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The document provides guidance for students on beginning research into creative and media activities in their region for a school assignment. It lists potential research activities like film screenings, graphic design exhibitions, and art exhibitions. Students are asked questions to plan their research, such as what methods they would use, resources required, arrangements to be made, expected findings, and how findings would be stored. The goal is to help students effectively plan and conduct research into local creative scene for a school project.
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Scene - 1 1 1
The document provides guidance for students on beginning research for their unit on creative media scenes in their local region. It instructs students to choose one creative media activity from a list to investigate, including film screenings, graphic design production, and art exhibitions. Students are prompted to consider what research methods, resources, arrangements, findings, and storage methods they would use to investigate their chosen activity.
Beginning your research 1.1.1
1. The document discusses beginning research for a unit on creative media scenes by having students choose an activity like screening films, graphic design, or art exhibitions to investigate in their region.
2. It prompts students to answer questions about how they would conduct this research, including what methods and resources they would use, if any arrangements need to be made, and what kinds of information they might find.
3. Students are then asked how they would store their research findings, with options given of writing notes on paper or creating a document on a computer.
1.1 scene
This document provides guidance to students on researching creative and media activities in their local region. It lists screening films, producing graphic designs, and exhibiting artwork as example activities and poses questions for students to consider how they would investigate one of these options. Some of the questions address what research methods and resources would be needed, if arrangements need to be made, what kinds of information may be found, and how findings would be stored. The purpose is to help students plan their own research on the local creative scene.
Worksheet 1.1.1
This document provides guidance to students on researching creative media activities in their local region for a school assignment. It instructs students to choose one activity from a list to investigate, including screening films, graphic design production, or art exhibitions. Students are asked questions about how they would conduct research on their chosen activity, such as what research methods and resources they would use, if any arrangements need to be made, what materials may be found, and how findings would be stored.
1.1.1 beginning your research
The document discusses research methods for investigating creative and media activities in a student's region. It focuses on exhibition of artwork. The student would use online research methods like searching Google and exhibition websites to learn details like exhibition dates, types of artwork, and history. The student would need a computer and internet access. They may need a teacher to check website reliability. Research findings would be copied to a word document and saved on a USB or computer for storage.
1.1.1
This document provides guidance for students conducting research on creative and media activities in their region. It discusses researching the screening of films, production of graphic design products, and exhibition of artwork. For investigating film screenings, it recommends using online resources like Wikipedia or library books. It notes students would need an understanding of film screenings before researching and could ask specialists. No arrangements are needed for research, but others may need computer or library access. Research could uncover what film screenings are, their history, and ways to get involved in the film industry. Findings should be stored properly, such as in notes, a blog, or PowerPoint for easy later reference.
Worksheet 1.1.1
This document discusses research methods for investigating creative and media activities in a student's local region. It focuses on researching film screenings. The student proposes conducting primary research by interviewing cinema staff to get first-hand information. Additional secondary research would include looking at film websites. Arrangements, like setting up interviews, and resources, such as transportation to the cinema, would need to be made in advance. The research could provide information on film screening schedules, the process for films to be shown, and film promotion strategies. Findings would be recorded through notes and stored both physically and digitally for easy access and organization.
Horror research project
This document provides guidance for conducting research into the horror film genre. Students are asked to: 1) Research the development of the genre using primary and secondary sources; 2) Identify a horror subgenre for a film project; and 3) Evaluate their research findings. They must create interview and survey questions to answer what makes a film 'horror' and use sources like the internet, books and experts' opinions. The assessment will evaluate students' research process and ability to work independently to understand the genre and complete tasks like meeting deadlines.
Recommended
Scene - 1 1 1
The document provides guidance for students on beginning research for their unit on creative media scenes in their local region. It instructs students to choose one creative media activity from a list to investigate, including film screenings, graphic design production, and art exhibitions. Students are prompted to consider what research methods, resources, arrangements, findings, and storage methods they would use to investigate their chosen activity.
