Unit 21 marksheet atkinson
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This document contains a student's grades and feedback from their creative media production project. The student received Distinctions for all four assignments: Ideas/Research, Pre-Production, Product, and Review/Evaluation. The teacher provided positive feedback and suggestions for minor improvements, such as adding more details to tasks. The student agreed to an improvement plan by signing to acknowledge the feedback and their responsibility to act on the advice to further improve their work.
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Unit 21 marksheet grevatt (1)
This document contains a student's grades and feedback for a creative media production project consisting of four assignments: ideas/research, pre-production, product, and review/evaluation. The student received merits for ideas/research and review/evaluation, a pass for pre-production, and a distinction for the product. The teacher provided feedback on improvements for each assignment and the student agreed to an improvement plan.
Unit 21 marksheet revell-turvey (1)
This document summarizes a student's grades and feedback from their creative media production project. The student received distinctions for all four assignments: ideas/research, pre-production, product, and review/evaluation. The teacher provided positive feedback for each assignment, praising the student's mind map, research, proposal, planning documents, designed pieces, and self-reflective evaluation. The student was instructed to sign an improvement plan to acknowledge the feedback, though no changes were deemed necessary to improve their grade beyond distinction level.
Unit 21 marksheet biggs-rayner
This document summarizes Tom Biggs-Rayner's grades for a creative media production project consisting of four assignments: ideas/research, pre-production, product, and review/evaluation. Tom received Distinction grades for all assignments and tasks. The teacher feedback praised the depth of Tom's research, evidence of pre-production planning, technical ability in the product, and self-evaluation in the review. No improvements were needed for Tom to raise his grade.
Beatrice betsy unit 21 marksheet (1)
Beatrice Betsy received a merit grade for her creative media production project consisting of four assignments. The assessor provided feedback on ways Beatrice could improve her work for a higher grade. For Assignment 1, researching fonts and colors more closely and including legal and ethical considerations in the proposal were suggested. For Assignment 2, including practice photos and a plan were added. For Assignment 3, printing the finished article together and checking spellings were advised. For Assignment 4, adding an explanation to the step-by-step was recommended. Beatrice signed an improvement plan agreeing to act on the assessor's advice to improve her grade.
Unit 21 marksheet peaty
Jozie PEATY completed a creative media production project consisting of 4 assignments: ideas/research, pre-production, product, and review/evaluation. For each assignment, Jozie earned a merit grade for meeting the criteria. The teacher provided feedback on each assignment, praising Jozie's mind map, research, production schedule, and self-evaluation, but noting the proposal and poster could be more detailed. Jozie signed an improvement plan to act on the advice to strengthen future work. The assessor awarded an overall merit grade for the project.
Tom fearon unit 21 marksheet
Tom Fearon received distinction grades for his creative media production project assignments. The assessor provided feedback on each assignment to further improve his grade. For assignment 1, Tom's mind map and research were good but he needed to add more details. For assignment 2, he was missing pre-production evidence like storyboards and a production schedule. His video for assignment 3 was excellent. For assignment 4, his evaluation was detailed but he needed to include a screen grab as evidence in his blog. The assessor signed off after Tom improved his work based on the feedback.
Design project two brief rev b
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork representing a randomly assigned word like "FLARE" or "ROTATE". Students will go through a process of 2D exploration, then use materials like foam board and cardboard to make 3D models. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying design elements and principles explored in Part 1. They will present their process, the character, ideas for the mobile, and 3 concept proposals. The goal is to design an abstract hanging structure reflecting keywords related to the Lego figure.
FNBE0115 - ITDESIGN PROCESS JOURNAL BRIEF
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It describes 4 tasks for the Design Process Journal that involve researching the character, generating design ideas and concepts, investigating what makes a good hanging mobile, and compiling process work. Students will individually complete sketches, drawings, and other visual materials to demonstrate their understanding of the design process. Their work will be assessed based on understanding of the tasks, depth of content, and originality and quality of outcomes.
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Unit 21 marksheet grevatt (1)
This document contains a student's grades and feedback for a creative media production project consisting of four assignments: ideas/research, pre-production, product, and review/evaluation. The student received merits for ideas/research and review/evaluation, a pass for pre-production, and a distinction for the product. The teacher provided feedback on improvements for each assignment and the student agreed to an improvement plan.
