day at Maac Kolkata for those at MAAC Chowringhee | Rashbehari | Kakurgachi, as students, faculty and staff alike gathered at the Academy of Fine Arts, Kolkata for a unique experience.
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
The document provides an overview of the film industry and the many jobs and departments involved in film production. It discusses the key roles and responsibilities in areas such as the script department, production departments, technical departments, post-production departments, and gives examples of what specific roles like producers, directors, camera operators, editors, and art directors actually do. It also provides a short biography of two women working in the film industry - Katherine Butler as Deputy Head of Film at Film4 and Lucy Paul as an independent producer and managing director of a production company.
The document discusses how various media technologies were used at different stages of planning and producing a short film. Microsoft Excel was used to create questionnaires for primary research. Storyboards were drawn by hand and scanned for planning shots. Windows Movie Maker and iMovie were used to storyboard scenes and add text overlays for character profiles. Social media, websites, and DVD extras provided ideas for secondary research. GarageBand was used to compose original music scores.
The document discusses the use of new media technologies in the production of a short film. Various websites and software were used for research, planning, construction, and evaluation. Research involved using the internet, YouTube, IMDB, and Jamendo. Planning utilized Google Forms, Final Cut Pro, Canon camera, and Facebook Messenger. The film was constructed using Sony camera, Final Cut Pro, and Adobe Photoshop. Feedback was gathered through YouTube, Facebook, and another questionnaire on Google Forms. Issues encountered included continuity errors, camera focus problems, computer crashes, and learning to use Photoshop.
The document provides an evaluation of the main tasks completed as part of a media production project. It summarizes how the project used conventions of sci-fi genres in its costumes and futuristic setting. It discusses how the opening scene represents teenagers and may appeal to a 16-34 age range. The author also reflects on the technologies used, including editing software, and feels their skills with equipment and editing have progressed since an earlier preliminary task.
The document compares the filmmaking techniques used in a preliminary project to those used in a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, editing effects, sound effects, and teamwork. The thriller told a more compelling story through these enhanced techniques compared to the static preliminary project.
The document compares the filmmaking techniques used in a preliminary project to those used in a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, actors with personalities, and editing effects. The thriller used sound effects and music to add intensity, while the preliminary only used diegetic sounds. The document concludes that the improved techniques and teamwork resulted in a superior thriller compared to the preliminary project.
YouTube was used to research the conventions of indie music videos by analyzing three different artist's videos. This research informed the director's pitch and own idea for their music video. Both an iPhone 5 and video camera were used to film scenes, though the iPhone captured better quality in darker scenes. iMovie was used to edit the video, allowing adjustments to saturation, contrasts, and the addition of black and white and reversed scenes. Moviemaker was used to create picture compilations representing the character's thoughts. A lighting desk helped achieve the right atmosphere for dance scenes. Picmonkey and Photoshop created the digipak and advertisement templates consistently representing the video's style.
Stephanie Wise used various technologies to construct an opening title sequence for a film called 'Epoch'. This included using an iMac for editing, a camera and tripod for filming, Final Cut Pro for editing shots together, Photoshop to edit eye colors, Garageband to produce music, special effects makeup to create cuts and injuries, and online resources like YouTube and websites for research. Stephanie learned that each piece of equipment is important and they require each other to produce a high quality, realistic work. She also learned skills like precise photo editing, creating realistic special effects, and using software tools to achieve intended effects.
Stephanie Wise used various technologies to create an opening title sequence for a film called 'Epoch'. This included using an iMac for editing footage with Final Cut Pro, Photoshop to edit eye color, Garageband to compose music, and special effects makeup. Stephanie learned that each piece of equipment is important and they require each other to create high quality, professional work. Various online resources like YouTube and websites were also used for research and sharing the final project. Overall, Stephanie gained insights into the equipment and software used for filmmaking.
The document summarizes the student's horror film project. It discusses how the film follows horror film conventions through its establishing shot, lighthearted scene, and scary climax. It also notes that the main characters are a normal young couple, representing typical horror film protagonists. The document then evaluates how the film represents social groups through the female victim, technologies used in filming and editing, and the student's contributions in planning, casting, and scriptwriting.