Beginning your research 1.1.1
1. The document discusses beginning research for a unit on creative media scenes by having students choose an activity like screening films, graphic design, or art exhibitions to investigate in their region.
2. It prompts students to answer questions about how they would conduct this research, including what methods and resources they would use, if any arrangements need to be made, and what kinds of information they might find.
3. Students are then asked how they would store their research findings, with options given of writing notes on paper or creating a document on a computer.
1.1 scene
This document provides guidance to students on researching creative and media activities in their local region. It lists screening films, producing graphic designs, and exhibiting artwork as example activities and poses questions for students to consider how they would investigate one of these options. Some of the questions address what research methods and resources would be needed, if arrangements need to be made, what kinds of information may be found, and how findings would be stored. The purpose is to help students plan their own research on the local creative scene.
Worksheet 1.1.1
This document provides guidance to students on researching creative media activities in their local region for a school assignment. It instructs students to choose one activity from a list to investigate, including screening films, graphic design production, or art exhibitions. Students are asked questions about how they would conduct research on their chosen activity, such as what research methods and resources they would use, if any arrangements need to be made, what materials may be found, and how findings would be stored.
1.1.1 beginning your research
The document discusses research methods for investigating creative and media activities in a student's region. It focuses on exhibition of artwork. The student would use online research methods like searching Google and exhibition websites to learn details like exhibition dates, types of artwork, and history. The student would need a computer and internet access. They may need a teacher to check website reliability. Research findings would be copied to a word document and saved on a USB or computer for storage.
1.1.1
This document provides guidance for students conducting research on creative and media activities in their region. It discusses researching the screening of films, production of graphic design products, and exhibition of artwork. For investigating film screenings, it recommends using online resources like Wikipedia or library books. It notes students would need an understanding of film screenings before researching and could ask specialists. No arrangements are needed for research, but others may need computer or library access. Research could uncover what film screenings are, their history, and ways to get involved in the film industry. Findings should be stored properly, such as in notes, a blog, or PowerPoint for easy later reference.
Worksheet 1.1.1
This document discusses research methods for investigating creative and media activities in a student's local region. It focuses on researching film screenings. The student proposes conducting primary research by interviewing cinema staff to get first-hand information. Additional secondary research would include looking at film websites. Arrangements, like setting up interviews, and resources, such as transportation to the cinema, would need to be made in advance. The research could provide information on film screening schedules, the process for films to be shown, and film promotion strategies. Findings would be recorded through notes and stored both physically and digitally for easy access and organization.
Horror research project
This document provides guidance for conducting research into the horror film genre. Students are asked to: 1) Research the development of the genre using primary and secondary sources; 2) Identify a horror subgenre for a film project; and 3) Evaluate their research findings. They must create interview and survey questions to answer what makes a film 'horror' and use sources like the internet, books and experts' opinions. The assessment will evaluate students' research process and ability to work independently to understand the genre and complete tasks like meeting deadlines.
1.2 FMP Proposal 2022.docx
Andina Bispo de Souza proposes a horror film and poster project. She will tell the story of a girl who murders her friends during a party and then cannot remember what happened. Her skills in editing, filming, audio editing, Photoshop, and animation from previous projects will help her complete this film and poster. She has created a schedule over 9 weeks for research, pre-production, production, and evaluation. Research will include audience profiles, existing works, and experiments. Pre-production covers locations, equipment, personnel, storyboards, and permissions. Production will be documented. Evaluation will assess her work and get peer feedback to improve.
Scene 1.1.1b
This document discusses investigating a subject thoroughly for a school project. It recommends using multiple methods of research, such as searching online, reviewing newspapers and magazines, obtaining leaflets, visiting locations, speaking to staff, asking others who visited, and directly contacting places with additional questions. Using various research methods increases the chances of finding more information on the topic being investigated. The document provides examples of different research methods and encourages making a list of additional approaches to take to ensure a comprehensive investigation.
