This document outlines 50 shots that will be included in a music video. The shots are listed in chronological order and include establishing shots of nature, close-ups of animal masks, shots of a boy discovering photographs on the floor and following them into the woods, encounters with masked people chasing the boy, shots of the boy waking up confused in the woods surrounded by alcohol, and a final shot of his eyes shutting as it fades to black.
Mise en scene:
Location: School/ House and the jungle. – jungle is a way of escape can emphasise the fact that the boy is grown up and he is independent.
Lighting: The lighting in the school is high key in order to show the destruction more clearly. The jungle the lighting is low key.
Props: guns are symbolic - they ‘fire’ similarly the society fire ‘words’ which are hurtful . These words will affect a child’s psychological state.
Costume: The boy wears casual clothes – jeans./ coat and a hat – the weather seems windy and cold so the boy is dressed appropriate to the weather.
Mise en scene:
Location: School/ House and the jungle. – jungle is a way of escape can emphasise the fact that the boy is grown up and he is independent.
Lighting: The lighting in the school is high key in order to show the destruction more clearly. The jungle the lighting is low key.
Props: guns are symbolic - they ‘fire’ similarly the society fire ‘words’ which are hurtful . These words will affect a child’s psychological state.
Costume: The boy wears casual clothes – jeans./ coat and a hat – the weather seems windy and cold so the boy is dressed appropriate to the weather.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Shot List Slideshow
This slide show is a list of shots that will feature in the music video
my group is going to create. The shot list is placed in chronological
order and outlines what will happen in each of the shots we have
decided upon.
2. 1. Montage of establishing shots- Long shots of woods, trees, sky, and other
natural images
2. Montage of shots- close up shots of animal masks
3. Big close up of boy’s face. His eyes open. Zooms to close up as he begins to
look around
4. Extreme long shot of boy stood alone in open space- emphasising isolationlooking confused
5. Medium shot of the boy looking around- stood in front of woods
6. Low angle, long shot of boy looking down towards the floor
7. Medium long shot of the boy’s POV. He sees photographs on the floor
8. Close up of the boy looking down then up. The audience understand that he
looks and sees the photos
9. Long shot of the boy picking up the photographs
10. Over the shoulder medium close up of the boy looking at the photo
3. 11. Close up of the boy holding the cut out photograph. We are able to see the
woods through the cut out figure
12. Long shot of the boy looking and walking towards the photographs
13. Over the shoulder medium shot of the boy picking up another photo, he follows
the trail into the woods
14. Close up of the boy in the woods, trees behind him representing prison barssuggesting he is trapped
15. High angle shot of the boy stood looking around – he senses that something is
there
16. Medium close up of the boy, lots of scenery in the shot. Masked people step
out from behind the trees
17. Medium close up from the side- boy turning his head. Nothing is there
18. Close up of the boy’s face looking nervous, he knows that something is there
19. Low angle long shot of the masked people, looking powerful and sinister
20. Close up of the pig face
4. 22. Long shot of an animal masked person chasing the boy
23. Close up of the boy looking down at photograph, looks over his shoulder to see
people
24. Medium close up, POV shot of the boy holding up the photograph towards
masked people, they begin to run
25. Medium shot of the boy running towards the camera, animals running behind
him
26. Tracking long shot of the animals running; chasing the boy (he isn’t visible in
this shot)
27. Close up of the boy’s shoes running towards the camera
28. Low angle shot of the animal man jumping over the camera, (Post-pro – slow
motion and fades to black)
29. Medium long shot of side of the boy, waking up in the forest. He sits up
30. Long shot of the boy in the woods, looking scared and standing up
5. 33. Low angle long shot of all of the characters running towards the camera, foot
blacks out the shot
34. Medium shot of the boy looking over his shoulder, animal masked people
behind
35. Close up of the boy, his eyes look up to the sky
36. Long POV shot of flares/lights in the sky
37. Medium shot of the boy walking toward the lights- he has given up
38. POV shot of the flares/lights in the sky tilts down to show animal men with
backs towards him
39. Medium close up of the boy recognising the people are good- he wants to join
them
40. Close up of the boy’s face, he begins to walk towards the masked people
6. 44.
45.
46.
47.
48.
49.
50.
Boy’s POV shot of the sky- tilts as he sits up
Side long shot of the boy sitting up, looking around again
Medium close up of the boy looking confused
Medium shot of cans and bottles of alcohol surrounding him
Close up shot of the boy looking to the left
Panning medium shot of the mask on the floor
Extreme close up of the boy’s eyes- blinking nervously and shutting- fading to
black
7. 44.
45.
46.
47.
48.
49.
50.
Boy’s POV shot of the sky- tilts as he sits up
Side long shot of the boy sitting up, looking around again
Medium close up of the boy looking confused
Medium shot of cans and bottles of alcohol surrounding him
Close up shot of the boy looking to the left
Panning medium shot of the mask on the floor
Extreme close up of the boy’s eyes- blinking nervously and shutting- fading to
black