The document discusses the creation and effectiveness of ancillary texts, including a poster and radio trailer, for a film project. It describes the process of analyzing similar promotion materials to identify conventions and developing ideas based on the film's genre, tone, and goal of creating suspense. Feedback was gathered from peers on draft designs. The radio trailer utilized sound clips and music from the film along with pertinent details to engage listeners. The poster featured symbolic imagery and fonts/layouts common in other drama posters. In conclusion, the ancillary texts effectively promoted the film while representing its atmosphere and ideas without revealing too much of the plot.
The document provides an evaluation of the media product created by the student. It summarizes how the product used conventions of sci-fi genres through its futuristic setting and costumes. It also discusses how the opening scene represents teenagers and establishes intrigue through mysterious characters. The student learned about technologies like video and audio editing software in creating the final product. Overall, the evaluation reflects on progress made from the preliminary task to the full media product.
Experimental motion capture for beginners by Juha Fiilinjuhafiilincom
Juha Fiilin presented on his experimental motion capture course for graphic design and film students. The course aimed to teach students the new skills of motion capture and 3D animation through having them create scenes for an existing sci-fi story over 3 weeks. Students formed groups, storyboarded scenes, captured motion in a studio, cleaned and edited the data, animated their scenes in 3D, and composited final videos. The intensive course required many tutors but succeeded in engaging students through hands-on projects where they took ownership of their work from concept to final videos.
The document proposes three animation ideas for a class project:
1. A Pringles advertisement where vegetables and spices circle the packet during stop motion animation. A real person would interact, pausing the animation. Sound effects and background music would play.
2. A TV show introduction where a character walks behind a green screen past animated seasonal backgrounds wearing matching clothes.
3. A backpack advertisement where objects slowly come in and out of the bag during pixilation. Different people wearing the bag would be shown.
The group decided on the Pringles idea set to Gangnam Style music. They will use stop motion and pixilation techniques, filming continuous images and importing them into editing software to match the
Mary Juyan evaluates her media project, a 2-minute opening sequence for a sci-fi film. She analyzes how it uses conventions of the genre including futuristic costumes and an extraordinary main character. The sequence is set in a modern street to reflect films set close to present day. It represents teenagers as potentially troublesome. The project would likely be distributed by a company like Warner Bros. and appeal to an audience aged 16-34, especially teenagers. Through creating the project, Mary has learned about technologies like video and audio editing software as well as the importance of teamwork and planning in media production.
Preproduction Production Postproduction Digital Film Making ProcessAnimation Kolkata
The production process of a movie is the process by which a movie is created by the producer director and is finally screened in theatres for the movie- freaks.
But nowadays a 3d digital movie is more prevalent and widely accepted by children as well as by grownups.
In what ways does your media product use, develop or challenge forms and conv...DevonMcManus
Our documentary employed conventions of real media products such as documentaries. We used techniques like rule of thirds in interviews, a variety of camera shots including close-ups, and added a soundtrack and narration to add structure. We also included titles to introduce interviewees and added some effects like black and white to make it more artistic. However, we also challenged some conventions by placing one interviewee in the center and using handheld camera shots briefly to make it more dynamic. Overall, we strived to create a documentary that resembled real media products while also experimenting with conventions.
The document describes the various technologies used during the planning, production, and evaluation stages of a student film project. Celtx software was used to write the script in a professional format. Storyboards were created to plan shots. Blogger was used to store research and organization. Final Cut Express was helpful for editing clips and adding music. A Sony HD 1000 camera provided high quality footage. Word, Prezi, and PowerPoint were used to evaluate different aspects of the filmmaking process.
The document provides details on a pre-production plan and budget for a suite of seasonal school ident animations featuring dolls. Key points:
- The team will create 4 ident animations featuring dolls depicting school enrichments like a fashion show, awards ceremony, football match, and art show.
- The budget totals £1893.98 with largest expenses being equipment hire, crew costs, and props/costumes.
- Production will take place over 8 days with roles assigned for the director, cinematographer, assistant director, and editor.
- Potential issues addressed are going over budget, health and safety, securing locations and props, and challenges of animation as it's the team's first
The production team will create a suite of 4 promotional idents for CTK TV. Each ident will feature students participating in enrichment activities where objects come to life to reveal the CTK TV logo. The idents will be filmed on location at the college using stop motion animation. Potential issues include budget overruns, health and safety risks, and lack of crew skills. The team will address these through careful planning, using only necessary props, conducting risk assessments, and assigning specialized roles. Legal considerations include obtaining permissions, using broadcast safe colors, and complying with copyright and equality laws.
