Unit 21 - LO3 Work Plan
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This document outlines a 14-week schedule of tasks and activities for an advertising campaign project divided into weekly periods from April 3rd to June 3rd 2019. It includes learning outcomes such as researching an existing campaign, developing a group campaign proposal, creating pre-production materials like treatment, script, and production plan, delivering a presentation in week 4, producing an advertisement in week 5, and writing a final evaluation in week 14.
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04. work plan student
This document outlines a 14-week schedule of tasks and activities for an advertising campaign project divided into weekly periods from April 3 to June 3, 2019. It includes the learning outcomes and key deliverables for each stage of the project such as pre-production proposals, plans, scripts, production materials, and a final evaluation.
Unit 21 Work plan
This document outlines the tasks, activities, start dates, and end dates for a 10-week marketing campaign project. It includes researching an existing campaign in Week 1, developing a group campaign proposal with schedules and plans from Weeks 2-3, preparing assets like mood boards and scripts from Weeks 3-4, planning the production from Weeks 4-5, delivering a presentation in Week 6, producing the campaign in Week 7, getting client feedback and completing individual ads in Weeks 8-9, blogging about other groups' ads in Week 9, and writing a final evaluation in Week 10.
Copy of 04. work plan student
The document outlines the tasks, activities, start dates and end dates for an 11-week marketing campaign project. It includes researching an existing campaign in Week 1, pre-production like creating a proposal, schedule and plans in Weeks 2-3, pitching the campaign in Week 4, production such as on-location filming and recording in Weeks 5-6, post-production including editing an individual advert and reviewing others' work in Weeks 6-7, and a final evaluation report in Weeks 8-9.
Production schedule
The production schedule outlines the tasks to be completed over several months for a media production project. It includes developing branding and logos in November, location scouting and planning shoots in December, researching influences and conducting textual analysis in September/October, filming sponsorship videos and adverts in January/February, and completing the project evaluation questions in March.
Production scheduel
The production schedule outlines the tasks to be completed over several months for a media production project. It includes developing branding and logos in November, location scouting and planning shoots in December, researching influences and conducting textual analysis in September/October, filming sponsorship videos and adverts in January/February, and completing the project evaluation questions in March.
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This document provides a schedule for a student's final major project for a BTec Level 3 Extended Diploma in Creative Media Production in Games Design. The schedule outlines tasks and milestones to be completed each week from February to May, including conducting research, pitching an idea, pre-production, planning and shooting live action sequences, animation production, editing, implementing scripts, and final draft completion. The schedule aims to guide the student through the production process to meet the final deadline at the end of May.
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04. work plan student
This document outlines a 14-week schedule of tasks and activities for an advertising campaign project divided into weekly periods from April 3 to June 3, 2019. It includes the learning outcomes and key deliverables for each stage of the project such as pre-production proposals, plans, scripts, production materials, and a final evaluation.
Unit 21 Work plan
This document outlines the tasks, activities, start dates, and end dates for a 10-week marketing campaign project. It includes researching an existing campaign in Week 1, developing a group campaign proposal with schedules and plans from Weeks 2-3, preparing assets like mood boards and scripts from Weeks 3-4, planning the production from Weeks 4-5, delivering a presentation in Week 6, producing the campaign in Week 7, getting client feedback and completing individual ads in Weeks 8-9, blogging about other groups' ads in Week 9, and writing a final evaluation in Week 10.
Copy of 04. work plan student
The document outlines the tasks, activities, start dates and end dates for an 11-week marketing campaign project. It includes researching an existing campaign in Week 1, pre-production like creating a proposal, schedule and plans in Weeks 2-3, pitching the campaign in Week 4, production such as on-location filming and recording in Weeks 5-6, post-production including editing an individual advert and reviewing others' work in Weeks 6-7, and a final evaluation report in Weeks 8-9.
Production schedule
The production schedule outlines the tasks to be completed over several months for a media production project. It includes developing branding and logos in November, location scouting and planning shoots in December, researching influences and conducting textual analysis in September/October, filming sponsorship videos and adverts in January/February, and completing the project evaluation questions in March.