Unit 21 marksheet revell-turvey (1)
This document summarizes a student's grades and feedback from their creative media production project. The student received distinctions for all four assignments: ideas/research, pre-production, product, and review/evaluation. The teacher provided positive feedback for each assignment, praising the student's mind map, research, proposal, planning documents, designed pieces, and self-reflective evaluation. The student was instructed to sign an improvement plan to acknowledge the feedback, though no changes were deemed necessary to improve their grade beyond distinction level.
Unit 21 marksheet biggs-rayner
This document summarizes Tom Biggs-Rayner's grades for a creative media production project consisting of four assignments: ideas/research, pre-production, product, and review/evaluation. Tom received Distinction grades for all assignments and tasks. The teacher feedback praised the depth of Tom's research, evidence of pre-production planning, technical ability in the product, and self-evaluation in the review. No improvements were needed for Tom to raise his grade.
Beatrice betsy unit 21 marksheet (1)
Beatrice Betsy received a merit grade for her creative media production project consisting of four assignments. The assessor provided feedback on ways Beatrice could improve her work for a higher grade. For Assignment 1, researching fonts and colors more closely and including legal and ethical considerations in the proposal were suggested. For Assignment 2, including practice photos and a plan were added. For Assignment 3, printing the finished article together and checking spellings were advised. For Assignment 4, adding an explanation to the step-by-step was recommended. Beatrice signed an improvement plan agreeing to act on the assessor's advice to improve her grade.
Unit 21 marksheet peaty
Jozie PEATY completed a creative media production project consisting of 4 assignments: ideas/research, pre-production, product, and review/evaluation. For each assignment, Jozie earned a merit grade for meeting the criteria. The teacher provided feedback on each assignment, praising Jozie's mind map, research, production schedule, and self-evaluation, but noting the proposal and poster could be more detailed. Jozie signed an improvement plan to act on the advice to strengthen future work. The assessor awarded an overall merit grade for the project.
Tom fearon unit 21 marksheet
Tom Fearon received distinction grades for his creative media production project assignments. The assessor provided feedback on each assignment to further improve his grade. For assignment 1, Tom's mind map and research were good but he needed to add more details. For assignment 2, he was missing pre-production evidence like storyboards and a production schedule. His video for assignment 3 was excellent. For assignment 4, his evaluation was detailed but he needed to include a screen grab as evidence in his blog. The assessor signed off after Tom improved his work based on the feedback.
Design project two brief rev b
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork representing a randomly assigned word like "FLARE" or "ROTATE". Students will go through a process of 2D exploration, then use materials like foam board and cardboard to make 3D models. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying design elements and principles explored in Part 1. They will present their process, the character, ideas for the mobile, and 3 concept proposals. The goal is to design an abstract hanging structure reflecting keywords related to the Lego figure.
FNBE0115 - ITDESIGN PROCESS JOURNAL BRIEF
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It describes 4 tasks for the Design Process Journal that involve researching the character, generating design ideas and concepts, investigating what makes a good hanging mobile, and compiling process work. Students will individually complete sketches, drawings, and other visual materials to demonstrate their understanding of the design process. Their work will be assessed based on understanding of the tasks, depth of content, and originality and quality of outcomes.
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This document outlines the requirements for a design process journal assignment. It must be 5-15 pages in an A4 or A3 format using the provided template. Students must show the process of ideas and explorations through sketches, doodles, and research. The first section requires understanding a toy through diagrams exploring its characteristics, personality, physical attributes, and history. This work will be compiled in a portfolio and featured on a hand-drawn magazine cover highlighting important keywords about the toy character.
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This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves students researching and understanding their Lego miniature character and generating design ideas and concepts for a hanging mobile display for the character. Students will complete 4 parts to their design process journal over multiple submissions, investigating their character, generating keywords and ideas, exploring what makes a good hanging mobile, and compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality and workmanship.
FNBE 0814- INTRODUCTION TO DESIGN- PROJECT 2
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The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
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This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
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This document provides guidance for students on answering evaluation questions for a media production project. It discusses the four questions that must be addressed in the evaluation, including how the student's product uses or develops conventions of real media. It also covers how to discuss the effectiveness of combining the main product with supplementary materials, what was learned from audience feedback, and how new media technologies were used. The document provides examples of student work and guides a peer feedback activity. Students are instructed to plan their response to the first evaluation question and consider how they will present their work to the moderator. Guidance is provided on giving feedback from the perspectives of a moderator, audience, and mentor.