The document provides a client brief for creating a promotional video for a college photography course. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work, facilities, and classes. The video will be 2-3 minutes long and edited using software like Photoshop and Final Cut Pro. It will be distributed on a DVD for open days and uploaded online. The budget is £4000, which will be spent on equipment like a camera, lights, computer, and editing software.
The document provides a client brief for creating a promotional video for a college photography course. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work, facilities, and classes. The video will be 2-3 minutes and edited using software like Photoshop and Final Cut Pro. It will be distributed on a DVD for open days and uploaded online. The budget is £4000, which will be spent on equipment like a camera, lights, computer, and editing software.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work and facilities. The video will be 2-3 minutes and edited using Photoshop and After Effects. Filming will take place in January/February with the final video ready by the end of March. The budget is £4000 which will cover equipment like a camera, computer, software, and expenses. Legal and ethical considerations for copyright, privacy, and inclusion are also addressed.
The document discusses the use of new media technologies in the production of a short film. Various websites and software were used for research, planning, construction, and evaluation. Research involved using the internet, YouTube, IMDB, and Jamendo. Planning utilized Google Forms, Final Cut Pro, Canon camera, and Facebook Messenger. The film was constructed using Sony camera, Final Cut Pro, and Adobe Photoshop. Feedback was gathered through YouTube, Facebook, and another questionnaire on Google Forms. Issues encountered included continuity errors, camera focus problems, computer crashes, and learning to use Photoshop.
The document provides an evaluation of the main tasks completed as part of a media production project. It summarizes how the project used conventions of sci-fi genres in its costumes and futuristic setting. It discusses how the opening scene represents teenagers and may appeal to a 16-34 age range. The author also reflects on the technologies used, including editing software, and feels their skills with equipment and editing have progressed since an earlier preliminary task.
The document compares the filmmaking techniques used in a preliminary project to those used in a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, editing effects, sound effects, and teamwork. The thriller told a more compelling story through these enhanced techniques compared to the static preliminary project.
The document compares the filmmaking techniques used in a preliminary project to those used in a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, actors with personalities, and editing effects. The thriller used sound effects and music to add intensity, while the preliminary only used diegetic sounds. The document concludes that the improved techniques and teamwork resulted in a superior thriller compared to the preliminary project.
YouTube was used to research the conventions of indie music videos by analyzing three different artist's videos. This research informed the director's pitch and own idea for their music video. Both an iPhone 5 and video camera were used to film scenes, though the iPhone captured better quality in darker scenes. iMovie was used to edit the video, allowing adjustments to saturation, contrasts, and the addition of black and white and reversed scenes. Moviemaker was used to create picture compilations representing the character's thoughts. A lighting desk helped achieve the right atmosphere for dance scenes. Picmonkey and Photoshop created the digipak and advertisement templates consistently representing the video's style.
Stephanie Wise used various technologies to construct an opening title sequence for a film called 'Epoch'. This included using an iMac for editing, a camera and tripod for filming, Final Cut Pro for editing shots together, Photoshop to edit eye colors, Garageband to produce music, special effects makeup to create cuts and injuries, and online resources like YouTube and websites for research. Stephanie learned that each piece of equipment is important and they require each other to produce a high quality, realistic work. She also learned skills like precise photo editing, creating realistic special effects, and using software tools to achieve intended effects.
Stephanie Wise used various technologies to create an opening title sequence for a film called 'Epoch'. This included using an iMac for editing footage with Final Cut Pro, Photoshop to edit eye color, Garageband to compose music, and special effects makeup. Stephanie learned that each piece of equipment is important and they require each other to create high quality, professional work. Various online resources like YouTube and websites were also used for research and sharing the final project. Overall, Stephanie gained insights into the equipment and software used for filmmaking.
The document summarizes the student's horror film project. It discusses how the film follows horror film conventions through its establishing shot, lighthearted scene, and scary climax. It also notes that the main characters are a normal young couple, representing typical horror film protagonists. The document then evaluates how the film represents social groups through the female victim, technologies used in filming and editing, and the student's contributions in planning, casting, and scriptwriting.