Production scheduel
The production schedule outlines the tasks to be completed over several months for a media production project. It includes developing branding and logos in November, location scouting and planning shoots in December, researching influences and conducting textual analysis in September/October, filming sponsorship videos and adverts in January/February, and completing the project evaluation questions in March.
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This document provides a schedule for a student's final major project for a BTec Level 3 Extended Diploma in Creative Media Production in Games Design. The schedule outlines tasks and milestones to be completed each week from February to May, including conducting research, pitching an idea, pre-production, planning and shooting live action sequences, animation production, editing, implementing scripts, and final draft completion. The schedule aims to guide the student through the production process to meet the final deadline at the end of May.
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The document outlines a deployment plan for December 2021 to February 2022. In December, the plan involves processing requirements, passing communication letters, and starting data gathering and deployment at Field 2. In January, the plan continues data gathering and processing communication letters to conduct a general assembly and livelihood program. In February, the plan focuses on finalizing paperwork for Field 2, including compilation and passing of documents.
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This document outlines the timeline and tasks for a student's Advanced Portfolio in Media course from July to May. It details the work to be completed each month, including choosing a brief, research, planning, production, editing, completing ancillary products, and preparing for the exam. Specific tasks are outlined for September and October, such as developing pitches and brands, creating scripts and storyboards, and conducting test shoots. Students are also directed to an official blog for the course and resources on pitching campaigns and linking their work to genres, audiences, research, representation, and institutions.
Mistaken incarceration draft script 4
1) Michael gets mistaken for a bank robber by the police after getting into a fight with them at a local pub.
2) A criminal is recruited by the police to help track down Michael to capture him, in exchange for the criminal's freedom.
3) The criminal breaks into Michael's friend Theo's house to search for information on Michael's whereabouts.
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The script underwent several revisions to address formatting errors and improve clarity based on client feedback. Early drafts contained many formatting issues that made scenes and descriptions unclear. Later drafts addressed most formatting problems, though some dialogue felt unrealistic. A key strength was vivid descriptions that immersed the reader. A plot twist was added in the end per the client's suggestion. While the script avoided legal issues, time constraints caused delays meeting deadlines. Overall, thorough revisions resulted in a polished script ready for production.
Unit 16 LO3 Shooting script
1. The document provides descriptions for 51 different shots that would be used to film a scene involving two friends, Michael and Theo, meeting at a pub. It then describes shots that would show Michael getting into a fight with police officers at the pub and fleeing to his home.
2. The shots would then focus on a criminal who has been recruited by the police to capture Michael. This involves the criminal spying on and kidnapping Theo to lure Michael to a meeting.
3. When Michael arrives at the meeting location, an argument ensues between him and the criminal, with the criminal insisting Michael was mistaken for a bank robber and must come with him, threatening Theo's life if he
Unit 16 LO5 Production Plan (Updated)
The document provides information about the production of a short film, including:
- The planned August/September release window to avoid clashing with other films.
- A budget of £80-100 for costumes, props, and catering for multi-day shoots.
- Details about the main actors, Cole Midgley and Matthew Nagel-Smith, and their suitability for the roles.
- Contingency plans for issues like bad weather, injuries, or locations becoming unavailable.
- Feedback received to make the dialogue between a criminal and police officer less formal.
Mistaken incarceration draft script 4
1) Michael is mistaken for a bank robber after knocking out several police officers who tried to arrest him at a pub without cause.
2) A criminal is recruited by the police to find Michael in exchange for his freedom. He kidnaps Michael's friend Theo to lure him out.
3) Michael and Theo manage to overpower the criminal. They then spot the actual bank robber, but Michael loses a fight with him. The real criminal takes Michael to the police station.
Mistaken incarceration draft script 3
A man named Michael is mistaken for a bank robber by the police. When the police try to arrest Michael at the pub where he meets his friend Theo, Michael fights off the police officers using his martial arts skills but then flees. Meanwhile, a criminal is enlisted by the police to help find Michael in exchange for the criminal's freedom. The criminal breaks into Theo's house to search for information about Michael's whereabouts.