Ws8.4.2
The document describes a student's creative project to hold a photography exhibition displaying sights in London and fashion photography representing different cultures. The student developed initial ideas through meetings with their partner and research. They chose to combine their ideas of displaying London sights with fashion photography to show diversity in London. Research methods like interviews with professionals were successful in providing advice and skills development. Setting up the exhibition went well though preparing displays took longer than expected. The student would prepare the exhibition fully before an audience arrived for future projects.
Scene 1.2.1
This document provides information about finding a dream job in the creative and media industries. It instructs students to research job opportunities in their local area by choosing an area of interest and finding a related company. One example job found is a runner at a local theater. The summary describes that this job involves tasks like greeting visitors, fetching equipment, and answering phones. The yearly salary for this entry-level position is £10,000 to £16,000. Qualifications include enthusiasm, communication skills, organization, and the ability to work well in a team. The document advises students to improve their skills in these areas to meet job requirements.
Media planning
This document outlines four questions about creating a media product and evaluating its effectiveness. The questions address how the media product uses or challenges conventions, how well different elements were combined, what was learned from audience feedback, and what media technologies were used at different stages of production. It emphasizes demonstrating excellent understanding of forms and conventions, the role of new media, combining main and ancillary texts, significance of audience feedback, choice of presentation format, and ability to communicate.
Lesson 3 textual analysis
This document provides guidance for students on conducting textual analysis as part of planning for a media production commission. It explains that the textual analysis is intended to help students understand how similar texts appeal to audiences and achieve their goals through cinematic techniques. By analyzing other videos and websites on related topics, students can find information to incorporate into their own planned video. Students are instructed to analyze the audience, tone, address, and techniques used in example videos and websites in order to gather research for their commissioned video on promoting exercise. The document emphasizes that all elements of the lesson are intended to be applied to the planning and production process.
Evaluating Resources
The document provides guidance on developing a research plan and identifying information sources for a personal project. It discusses planning the project, including identifying what is already known and what still needs to be learned about the topic. It then outlines different types of information sources, such as print, digital resources, interviews, and site visits. Students are encouraged to develop a research plan that identifies their information needs and where to locate answers. The importance of keeping a process journal is also highlighted.
H.P.4.2 evaluating the creative process
The student chose to do a photography project focused on nature for their higher diploma creative media project. They took photos of the local environment and animals at London zoo. An exhibition of the photos was held at the student's school. While the exhibition went well overall with positive feedback, areas for improvement included adding photo titles and descriptions, having more refreshments, and hanging the photos on the wall instead of tables. If done again, the student would make these changes and also promote the exhibition more outside of school.
U1 Lesson 04
This document provides information about various research techniques and terms. It discusses Japanese word of the week "Kudasai", aims and objectives of market research lessons including identifying forms of secondary research. It also outlines units on research techniques and pre-production for media industries. Various research methods like quantitative and qualitative research are explained. Secondary research sources like reviews, blogs, archives are also described. The document encourages planning and provides an overview of what was covered.
Cassie fmp hollow queen 07 02 13
This assignment brief outlines tasks for a student to complete units in Creative Media Production Management, Research Techniques, and Pre-Production Techniques. The student will develop, research, and pitch an idea for a graphic novel about Ella Fitzgerald. They will conduct research on audiences and trends, generate story ideas, and create pre-production documents and plans. The assignment includes tasks for primary research, idea development, production management, and presenting the final product for feedback. The deadline is May 24th, 2013.
Factual development and planning pro forma(1)
The document provides guidance on idea development and planning for a media project, suggesting creating a mood board to explore ideas and themes, analyzing collected materials, and outlining the content and structure before developing a production schedule that varies depending on the format being a web series, podcast, or fanzine. It also includes examples of mood boards and interview angles as well as a sample production schedule and script outline for a documentary on social media usage.