The document discusses the creation and effectiveness of ancillary texts, including a poster and radio trailer, for a film project. It describes the process of analyzing similar promotion materials to identify conventions and developing ideas based on the film's genre, tone, and goal of creating suspense. Feedback was gathered from peers on draft designs. The radio trailer utilized sound clips and music from the film along with pertinent details to engage listeners. The poster featured symbolic imagery and fonts/layouts common in other drama posters. In conclusion, the ancillary texts effectively promoted the film while representing its atmosphere and ideas without revealing too much of the plot.
The document provides an evaluation of the media product created by the student. It summarizes how the product used conventions of sci-fi genres through its futuristic setting and costumes. It also discusses how the opening scene represents teenagers and establishes intrigue through mysterious characters. The student learned about technologies like video and audio editing software in creating the final product. Overall, the evaluation reflects on progress made from the preliminary task to the full media product.
Experimental motion capture for beginners by Juha Fiilinjuhafiilincom
Juha Fiilin presented on his experimental motion capture course for graphic design and film students. The course aimed to teach students the new skills of motion capture and 3D animation through having them create scenes for an existing sci-fi story over 3 weeks. Students formed groups, storyboarded scenes, captured motion in a studio, cleaned and edited the data, animated their scenes in 3D, and composited final videos. The intensive course required many tutors but succeeded in engaging students through hands-on projects where they took ownership of their work from concept to final videos.
The document proposes three animation ideas for a class project:
1. A Pringles advertisement where vegetables and spices circle the packet during stop motion animation. A real person would interact, pausing the animation. Sound effects and background music would play.
2. A TV show introduction where a character walks behind a green screen past animated seasonal backgrounds wearing matching clothes.
3. A backpack advertisement where objects slowly come in and out of the bag during pixilation. Different people wearing the bag would be shown.
The group decided on the Pringles idea set to Gangnam Style music. They will use stop motion and pixilation techniques, filming continuous images and importing them into editing software to match the
Mary Juyan evaluates her media project, a 2-minute opening sequence for a sci-fi film. She analyzes how it uses conventions of the genre including futuristic costumes and an extraordinary main character. The sequence is set in a modern street to reflect films set close to present day. It represents teenagers as potentially troublesome. The project would likely be distributed by a company like Warner Bros. and appeal to an audience aged 16-34, especially teenagers. Through creating the project, Mary has learned about technologies like video and audio editing software as well as the importance of teamwork and planning in media production.
Preproduction Production Postproduction Digital Film Making ProcessAnimation Kolkata
The production process of a movie is the process by which a movie is created by the producer director and is finally screened in theatres for the movie- freaks.
But nowadays a 3d digital movie is more prevalent and widely accepted by children as well as by grownups.
In what ways does your media product use, develop or challenge forms and conv...DevonMcManus
Our documentary employed conventions of real media products such as documentaries. We used techniques like rule of thirds in interviews, a variety of camera shots including close-ups, and added a soundtrack and narration to add structure. We also included titles to introduce interviewees and added some effects like black and white to make it more artistic. However, we also challenged some conventions by placing one interviewee in the center and using handheld camera shots briefly to make it more dynamic. Overall, we strived to create a documentary that resembled real media products while also experimenting with conventions.
The document describes the various technologies used during the planning, production, and evaluation stages of a student film project. Celtx software was used to write the script in a professional format. Storyboards were created to plan shots. Blogger was used to store research and organization. Final Cut Express was helpful for editing clips and adding music. A Sony HD 1000 camera provided high quality footage. Word, Prezi, and PowerPoint were used to evaluate different aspects of the filmmaking process.
The document provides details on a pre-production plan and budget for a suite of seasonal school ident animations featuring dolls. Key points:
- The team will create 4 ident animations featuring dolls depicting school enrichments like a fashion show, awards ceremony, football match, and art show.
- The budget totals £1893.98 with largest expenses being equipment hire, crew costs, and props/costumes.
- Production will take place over 8 days with roles assigned for the director, cinematographer, assistant director, and editor.