Unit 16 LO5 Production Plan (Updated)
Cole Midgley and Matthew Nagel-Smith have been cast as the main actors in the film. Cole is also a martial artist and will help with fighting scenes. The film will have a budget of £80-100 and will be released in August/September to avoid clashes with other films. Some equipment that will be used includes a camera, tripod, lighting, and Adobe software for editing. Permissions will need to be obtained for any copyrighted content. Contingency plans include rescheduling in case of bad weather, recasting if an actor gets injured, and finding a new location if needed.
Mistaken incarceration draft script 2
This document is a screenplay that tells the story of Michael, who is mistaken for a bank robber by the police. After getting into a fight with police officers at a local pub, Michael flees home. Meanwhile, the real bank robber escapes. The police enlist a criminal to help track down Michael, believing him to be the bank robber. The criminal breaks into the home of Michael's friend Theo to get information on Michael's whereabouts.
Mistaken incarceration draft script 1
Michael gets mistaken for a bank robber after fighting off police officers who tried to arrest him at a pub without cause. The news reports Michael as the suspect, so he hides at home. Meanwhile, the police seek help from a criminal to find Michael. The criminal tracks down Michael's friend Theo, knocks him out, and takes him hostage in an attempt to capture Michael.
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Actor permission slip
Lucas McKenna-Wait has selected the child to play a role in his Year 13 final media film project that will be submitted for examination and may be made public. The film shoot will provide food for the actors but may require the child to bring their own clothing. The parent is asked to sign a permission slip agreeing to let the child participate in the project under the described terms.
Unit 16 LO5 Production Plan
Cole Midgley will play the main character Michael in the film. He is a martial artist in real life so fight scenes will be easier to film. Matthew Nagel-Smith will play Michael's best friend Theo; they have good chemistry in real life. William Wallace will play the criminal; he also has good chemistry with the main characters. The film will have a budget of £80-100 for costumes, food for actors during long shoots, and potential lighting rentals. It will be released in August/September when more people will watch it without competing with other major films. The film equipment includes a camera, tripod, SD card, lighting, headphones, computer, microphone, and software like Adobe and Office
Unit 16 LO4 presentation
The group finds out an ancient amulet has been stolen from a museum. They encounter a mysterious man who asks about the amulet and then disappears with it. Matthew chases the man but loses him. Strange events begin occurring in town as a curse takes effect. Using a map dropped by the man, the group follows it to his lair. They battle his sidekick and confront the man, stopping the curse just before the amulet can be used again.
Unit 16 LO3 Treatment Idea 1
This document provides details about a proposed film called "Adventure for the Amulet". It includes a synopsis of the plot which follows a group of teenage friends who go on an adventure to find an ancient amulet that has been stolen and is causing curses. It describes the key characters, target teenage and family audience, and intent to emulate the style of 1980s adventure films like "The Goonies". Distribution is envisioned through shops, streaming services, and as part of a collection.
Unit 16 LO3 Treatment Idea 2
The film is a 5-10 minute short about a man named Michael who is mistaken for a bank robber and kidnapped by a criminal trying to be released from prison. Michael's friend Theo is taken hostage to lure him to a garage. When Michael arrives, a fight ensues between him and the criminal. Michael emerges victorious without killing the criminal, and they discover the real bank robber, clearing Michael's name. The target audience is males aged 16-25, and the film will have a typical color palette and cinematography style.
Unit 21 LO3 - Audio Research
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Unit 1 Audience Research (reuploaded)
The survey results showed that most respondents were male, younger in age from working class backgrounds. The majority had seen The Force Awakens and previous Star Wars films. Han Solo was the most popular character, likely due to his appearance in older beloved films. Many watched Star Wars due to recommendations from parents and for entertainment. While some spent no money, others spent up to £200 monthly on merchandise. Overall, most preferred the older film trilogies.
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This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- General information on assignment requirements and guidelines.
- A scenario asking learners to create an online educational resource focusing on Disney and the film The Force Awakens (2015).
- Five tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues.
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The document outlines plans for two advertisements - one for the lower school and one for the sixth form of Ringwood School.
The sixth form ad will be 40 seconds long and feature student testimonials promoting the school's success rates and upcoming open evening. The lower school ad will be shorter at 30 seconds and use rhetorical questions to highlight the school's facilities and extracurricular opportunities before promoting the open evening.