Worksheet 1.1.1b
The document discusses investigating a subject for research more thoroughly. It emphasizes using multiple methods to ensure finding more relevant information that increases chances of success. It lists potential investigation methods like going to libraries and speaking with professionals, using the internet, interviews, books, television, radio, and asking others to thoroughly research a topic.
L3 gd fmp_stuart_d_060213
This assignment brief outlines tasks for a student to complete 3 units for a Creative Media Production qualification. For Unit 4, the student must originate, develop, research and pitch an idea for an animated TV series trailer called "Fun Police", and manage its production. For Unit 3, the student must research the audience and market for the project. For Unit 1, the student must plan the pre-production, production and presentation and evaluate the project. The brief provides a scenario, tasks to complete each unit, deadlines, criteria for assessment and opportunities to demonstrate personal, learning and thinking skills.
UNIT II EMPATHIZE IN DESIGN THINKING AND ANALYSIS
This document provides an overview of design thinking and empathy methods. It discusses field observation, deep user interviews, empathy maps, journey maps, and persona development as tools to gain empathy and understand user needs. Field observation involves observing users in their natural environment to understand behaviors. Deep interviews use open-ended questions to elicit stories and uncover user insights. Empathy maps and journey maps can help generate interview questions. Insights from interviews and observations are analyzed to identify user needs and inform the creation of user personas. The goal is to truly understand users and address their needs through the design process.
Social action practical coursework launch with research intro
The document provides instructions for students beginning a coursework project to produce a public information film (PIF). Students will work in small groups to: 1) research a topic for their PIF, 2) pitch their idea to the class, 3) plan and produce a 30-60 second film, and 4) write an evaluation. They are given deadlines and grading criteria. The document reviews different research methods and their strengths and weaknesses to help students in their initial research phase before pitching their idea.
Ws4.1.1 finished
This document provides guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
Ws4.1.1 finished
This document provides guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
1.2 FMP Proposal 2022.docx
The student proposes a horror film project about a girl who murders her girlfriend after discovering she was cheating. The student will apply skills learned from previous projects, such as editing from a music video and Photoshop skills from creating posters. Research will include audience surveys, existing similar films, and production experiments. Pre-production planning covers locations, equipment, personnel, storyboards, and schedules. The project will be evaluated based on research, planning, technical and aesthetic qualities, audience appeal, and peer feedback.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be recruited from students, and teachers and technicians will provide support. The planner's roles will include overseeing the art exhibition room and film room.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be students over age 14, and teachers and technicians will provide support. The planner's role is to oversee the art exhibition room and film room on the day of the festival.
Response summary for my project
The survey responses help inform the project of creating a dress. Most respondents were female, young teenagers interested in fashion. Silk and cotton were preferred materials, and recycled materials for clothes was popular. Most preferred women's clothing over men's and had interest in western fashion styles. Many had not attended a fashion show before.
Project production schedule for my project
This production schedule outlines the process of making a dress from March 31st to May 21st, 2011. It is broken into 9 days of continuing work on the dress, with a final completion date of May 21st. Earlier planning and research was conducted from January 2010 to March 2011 before the dressmaking process began. The schedule concludes with an evaluation period from May 22nd to 25th.
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Similar to Scene 1.1.1
1.2 FMP Proposal 2022.docx
Andina Bispo de Souza proposes a horror film and poster project. She will tell the story of a girl who murders her friends during a party and then cannot remember what happened. Her skills in editing, filming, audio editing, Photoshop, and animation from previous projects will help her complete this film and poster. She has created a schedule over 9 weeks for research, pre-production, production, and evaluation. Research will include audience profiles, existing works, and experiments. Pre-production covers locations, equipment, personnel, storyboards, and permissions. Production will be documented. Evaluation will assess her work and get peer feedback to improve.
Scene 1.1.1b
This document discusses investigating a subject thoroughly for a school project. It recommends using multiple methods of research, such as searching online, reviewing newspapers and magazines, obtaining leaflets, visiting locations, speaking to staff, asking others who visited, and directly contacting places with additional questions. Using various research methods increases the chances of finding more information on the topic being investigated. The document provides examples of different research methods and encourages making a list of additional approaches to take to ensure a comprehensive investigation.