- Potential issues addressed are going over budget, health and safety, securing locations and props, and challenges of animation as it's the team's first
The production team will create a suite of 4 promotional idents for CTK TV. Each ident will feature students participating in enrichment activities where objects come to life to reveal the CTK TV logo. The idents will be filmed on location at the college using stop motion animation. Potential issues include budget overruns, health and safety risks, and lack of crew skills. The team will address these through careful planning, using only necessary props, conducting risk assessments, and assigning specialized roles. Legal considerations include obtaining permissions, using broadcast safe colors, and complying with copyright and equality laws.
The document provides a client brief for creating a promotional video for a college photography course. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work, facilities, and classes. The video will be 2-3 minutes long and edited using software like Photoshop and Final Cut Pro. It will be distributed on a DVD for open days and uploaded online. The budget is £4000, which will be spent on equipment like a camera, lights, computer, and editing software.
The document provides a client brief for creating a promotional video for a college photography course. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work, facilities, and classes. The video will be 2-3 minutes and edited using software like Photoshop and Final Cut Pro. It will be distributed on a DVD for open days and uploaded online. The budget is £4000, which will be spent on equipment like a camera, lights, computer, and editing software.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work and facilities. The video will be 2-3 minutes and edited using Photoshop and After Effects. Filming will take place in January/February with the final video ready by the end of March. The budget is £4000 which will cover equipment like a camera, computer, software, and expenses. Legal and ethical considerations for copyright, privacy, and inclusion are also addressed.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work and facilities. The video will be 2-3 minutes and edited using Photoshop and After Effects. Filming will take place in January/February with the final video ready by the end of March. The budget is £4000 which will cover equipment like a camera, computer, software, and expenses. Legal and ethical considerations around copyright, confidentiality, and non-discrimination are also discussed.
The promotional video was created for York College's Creative Media Production department. It aimed to showcase the course content and opportunities to current and prospective students in an entertaining way. Footage included interviews, studio demonstrations, and motion graphics. Frankie, the main actor, appeared in digitally manipulated scenes to demonstrate techniques learned on the course. The video utilized equipment like a green screen and graphics tablet. Some challenges arose from scheduling conflicts and last-minute changes, but the end result effectively promoted the program in under a minute through a variety of visuals and a personalized approach.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the photography teacher and students about the benefits of the course. It will also show student work, photography facilities and classrooms. The video will be edited using Photoshop and After Effects and distributed on a DVD for open days and the college website. The budget for the project is £4000, which will be spent on equipment like a camera, computer, editing software and other production costs. Legal and ethical considerations for the project like copyright, confidentiality and fair representation are also discussed.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the photography teacher and students, showing student work and the facilities. It will be 2-3 minutes long and edited using Photoshop and After Effects. Filming will take place in January/February and the video will be distributed on the college website and at open days. The budget is £4000 and will be spent on equipment like a camera, lights, computer and editing software. Legal and ethical considerations around copyright, intellectual property, libel, decency, confidentiality, and non-discrimination of race, gender, religion and sexuality are also discussed.
The document discusses lessons learned from completing a preliminary media project and creating a full media product. It reflects on improving framing, planning the genre, and ensuring smooth transitions. It also addresses attracting the target young adult audience through relatable music, fashion, and technology. The response discusses sticking to thriller conventions like lack of dialogue but changing the protagonist to a teenager. It describes learning to use camera and editing software through practice and research. Representing social groups through characters with jobs/income and including diverse ethnic backgrounds is also mentioned.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An overview of the planned content for the video, including filming students walking around campus and in a classroom.
- The target audience is current college students and year 11 students interested in creative media courses.
- The resources needed include a video camera, computers for editing, and permission to film on campus.
- The roles and responsibilities of the group members in filming and editing the video are discussed.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An outline of the video's content which will show a typical day including a lesson and student interview.
- The target audience is current and prospective college students interested in creative media.
- The resources needed are a video camera, computers for editing, and permission to film on campus.
- The roles of the group in filming and editing the video are outlined.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An outline of the video's content which will show a typical day including a lesson and student interview.
- The target audience is current and prospective college students interested in creative media.
- The resources needed are a video camera, computers for editing, and permission to film on campus.
- The roles of the group in filming and editing the video are outlined.