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This document provides guidance on achieving high levels for a critical evaluation question and incorporating audience feedback. It discusses the characteristics of Level 3 and 4 responses, including using examples and technology. Students are asked to plan their response, get peer feedback, and consider how to present their work and incorporate audience perspectives. Examples of student work are provided and analyzed. The document emphasizes using feedback to improve work and presentations.
Overall feedback sheet
This document contains a student's marks sheet for an A2 coursework. The student, James Alex, received 17 out of 20 for planning, 34 out of 40 for their main music video task, 7 out of 10 for their Digipak ancillary task, and 8 out of 10 for their advert ancillary task. Their evaluation received 16 out of 20. In total, the student received 82 out of 100 marks.
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The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
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This document outlines the requirements for a design process journal assignment. It must be 5-15 pages in an A4 or A3 format using the provided template. Students must show the process of ideas and explorations through sketches, doodles, and research. The first section requires understanding a toy through diagrams exploring its characteristics, personality, physical attributes, and history. This work will be compiled in a portfolio and featured on a hand-drawn magazine cover highlighting important keywords about the toy character.
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This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves students researching and understanding their Lego miniature character and generating design ideas and concepts for a hanging mobile display for the character. Students will complete 4 parts to their design process journal over multiple submissions, investigating their character, generating keywords and ideas, exploring what makes a good hanging mobile, and compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality and workmanship.
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This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
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The document provides advice for answering exam questions about developing skills and creative practice in media production. It outlines five key areas that may be covered: digital technology, research and planning, conventions of real media, post-production, and creativity. Students are advised to prepare examples from their work to demonstrate how their skills developed over multiple projects. Questions may require discussing two combined areas, so students need to consider various pairings.
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This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
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This document provides guidance for students on answering evaluation questions for a media production project. It discusses the four questions that must be addressed in the evaluation, including how the student's product uses or develops conventions of real media. It also covers how to discuss the effectiveness of combining the main product with supplementary materials, what was learned from audience feedback, and how new media technologies were used. The document provides examples of student work and guides a peer feedback activity. Students are instructed to plan their response to the first evaluation question and consider how they will present their work to the moderator. Guidance is provided on giving feedback from the perspectives of a moderator, audience, and mentor.
Evaluation q2
This document provides guidance on achieving high levels for a critical evaluation question and incorporating audience feedback. It discusses the characteristics of Level 3 and 4 responses, including using examples and technology. Students are asked to plan their response, get peer feedback, and consider how to present their work and incorporate audience perspectives. Examples of student work are provided and analyzed. The document emphasizes using feedback to improve work and presentations.
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This document contains a student's marks sheet for an A2 coursework. The student, James Alex, received 17 out of 20 for planning, 34 out of 40 for their main music video task, 7 out of 10 for their Digipak ancillary task, and 8 out of 10 for their advert ancillary task. Their evaluation received 16 out of 20. In total, the student received 82 out of 100 marks.
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This document outlines the criteria and requirements for the design assessment portion of the Middle Years Programme at St Catherine's Moorlands School. It includes 4 criteria (Inquiring and Analyzing, Developing Ideas, Creating the Solution, and Evaluating) that students will be assessed on with a maximum score of 8 for each. It provides details on the expectations for each criteria, such as identifying needs, prioritizing research, analyzing existing products, and summarizing findings from research. The document also gives guidance on developing a design brief, conducting research through exploring people, processes, places, and products, and analyzing existing product design.
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El documento resume varias deficiencias observadas en la PMT durante 3 días. Específicamente, se observó que (1) un encargado entregó 40 remisiones mientras que otro solo 10; (2) 5 elementos fueron a un funeral cuando solo se necesitaban 2; y (3) los elementos se quejan de favoritismos y permisos excesivos de parte de los líderes. Adicionalmente, (4) dos líderes no usaban uniforme completo y (5) las remisiones eran retenidas por mucho tiempo.
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This document contains personal information including names and an identification number. It lists Milton Yesid Tovar Salamanca, Brayan Uzeta, and an identification number 802. It also includes the name JOHN ALEXANDER CARABALLO and labels him as a Docente.
