Skills development for documentary
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The document outlines the skills developed by a group in creating a documentary. They learned how to use video and audio equipment, work as a team by dividing tasks, apply film techniques to their documentary, conduct thorough research, manage their time through a filming schedule, and stay organized by communicating with interviewees and following their schedule.
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Skills development for documentary 
The document outlines the skills developed by a group in creating a documentary. They learned how to use video and audio equipment, work as a team by dividing tasks, apply media techniques like camera shots and mise-en-scene, conduct thorough research on their topic and audience, and manage their project through a filming schedule to stay organized and on track.
Skills development for documentary
The document outlines skills that were developed including learning how to use camera, sound, and filming equipment, working well as a team by dividing tasks, applying media knowledge of camera shots and mise-en-scene to a documentary, conducting extensive research on topics, audiences and other documentaries, and managing filming time through creating a schedule.
Skills development for documentary
The document outlines the skills that were developed in creating a documentary. It discusses learning how to use filming equipment like cameras and tripods to capture different shots and angles. Sound equipment like boom mics and clip on mics were used to record audio. Video editing software was used to assemble the documentary. Additional skills developed included teamwork, applying media techniques, extensive research, time management through a film schedule, and organization.
Introduction to doc unit
This document outlines the criteria for a unit on documentary production. It covers 4 key areas: understanding the development of documentaries, completing pre-production proposals, producing documentaries, and reviewing one's own work. Some of the topics discussed include the history of documentary makers and technology, genres and styles, production techniques, proposal elements, logistics, legal and ethical considerations, production skills, and reviewing the finished product. The document provides guidance on course activities like viewings and analyzing documentaries, creating pre-production mind maps, and techniques for shooting, sound, editing, and receiving feedback.
Factual Programming Summer Funnell
This document discusses factual programming and the codes and conventions of documentaries and news programs. It provides information on different modes of documentaries including expository, poetic, reflexive, observational, participatory, and performative. It also outlines three documentary conventions: realism, dramatization, and narrativisation. The document describes the roles and skills of news readers in both studio and field reporting contexts. It concludes by defining codes and conventions, and providing examples of common technical and symbolic codes seen in news programs, such as close-up shots, interviews, voiceovers, and the use of graphics.
Skills development for documentary
The document outlines the skills developed by a group in creating a documentary. They learned how to use video and audio equipment, work as a team by dividing tasks, apply media techniques like camera shots and mise-en-scene, conduct extensive research on their topic and audience, manage their time through a filming schedule, and stay organized by scheduling interviews.
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Skills development for documentary
The document outlines the skills developed by a group in creating a documentary. They learned how to use video and audio equipment, work as a team by dividing tasks, apply media techniques like camera shots and mise-en-scene, conduct thorough research on their topic and audience, and manage their project through a filming schedule to stay organized and on track.
Skills development for documentary
The document outlines skills that were developed including learning how to use camera, sound, and filming equipment, working well as a team by dividing tasks, applying media knowledge of camera shots and mise-en-scene to a documentary, conducting extensive research on topics, audiences and other documentaries, and managing filming time through creating a schedule.
Skills development for documentary
The document outlines the skills that were developed in creating a documentary. It discusses learning how to use filming equipment like cameras and tripods to capture different shots and angles. Sound equipment like boom mics and clip on mics were used to record audio. Video editing software was used to assemble the documentary. Additional skills developed included teamwork, applying media techniques, extensive research, time management through a film schedule, and organization.
Introduction to doc unit
This document outlines the criteria for a unit on documentary production. It covers 4 key areas: understanding the development of documentaries, completing pre-production proposals, producing documentaries, and reviewing one's own work. Some of the topics discussed include the history of documentary makers and technology, genres and styles, production techniques, proposal elements, logistics, legal and ethical considerations, production skills, and reviewing the finished product. The document provides guidance on course activities like viewings and analyzing documentaries, creating pre-production mind maps, and techniques for shooting, sound, editing, and receiving feedback.
Factual Programming Summer Funnell
This document discusses factual programming and the codes and conventions of documentaries and news programs. It provides information on different modes of documentaries including expository, poetic, reflexive, observational, participatory, and performative. It also outlines three documentary conventions: realism, dramatization, and narrativisation. The document describes the roles and skills of news readers in both studio and field reporting contexts. It concludes by defining codes and conventions, and providing examples of common technical and symbolic codes seen in news programs, such as close-up shots, interviews, voiceovers, and the use of graphics.
Skills development for documentary
The document outlines the skills developed by a group in creating a documentary. They learned how to use video and audio equipment, work as a team by dividing tasks, apply media techniques like camera shots and mise-en-scene, conduct extensive research on their topic and audience, manage their time through a filming schedule, and stay organized by scheduling interviews.
Evaluation Question 4
The documentary team used several media technologies in the creation of their documentary:
1. Premier Pro was used for video editing but posed challenges as the software was new to the team. Advanced editing tasks like matching audio to video were difficult.
2. GarageBand was used to create the documentary's music due to its simple interface, but issues arose when trying to combine the music with audio clips in Premier Pro.
3. Microsoft Word and Excel supported the planning process by documenting research, collecting audience feedback, and creating a filming schedule.
Evalution Question 3
The feedback on the documentary was generally positive, noting that it was formal, informative, and well-edited. However, the author felt it was biased towards the academic side. Feedback on the magazine spread said it was eye-catching due to colors and images, though the quotes could be bolder. Feedback on the radio trailer said the audio levels were good but some found it unengaging, possibly because clips were only at the start; adding more clips could make it more engaging but risk losing listeners.