The document provides details about creating a promotional video for a photography course at a college. It discusses researching other college videos, interviewing photography students and teachers for the new video, and showing student work from the course. The budget for the project is £4000 which will be used for equipment, software, and other production expenses. Legal and ethical considerations for the video like copyright, confidentiality, and fair representation are also addressed.
The document summarizes the key technologies used during the filming process of a student film project. It discusses the use of different cameras including the main filming camera (a Nikon D3200), a flip camera for behind-the-scenes footage, and a Panasonic Lumix for still photos. It also covers the importance of lighting, microphones, and planning with a storyboard and location photos. The document emphasizes that using different technologies together allowed for high-quality filming and easier organization of the project.
The document discusses the various technologies used during the filming process of a student film project. Final cut pro was the main editing software. A Nikon camera was used for highest quality filming over the college camera. LED lights helped provide proper lighting. A microphone on the camera ensured good audio quality. A flip camera captured behind-the-scenes footage and interviews. A still camera took photos for planning and the storyboard. Using different technologies for their strengths made filming more effective and organized.
The document discusses the roles and responsibilities of different positions involved in filmmaking. It describes the director as controlling the artistic and dramatic aspects of the film and guiding the cast and crew to realize their vision. The cast will be chosen based on fitting the characters and using students from the sixth form for convenience of filming at school. The scriptwriter is responsible for generating ideas, planning, developing characters, and writing the script. The cinematographer must consider camera shots, lighting, sound, and visual elements to ensure the final image is aesthetically pleasing. The makeup and costume stylist will dress actors appropriately for different scenes based on realistic teenage fashion. The editors will use Final Cut software to edit the film together with cuts, sound, titles,
This portfolio evaluates a two-minute opening film sequence produced by the author for their media studies coursework. They contributed to all aspects of production including acting, filming, editing, and choosing music. To attract their target audience of 15-25 year olds, they incorporated elements common to thriller genre films like low key lighting around the killer and a non-diegetic score to build tension. Feedback from test audiences confirmed the sequence successfully portrayed the genre and made them want to see more. Through this project, the author learned new filming, editing, and publishing skills they can apply to future media products.
1. The document outlines information for a student film festival hosted by the Barwon South Network schools to showcase short films created by students.
2. Students will create 3-minute short films with no limits on genre or style and submit their completed films by August 5th.
3. A red carpet screening of all submitted student films will take place on September 21st at the GPAC venue for students, families, and film enthusiasts.
The document discusses the various types of media and technologies the author learned to use while completing a film course. This includes learning how to use video editing software like Final Cut Pro, understanding issues like rendering clips, and utilizing techniques like the rule of thirds when filming. The author also learned how to use audio software GarageBand to produce soundtracks, and utilized online resources like YouTube and blogs to conduct research and share work. Overall, the author felt they gained significant skills and knowledge in areas like camerawork, editing, sound, and film techniques over the course of the project.
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1. Presented by SKUDUDU PRODUCTIONS
CTK Ident ‘Interactive’
CTK Ident Production Plan
2. Treatment
We have four idents to create a suit of idents. We all have our individual
idents that link together with the theme, brand identity and tone. Our theme
for our suit of idents is ‘Interactive’. The reason why we have called it
interactive is because we are showing that within our college all the students
interact with each other therefore all of our four idents include aspects of
interacting. The tone of our idents are fun and exciting to show that within
the college it is not just students sitting in a class room studying but that the
students also have fun within the college. The brand identity for our idents is
energetic because in each ident the person is using energy.
Our first ident represents the ‘dancing’ in our college. We have at the
beginning a ghost mask that will appear on the screen for three seconds.
Then it will fade into a dancer from our college dancing to music but this will
be edited as a drawing by using Rota scope, which will give it an animated
effect. The last dance move the ghost mask will appear again and transform
into the CTK logo. The reason why we have the ghost mask at the beginning
of this ident is because the mask is what dancers dance with, especially the
youth dancers in the industry, therefore that would target our young side of
our audience.
Our second ident represents the ‘Sport’ in our college. At the beginning of the
ident you will see a basketball bounce in to the camera frame and one of our
students that play basketball will catch the ball and dribble with the ball, then
he will shoot and as the ball gets through the net the CTK logo appears on the
screen. This will also be edited in animation as well.
Our third ident represents the ‘Art’ in our college. At the beginning of the
ident you will see an animated character painting on a canvas and as the
camera is circling the character when it is behind the character it will show
what has been drawn, which will be the CTK logo.