Both ads aim to appeal to their target audiences - wealthy 16-year-olds interested in their future for the sixth form and middle-class parents wanting a good education for their children in the lower school. The production plans to record on location at the school's facilities to stay within the £2000 budget.
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Mistaken incarceration draft script 4
1) Michael gets mistaken for a bank robber by the police after getting into a fight with them at a local pub.
2) A criminal is recruited by the police to help track down Michael to capture him, in exchange for the criminal's freedom.
3) The criminal breaks into Michael's friend Theo's house to search for information on Michael's whereabouts.
Unit 11 LO5 Evaluation
The script underwent several revisions to address formatting errors and improve clarity based on client feedback. Early drafts contained many formatting issues that made scenes and descriptions unclear. Later drafts addressed most formatting problems, though some dialogue felt unrealistic. A key strength was vivid descriptions that immersed the reader. A plot twist was added in the end per the client's suggestion. While the script avoided legal issues, time constraints caused delays meeting deadlines. Overall, thorough revisions resulted in a polished script ready for production.
Unit 16 LO3 Shooting script
1. The document provides descriptions for 51 different shots that would be used to film a scene involving two friends, Michael and Theo, meeting at a pub. It then describes shots that would show Michael getting into a fight with police officers at the pub and fleeing to his home.
2. The shots would then focus on a criminal who has been recruited by the police to capture Michael. This involves the criminal spying on and kidnapping Theo to lure Michael to a meeting.
3. When Michael arrives at the meeting location, an argument ensues between him and the criminal, with the criminal insisting Michael was mistaken for a bank robber and must come with him, threatening Theo's life if he
Unit 16 LO5 Production Plan (Updated)
The document provides information about the production of a short film, including:
- The planned August/September release window to avoid clashing with other films.
- A budget of £80-100 for costumes, props, and catering for multi-day shoots.
- Details about the main actors, Cole Midgley and Matthew Nagel-Smith, and their suitability for the roles.
- Contingency plans for issues like bad weather, injuries, or locations becoming unavailable.
- Feedback received to make the dialogue between a criminal and police officer less formal.
Mistaken incarceration draft script 4
1) Michael is mistaken for a bank robber after knocking out several police officers who tried to arrest him at a pub without cause.
2) A criminal is recruited by the police to find Michael in exchange for his freedom. He kidnaps Michael's friend Theo to lure him out.
3) Michael and Theo manage to overpower the criminal. They then spot the actual bank robber, but Michael loses a fight with him. The real criminal takes Michael to the police station.
Mistaken incarceration draft script 3
A man named Michael is mistaken for a bank robber by the police. When the police try to arrest Michael at the pub where he meets his friend Theo, Michael fights off the police officers using his martial arts skills but then flees. Meanwhile, a criminal is enlisted by the police to help find Michael in exchange for the criminal's freedom. The criminal breaks into Theo's house to search for information about Michael's whereabouts.
Unit 16 LO5 Production Plan (Updated)
Cole Midgley and Matthew Nagel-Smith have been cast as the main actors in the film. Cole is also a martial artist and will help with fighting scenes. The film will have a budget of £80-100 and will be released in August/September to avoid clashes with other films. Some equipment that will be used includes a camera, tripod, lighting, and Adobe software for editing. Permissions will need to be obtained for any copyrighted content. Contingency plans include rescheduling in case of bad weather, recasting if an actor gets injured, and finding a new location if needed.
Mistaken incarceration draft script 2
This document is a screenplay that tells the story of Michael, who is mistaken for a bank robber by the police. After getting into a fight with police officers at a local pub, Michael flees home. Meanwhile, the real bank robber escapes. The police enlist a criminal to help track down Michael, believing him to be the bank robber. The criminal breaks into the home of Michael's friend Theo to get information on Michael's whereabouts.
Mistaken incarceration draft script 1
Michael gets mistaken for a bank robber after fighting off police officers who tried to arrest him at a pub without cause. The news reports Michael as the suspect, so he hides at home. Meanwhile, the police seek help from a criminal to find Michael. The criminal tracks down Michael's friend Theo, knocks him out, and takes him hostage in an attempt to capture Michael.