Ws8.4.2
The document describes a student's creative project to hold a photography exhibition displaying sights in London and fashion photography representing different cultures. The student developed initial ideas through meetings with their partner and research. They chose to combine their ideas of displaying London sights with fashion photography to show diversity in London. Research methods like interviews with professionals were successful in providing advice and skills development. Setting up the exhibition went well though preparing displays took longer than expected. The student would prepare the exhibition fully before an audience arrived for future projects.
Scene 1.2.1
This document provides information about finding a dream job in the creative and media industries. It instructs students to research job opportunities in their local area by choosing an area of interest and finding a related company. One example job found is a runner at a local theater. The summary describes that this job involves tasks like greeting visitors, fetching equipment, and answering phones. The yearly salary for this entry-level position is £10,000 to £16,000. Qualifications include enthusiasm, communication skills, organization, and the ability to work well in a team. The document advises students to improve their skills in these areas to meet job requirements.
Media planning
This document outlines four questions about creating a media product and evaluating its effectiveness. The questions address how the media product uses or challenges conventions, how well different elements were combined, what was learned from audience feedback, and what media technologies were used at different stages of production. It emphasizes demonstrating excellent understanding of forms and conventions, the role of new media, combining main and ancillary texts, significance of audience feedback, choice of presentation format, and ability to communicate.
Lesson 3 textual analysis
This document provides guidance for students on conducting textual analysis as part of planning for a media production commission. It explains that the textual analysis is intended to help students understand how similar texts appeal to audiences and achieve their goals through cinematic techniques. By analyzing other videos and websites on related topics, students can find information to incorporate into their own planned video. Students are instructed to analyze the audience, tone, address, and techniques used in example videos and websites in order to gather research for their commissioned video on promoting exercise. The document emphasizes that all elements of the lesson are intended to be applied to the planning and production process.
Evaluating Resources
The document provides guidance on developing a research plan and identifying information sources for a personal project. It discusses planning the project, including identifying what is already known and what still needs to be learned about the topic. It then outlines different types of information sources, such as print, digital resources, interviews, and site visits. Students are encouraged to develop a research plan that identifies their information needs and where to locate answers. The importance of keeping a process journal is also highlighted.
H.P.4.2 evaluating the creative process
The student chose to do a photography project focused on nature for their higher diploma creative media project. They took photos of the local environment and animals at London zoo. An exhibition of the photos was held at the student's school. While the exhibition went well overall with positive feedback, areas for improvement included adding photo titles and descriptions, having more refreshments, and hanging the photos on the wall instead of tables. If done again, the student would make these changes and also promote the exhibition more outside of school.
U1 Lesson 04
This document provides information about various research techniques and terms. It discusses Japanese word of the week "Kudasai", aims and objectives of market research lessons including identifying forms of secondary research. It also outlines units on research techniques and pre-production for media industries. Various research methods like quantitative and qualitative research are explained. Secondary research sources like reviews, blogs, archives are also described. The document encourages planning and provides an overview of what was covered.
Cassie fmp hollow queen 07 02 13
This assignment brief outlines tasks for a student to complete units in Creative Media Production Management, Research Techniques, and Pre-Production Techniques. The student will develop, research, and pitch an idea for a graphic novel about Ella Fitzgerald. They will conduct research on audiences and trends, generate story ideas, and create pre-production documents and plans. The assignment includes tasks for primary research, idea development, production management, and presenting the final product for feedback. The deadline is May 24th, 2013.
Factual development and planning pro forma(1)
The document provides guidance on idea development and planning for a media project, suggesting creating a mood board to explore ideas and themes, analyzing collected materials, and outlining the content and structure before developing a production schedule that varies depending on the format being a web series, podcast, or fanzine. It also includes examples of mood boards and interview angles as well as a sample production schedule and script outline for a documentary on social media usage.