Our fourth ident represents ‘Advertisement’. At the beginning of this ident
the student will walk in to the shot and sit on a bench; picks up the
newspaper and reads it. As he turns the page in the newspaper the CTK logo
pops up out of the newspaper. This will be done as animation. The way all of
our idents are consistent is because all the idents use animation and they all
have the CTK logo at then end. Also our idents are creative because we have
used animation combined with live action.
3. Designs
The designs will be based on the theme of our suit of idents. It will also be based
on the idea created by the director. As our theme is interactive and based around
what is happening in our college, which will be shown in the channel, we will use
a series of colours to make it look my interesting and creative but we will be
consistent with the colours white and purple because that is the CTK colour.
Idents will also be based on the different elements of the sixth form for an
example, Performing Arts. This will link in with the idents because the subjects
contain element that will grab the attention of our target audience. The energy
behind the idents will represent the college as well as the channel; the design of
them will represent energy and passion within what they are doing. The style of
our idents will be animation combined with live action to give more of a creative
and stylistic look, which will appeal to our primary audience as well as our
secondary audience, who are the parents of the students.
4. Budget
Expenses Cost
Location Hire Total = £0
Provided by the college
Transport Total = £0
Free oyster cards
EquipmentHire Total = £0
Provided by the college
Camera–DSLR Total = £0
Provided by the college
Props/Costumes
(1 Dancer)
Total = £20
Other costumesare already
provided
Tripod Total = £0
Provided by the college
Talent Total = £0
Studentsin the college
Food £20
Total £40
Real industry budget
Props/Costumes
(1 Dancer)
Total = £20
Other costumesare already
provided
Talent Total = £100
Crew/Post-Production Total = £599
CameraOperator Total = £300
Editor Total = £500 per day
Edit Suit hire Total = £1399
Transport Total = £15
Food Total = £20
Total £3,443
5. Production Schedule
Production Company: Skududu Production Title: Interaction
Client: CTK
Tasks 26/4 29/4 2/3 5/3 8/3 11/3 14/3 17/3 20/3 23/3 25/3
Storyboard
(Daniel will have to
create four
storyboards)
Set Build/Location
Recee
(Nigel is finding the
locations on where
we should shoot
our footage)
Risk Assessment
(Tam is doing the
risk assessment)
Resources List
(Tommy is going to
find the resource
list that things that
we need)
Booking kit
(Nigel is going to
book the kit)
Crew Hire
(Tam is going to
hire the crew)
Shooting
(All of us are going
to be shooting)
Edit rough copy
(Daniel and Nigel
are going to be
editing rough copy)
Sound Mix
(Ashley is going to
create the sound
mix)
Edit Final Cut
(Daniel and Nigel
are going to edit
final copy)
Distribution
Release YouTube
(All of us are going
to distribute it on
youtube)
Deadline
6. Days of
production
Responsibility What has to be done
1 Director On the first day the director needs to explain the idea to the rest of
their team, therefore the team can understand the idea fully and has
an idea on whichperson is having whichrole. This is very important
because if the members in the team doesn’t know the idea then they
won’t be able to do their role within the team when they start todo
the production. A lot of money could be decreased because of the
lack of understanding of the idea, whichis very bad forthe business.
2 DOP/Animator The DOP job is the producing the storyboard of the idea to show how
the final piece should look. This is a guideline forthe team when they
are workingon the piece.
3 Assistant Director The assistant director role is to source the locations that they need
for the idea and they need to see if that particular locationis suitable
for their idea. Also they need to gain permission to shoot on the
premises that they want to shoot on and they need to create the
shooting schedule.
4 Camera Operator
/Director/Assistant
Director
These roles need to book out the equipment that they need to film,
they also need to source the talent and they need to get the talent to
sign a release formas proof that they give you’re their consent that
you are allowed to film them.
5 Every Role Shoot
6 Every Role Shoot
7 Every Role Shoot
8 Editor The editor’s role is to edit the whole footageand make it looklike an
ident
9 Animator The animator will be all of us because it will take a lot of time if we
leave it to one person to edit all fouridents, therefore we are going
to edit each part.