Radio trailer audience feedback summary
The document summarizes audience feedback from testing a radio trailer. Five participants responded to questions about the volume of audio clips and music (deemed just right by all), engagement and length of the trailer (mostly positive responses), and informativeness and ability to generate interest in watching the full documentary (some strong and some slight agreement across questions). The results provide feedback that could help strengthen the trailer, such as including more content or improved editing, but overall engagement and desired effects were achieved.
Redone audience feedback questionnaire for radio trailer
This audience feedback questionnaire asks respondents about their age, gender, ethnicity, and level of agreement with statements regarding a radio trailer for a documentary, including whether the audio/music volume is too loud, if the trailer is engaging and informative, and if it makes the respondent want to watch the documentary. Space is also provided for overall comments.
Audience feedback questionnaire for radio trailer
The document is an audience feedback questionnaire for a radio trailer for a documentary. It collects demographic information and asks respondents to rate their level of agreement with statements about aspects of the radio trailer, including the volume of audio clips and music, the engagement, length, informativeness, and whether it makes the respondent want to watch the documentary.
Radio trailer script
Three researchers investigate the pressures students face when choosing higher education, featuring interviews with experts and college students sharing their views on the system. A radio program called "We Are The Generation" airs on BBC 3 at 7:30pm exploring choices in the education system and how it starts with the individual student.
Radio trailer draft
This 30-35 second radio advertisement draft suggests repeating words and phrases in a style similar to a popular video game to represent the confusion of deciding what to do after college. "Buzz words" related to university, apprenticeships, and work would be repeated and overlapped at increasing volumes until suddenly stopping or being drowned out by a school bell, after which background music and audio would begin.
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Facts and Stats about Universities and The Alternatives
This document discusses alternatives to university such as apprenticeships, traineeships, paid work, and school leaver programs. It provides statistics on the number of people attending university and entering apprenticeships in the UK. It also notes that people with advanced apprenticeships earn £100,000 more on average than those without. The document aims to dispel myths about university being the only route to success and lists several famous successful people who did not attend university.
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Evaluation Question 4
The documentary team used several media technologies in the creation of their documentary:
1. Premier Pro was used for video editing but posed challenges as the software was new to the team. Advanced editing tasks like matching audio to video were difficult.
2. GarageBand was used to create the documentary's music due to its simple interface, but issues arose when trying to combine the music with audio clips in Premier Pro.
3. Microsoft Word and Excel supported the planning process by documenting research, collecting audience feedback, and creating a filming schedule.
Evalution Question 3
The feedback on the documentary was generally positive, noting that it was formal, informative, and well-edited. However, the author felt it was biased towards the academic side. Feedback on the magazine spread said it was eye-catching due to colors and images, though the quotes could be bolder. Feedback on the radio trailer said the audio levels were good but some found it unengaging, possibly because clips were only at the start; adding more clips could make it more engaging but risk losing listeners.
Radio trailer audience feedback summary
The document summarizes audience feedback from testing a radio trailer. Five participants responded to questions about the volume of audio clips and music (deemed just right by all), engagement and length of the trailer (mostly positive responses), and informativeness and ability to generate interest in watching the full documentary (some strong and some slight agreement across questions). The results provide feedback that could help strengthen the trailer, such as including more content or improved editing, but overall engagement and desired effects were achieved.
Redone audience feedback questionnaire for radio trailer
This audience feedback questionnaire asks respondents about their age, gender, ethnicity, and level of agreement with statements regarding a radio trailer for a documentary, including whether the audio/music volume is too loud, if the trailer is engaging and informative, and if it makes the respondent want to watch the documentary. Space is also provided for overall comments.
Audience feedback questionnaire for radio trailer
The document is an audience feedback questionnaire for a radio trailer for a documentary. It collects demographic information and asks respondents to rate their level of agreement with statements about aspects of the radio trailer, including the volume of audio clips and music, the engagement, length, informativeness, and whether it makes the respondent want to watch the documentary.
Radio trailer script
Three researchers investigate the pressures students face when choosing higher education, featuring interviews with experts and college students sharing their views on the system. A radio program called "We Are The Generation" airs on BBC 3 at 7:30pm exploring choices in the education system and how it starts with the individual student.
Radio trailer draft
This 30-35 second radio advertisement draft suggests repeating words and phrases in a style similar to a popular video game to represent the confusion of deciding what to do after college. "Buzz words" related to university, apprenticeships, and work would be repeated and overlapped at increasing volumes until suddenly stopping or being drowned out by a school bell, after which background music and audio would begin.
Facts stats about universities
This document provides information on alternatives to university education, including apprenticeships, traineeships, school leaver programs, and sponsored degree programs. It presents statistics from the UCAS website on the number of 18 year olds accepted to university in the UK and people entering higher education. Additional data is presented from parliament and YouTube on the increase in apprenticeship enrollments from 2009 to 2014. The document aims to dispel myths about university being the only path and that degrees are always needed, noting many successful people who did not obtain college degrees or A-Levels.
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This document discusses alternatives to university such as apprenticeships, traineeships, paid work, and school leaver programs. It provides statistics on the number of people attending university and entering apprenticeships in the UK. It also notes that people with advanced apprenticeships earn £100,000 more on average than those without. The document aims to dispel myths about university being the only route to success and lists several famous successful people who did not attend university.
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Skills development for documentary
- 1. Skills Development Skills we’ve developed: We’ve learnt how to use the tripod, the camera and the sound equipment. We’ve learnt how to work well as a team (e.g. dividing work between ourselves). We’ve learnt how to applyour media knowledge to our documentary (different camera shot types, Mise-en- scene) We’ve learnt how to carry out extensive research on our topic, our target audienceand other documentaries. We’ve learnt how to manage our filming time by creating a film schedule. We’ve learnt how to be organised by keep in touch with interviewees an sticking to our filming schedule