Worksheet 1.1.1b
The document discusses investigating a subject for research more thoroughly. It emphasizes using multiple methods to ensure finding more relevant information that increases chances of success. It lists potential investigation methods like going to libraries and speaking with professionals, using the internet, interviews, books, television, radio, and asking others to thoroughly research a topic.
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This assignment brief outlines tasks for a student to complete 3 units for a Creative Media Production qualification. For Unit 4, the student must originate, develop, research and pitch an idea for an animated TV series trailer called "Fun Police", and manage its production. For Unit 3, the student must research the audience and market for the project. For Unit 1, the student must plan the pre-production, production and presentation and evaluate the project. The brief provides a scenario, tasks to complete each unit, deadlines, criteria for assessment and opportunities to demonstrate personal, learning and thinking skills.
UNIT II EMPATHIZE IN DESIGN THINKING AND ANALYSIS
This document provides an overview of design thinking and empathy methods. It discusses field observation, deep user interviews, empathy maps, journey maps, and persona development as tools to gain empathy and understand user needs. Field observation involves observing users in their natural environment to understand behaviors. Deep interviews use open-ended questions to elicit stories and uncover user insights. Empathy maps and journey maps can help generate interview questions. Insights from interviews and observations are analyzed to identify user needs and inform the creation of user personas. The goal is to truly understand users and address their needs through the design process.
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The document provides instructions for students beginning a coursework project to produce a public information film (PIF). Students will work in small groups to: 1) research a topic for their PIF, 2) pitch their idea to the class, 3) plan and produce a 30-60 second film, and 4) write an evaluation. They are given deadlines and grading criteria. The document reviews different research methods and their strengths and weaknesses to help students in their initial research phase before pitching their idea.
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Ws4.1.1 finished
This document provides guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
1.2 FMP Proposal 2022.docx
The student proposes a horror film project about a girl who murders her girlfriend after discovering she was cheating. The student will apply skills learned from previous projects, such as editing from a music video and Photoshop skills from creating posters. Research will include audience surveys, existing similar films, and production experiments. Pre-production planning covers locations, equipment, personnel, storyboards, and schedules. The project will be evaluated based on research, planning, technical and aesthetic qualities, audience appeal, and peer feedback.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be recruited from students, and teachers and technicians will provide support. The planner's roles will include overseeing the art exhibition room and film room.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be students over age 14, and teachers and technicians will provide support. The planner's role is to oversee the art exhibition room and film room on the day of the festival.
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Social action practical coursework launch with research intro
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Response summary for my project
The survey responses help inform the project of creating a dress. Most respondents were female, young teenagers interested in fashion. Silk and cotton were preferred materials, and recycled materials for clothes was popular. Most preferred women's clothing over men's and had interest in western fashion styles. Many had not attended a fashion show before.
Project production schedule for my project
This production schedule outlines the process of making a dress from March 31st to May 21st, 2011. It is broken into 9 days of continuing work on the dress, with a final completion date of May 21st. Earlier planning and research was conducted from January 2010 to March 2011 before the dressmaking process began. The schedule concludes with an evaluation period from May 22nd to 25th.
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This production schedule outlines the process of making a dress from March 31st to May 21st, 2011. It is broken into 9 days of continuing work on the dress, with a final completion date of May 21st. Earlier planning and research was conducted from January 2010 to March 2011 before the dressmaking process began. The schedule concludes with an evaluation period from May 22nd to 25th.
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This document is a 10 question survey about fashion and clothing design. It asks respondents for their gender and age, as well as questions about their interest in fashion, attendance at fashion shows, views on using recycled materials, willingness to wear the designer's dress, suggestions for where to display the dress, potential design improvements, and an overall rating of the dress design out of 10. The survey collects both multiple choice and open-ended text responses to help evaluate a fashion or clothing design project.