10 Everybody Submit the workto the client.
7. Performance Crew
Production Plan/Producer: Tamaira Lynch
Director/Editor: Nigel Chitme
Assistant Director: Tamaira Lynch
DOP/Animator: Tommy Griffin
Camera Operator: Daniel Taiwo
Assistant Camera operator: Ashley Davy
Team Roles and responsibilities
Name Role Job
Tamaira Lynch Production
Plan/Producer
The director handed me because he thought that I was capable to organise
and guide the crew.I am the one of three people whois the most organised
in the class, and i would make sure everyone and everything is in check,
Nothing willmissed out or un-organised.
Nigel Chitme Director/Editor Nigel has been chosen to be the director for this music video is because he
had the main vision of the music video so he will see all the little details of
the visual aspects of the music video and he has the biggest and general
image of the what the music videois going to be, he is also skilled in
shooting and editing therefore he will oversee if the shots has been editing
perfectly and in the way it is supposed to be edited in.
Tommy Griffin DOP/Animator Tommy has been chosen to be a DOP Animator because he is very skillful
with animation. The role that Tommy has is that he is animating the idents.
Howeverbecause it is a lot of workforone person to do wedecided to split
it between us and animate a different section each. HoweverTommy is the
main animator.
Daniel Taiwo Camera
Operator
Daniel has been chose by the director to be director of photography
because fromprevious experiences working on other projects Daniel has a
skill for good shot framing and he is exponential and understanding about
the rule of thirds, he has good knowledge on how to use a camera in terms
of getting the right light exposure, and when him and the director works
together withhis skills and the director's ideas they willbe able to
illustrate the idea we want to get across.
Ashley Davy Assistant
Camera
operator
Ashley was given this position because his skills on final cut pro is one of
the best in the class and has exceeded general knowledge of the software.
Also from our last project, Ashley's continuity editing is conception and
that is going to be a big asset to our production because we are doing a
narrative base music video.
8. Potential problemswith each (Health and safety issues; budget
production practicalities; practical skills resourcesetc)
Possible problems Possible Solutions
Budget: The budget (£50)
wouldn’tbe enough, as we would
have to book variousthings like
equipmentsuch as cameras,
tripods, lights (if needed), etc.
Bookingall this would be costly.
Therefore, if wewere in the
situation where weneeded to
invest the money provided for
another situation of bookingthe
equipmentwould haveconsumed
most of, if not all of our money.
Budget: How wewere going to
overcome this solution of budget
was by booking the equipment
free of charge from the college.
Therefore we would haveall of
our equipmentfor free and we
could use the budget provided for
something else that could be
moremandatory.
The idea: The idea that the
company agreed on together
might notbe what is produced in
the long run, asthe client could
have a differentidea, and as a
result, may wantto slightly
change the idea. Therefore as a
result wewould have to buy into
or in this case signing up for it.
The location will be fullof
studentsgoing to and from their
lesson and tryingto film in tight
corridorswith peoplegoing up
and down it can become a health
and safety problemsbut we have
set outto shoot while most
peopleare in their lessonsand
not muchis going on so that you
can capturea few students.
The idea: As company, wewould
have to educate the client, as it is
the job of the company to come
up with all the creativity, as well
as promotingthe college the way
he wantsto. We willhave to
educate the client also in the area
of makingperiod, in order to
reducehazards, and also for usto
shoot the ident without
interruptions, enablingusto
finish the identquicker and
properly.
9. Legalisation and regulation
Copyright issues that I may come across include things such as copyrighted
music and images. This may be overcome by either asking for the rights to
use the copyrighted music or by taking original images. copyright may also
come in to play which things such as copying other companies ideas for
example taking the BBC's current theme of Oneness, something
recognisable to the BBC brand and where ever.
Secondly, shooting licences will need to be kept in place as a way to work
on different locations with no problems, since our locations vary within each
of our idents, therefore we will need to get 4 different shooting licences, for
example, in a sports hall, classroom, dance studio and a park. These are
required because if we were to accidentally work in private land we could be
sued or kicked off the site mid way through.
Health and safe is also a key factor when talking about regulations, this is
because if there is any safety issues on the set everything will have to be
documented.
Another possible problem cold be at the end with technical broadcast
constraints, using broadcast safe colours and the correct resolutions.
Storyboards