Unit 11 LO1 Script Analysis
This document summarizes and analyzes several media scripts, including the film Interstellar, the TV show Rick and Morty episode "Rick Potion #9", a radio script about the history of paper, and the video game script for Uncharted 2: Among Thieves. For each script, it discusses the target audience, content, genre, narrative structure, and style. The document analyzes how each script fits established genre and narrative theories for its respective medium.
Actor permission slip
Lucas McKenna-Wait has selected the child to play a role in his Year 13 final media film project that will be submitted for examination and may be made public. The film shoot will provide food for the actors but may require the child to bring their own clothing. The parent is asked to sign a permission slip agreeing to let the child participate in the project under the described terms.
Unit 16 LO5 Production Plan
Cole Midgley will play the main character Michael in the film. He is a martial artist in real life so fight scenes will be easier to film. Matthew Nagel-Smith will play Michael's best friend Theo; they have good chemistry in real life. William Wallace will play the criminal; he also has good chemistry with the main characters. The film will have a budget of £80-100 for costumes, food for actors during long shoots, and potential lighting rentals. It will be released in August/September when more people will watch it without competing with other major films. The film equipment includes a camera, tripod, SD card, lighting, headphones, computer, microphone, and software like Adobe and Office
Unit 16 LO4 presentation
The group finds out an ancient amulet has been stolen from a museum. They encounter a mysterious man who asks about the amulet and then disappears with it. Matthew chases the man but loses him. Strange events begin occurring in town as a curse takes effect. Using a map dropped by the man, the group follows it to his lair. They battle his sidekick and confront the man, stopping the curse just before the amulet can be used again.
Unit 16 LO3 Treatment Idea 1
This document provides details about a proposed film called "Adventure for the Amulet". It includes a synopsis of the plot which follows a group of teenage friends who go on an adventure to find an ancient amulet that has been stolen and is causing curses. It describes the key characters, target teenage and family audience, and intent to emulate the style of 1980s adventure films like "The Goonies". Distribution is envisioned through shops, streaming services, and as part of a collection.
Unit 16 LO3 Treatment Idea 2
The film is a 5-10 minute short about a man named Michael who is mistaken for a bank robber and kidnapped by a criminal trying to be released from prison. Michael's friend Theo is taken hostage to lure him to a garage. When Michael arrives, a fight ensues between him and the criminal. Michael emerges victorious without killing the criminal, and they discover the real bank robber, clearing Michael's name. The target audience is males aged 16-25, and the film will have a typical color palette and cinematography style.
Unit 21 LO3 - Audio Research
The document discusses choosing the right music for a school radio advertisement to fit the target audience and inspire them to attend the school. It considers four potential music tracks for lower school, upper school, or both. For lower school, one track is upbeat but may be too fast-paced, while another has a good flow but could also be too fast. For upper school, one track starts slow but picks up, though the start doesn't set the right tone, and another has consistent beat but risks becoming boring.
Unit 1 Audience Research (reuploaded)
The survey results showed that most respondents were male, younger in age from working class backgrounds. The majority had seen The Force Awakens and previous Star Wars films. Han Solo was the most popular character, likely due to his appearance in older beloved films. Many watched Star Wars due to recommendations from parents and for entertainment. While some spent no money, others spent up to £200 monthly on merchandise. Overall, most preferred the older film trilogies.
Unit 1 Guidebook and Checklist
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- General information on assignment requirements and guidelines.
- A scenario asking learners to create an online educational resource focusing on Disney and the film The Force Awakens (2015).
- Five tasks involving researching Disney Studios, analyzing a trailer for The Force Awakens, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and exploring the legal/ethical issues.
Unit 21 - LO3 Treatment
The document outlines plans for two advertisements - one for the lower school and one for the sixth form of Ringwood School.
The sixth form ad will be 40 seconds long and feature student testimonials promoting the school's success rates and upcoming open evening. The lower school ad will be shorter at 30 seconds and use rhetorical questions to highlight the school's facilities and extracurricular opportunities before promoting the open evening.
Both ads aim to appeal to their target audiences - wealthy 16-year-olds interested in their future for the sixth form and middle-class parents wanting a good education for their children in the lower school. The production plans to record on location at the school's facilities to stay within the £2000 budget.
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