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A document discusses where to purchase sewing equipment, listing Argos and John Lewis as options. At Argos, a complete sewing kit is offered for £19.99 that includes various sewing tools and accessories like scissors, needles, pins, thread, and more. John Lewis offers a smaller pencil case sewing kit for £5 that contains scissors, threads, tape measure, pin cushion, thimble, and pins.
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Ws8.4.3[1]
The document provides a template for students to evaluate their role and performance on a creative media project where they worked individually. It prompts the student to explain their role in the project, what they did well and didn't do so well, and what they learned about themselves through completing the project. The student responds that their role was to create and plan all aspects of the project as they worked alone. They did well in collecting materials and doing research but could have improved their time management and not leaving things for the last minute. The student learned through the project that every task has its own challenges.
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This document provides a checklist for students to consider when making a record as part of their Creative and Media course, including the materials and resources needed, time available, costs, legal and ethical issues, and communication within their group. It notes that students will need to produce documents to help ensure a smooth process for creating their record.
Ws4.2.5 finished
This document discusses planning the materials and resources needed to create a record for a creative media course assignment. It instructs students to consider what equipment like cameras, tripods, and tape they will require and where those items can be found or purchased. Completing a document listing the necessary materials and resources accurately is presented as an extension activity that will help students effectively plan the creation of their record in a chosen medium.
Ws4.2.3 finished
The document provides guidance for students on recording ideas for a music video record. It includes a mind map showing possible storylines, scenes, and ideas for a student's record of the song "Ur Jaa" by Niraj Chag. The mind map outlines a storyline of a girl running away from home and flashbacks of her relationship with her mother, with scenes including an argument with her mother about running away, and a final wedding day scene where the girl and her mother cry as her mother does not attend the wedding. All scenes will be recorded at the school.
Ws4.2.2 finished
This document provides a template for students to list records that have inspired them, including the name of the record, who made it, and their thoughts on it. It includes Michael Jackson's "Thriller" music video as an example, noting the director, stars, and praising its unique music video format and use of special effects, lighting, and costumes to match the song's lyrics. It also lists the 1996 film "Matilda" as an example, identifying the director, writers, and narrator, and comments that it stayed true to the original book by Roald Dahl.
. Ws4.2.2
This document provides a template for students to list records that have inspired them, including the name of the record, who made it, and their thoughts on it. It includes Michael Jackson's "Thriller" music video as an example, noting the director, stars, and praising its unique music video format and use of special effects, lighting, and costumes to match the song's lyrics. It also lists the 1996 film "Matilda" as an example, identifying the director, writers, and narrator, and comments that it stayed true to the original book by Roald Dahl.
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Scene 1.1.1
- 1. Creative and Media: Level 2 Higher Diploma Unit 1: Scene Level 2 Higher Diploma Creative and MediaUnit 1: Scene 1.1.1 Beginning your research Student Book pp 14–23 Having discussed the different research methods that you may choose to employ when working on your investigations into the scene in your region, you should move on to drawing up plans to carry out your own research. To begin with, choose one creative and media activity from the list below and answer the questions about how you would go about investigating these activities in your region: screening of films production of graphic design products exhibition of artwork. 1 What research methods might you use to investigate these activities? - You will need to go and interview the artist - You will need to go and see the exhibition 2 What resources would you need to conduct this research? - You will need to use the internet and find out some information about where the exhibition is being held. 3 Would you need to make any arrangements prior to conducting this research? - You will need to make arrangements to go and see them and interview them. - You will have to call them and make an appointment to interview the artist. - You will also have to borrow a camera to record the interview and buy some batteries and a memory card. - You will also have to buy a note book to record your findings. 4 What kinds of materials or information might you expect to find from conducting this research activity? - You will need to film it with a video camera and you will need a tape recorder and a notebook 5 How would you store your findings from this research? - USB - Computer © Pearson Education Ltd 2008. Copying permitted for purchasing institution only. This material is not copyright free. 1