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Harry Jenner received distinctions for most assignments in a print production course focused on designing bags for HMV. An action plan outlines areas for improvement, including adding more details about HMV's history and logo in Assignment 1, providing details about the design tools and printing techniques used in Assignment 2, and explaining design decisions and their intended impact in Assignment 4. Acting on this feedback would help Harry earn distinctions for all assignments and the unit overall.
Unit 7 print production thomas atkinson
This document provides feedback and grades for a student's assignments on printing festival bags. It summarizes the student's work, noting research on print techniques and festivals received distinction grades. For assignment 2, the student was initially missing details on the tools and software to be used for print production and why chosen band designs would promote the festival. These details were later added, achieving distinction. Assignment 3 involving printing the bag received distinction for its professional design. The student's evaluation video for assignment 4 analyzing strengths and weaknesses also received distinction. The assessor provided an action plan for further improvement, which the student signed, acknowledging they would act on the advice given.
Isaac farmer unit 21 marksheet
This document contains a student's assignments and assessments for a creative media production project. It includes four assignments graded on criteria for Pass, Merit, and Distinction. Assignment 1 involves mind mapping ideas and conducting research. The feedback notes the mind map could include more details. Assignment 2 involves pre-production evidence and receives excellent feedback. Assignment 3 is the production of a music video that also receives excellent feedback. Assignment 4 is a review and evaluation of the project that receives feedback it is extremely detailed. The student signs an improvement plan to act on the assessor's advice to further improve their work.
Unit 7 print production dennison
This document contains an action plan for a student named Ross Dennison to improve assignments related to designing and producing bags for HMV. It summarizes the student's work, providing feedback and guidance. The student completed assignments on researching HMV and print techniques, designing bag concepts, producing the bag, and reviewing the process. The assessor provides advice for increasing the depth of content to achieve higher grades, such as adding more details and examples to explanations. The student understands the action plan and that they are responsible for applying the feedback to strengthen their work.
Jonathan newton unit 21 marksheet
Jonathan Newton completed a creative media production project and received a distinction grade for all four assignments. The assignments involved developing ideas and conducting research, creating a pre-production plan, undertaking the production and post-production work, and providing a review and evaluation. The teacher provided positive feedback on each assignment and noted that Jonathan had mistakenly used the word "expedition" instead of "exhibition" in his proposal. Jonathan signed an improvement plan acknowledging the feedback.
Unit 7 print production
This document provides a summary of assignments completed by a student named Joshua Brown for a print production course. It evaluates four assignments related to designing and printing festival bags. The assignments covered researching print techniques, designing ideas for the bags, printing the bags, and reviewing the project. Most assignments met the criteria and received a merit grade, while the production assignment received a distinction. The assessor provides feedback on ways the student could improve, such as including more examples and details in the research, deepening the bag design links to the festival, and expanding on the review of design decisions. The student signs to acknowledge the action plan for improving their work.
Josh brown unit 18 mark and feedback sheet
Josh Brown completed tasks for a unit on advertising production, receiving high marks for his work. He conducted research on advertising techniques and created analyses of sample ads. With his team, he developed ideas for a new product, researching competitors and deciding on their concept. They designed various advertisements across different media including print, online, and television. Josh and his team successfully pitched their product idea and received positive feedback. In his evaluation, Josh provided a detailed review of their process, strengths, and areas for improvement. The assessor praised Josh's strong performance across all tasks. An action plan was made for Josh to sign, acknowledging he will work to maintain this level of quality.
Griffin joshua unit 18 mark and feedback sheet ggn
This document provides a summary of a student's work on an advertising production unit. It outlines the tasks completed, including researching advertising techniques, developing advertising ideas for a product, designing various advertisements, and pitching and evaluating the project. Feedback is provided on each task, noting what was completed successfully and what needs more work. Areas identified for improvement include providing more analysis for certain advertising evaluations and tasks, and uploading some work that is referenced but not included. The student is advised to act on this feedback to improve their grade.
Unit 7 print production wells
Michael Wells received a distinction for assignment 1, a merit for assignment 2, and a distinction for assignments 3 and 4 of his unit 7 print production course. His assessor provided feedback on how he could improve specific tasks to achieve higher grades. For assignment 1 task 1a and 1b, the assessor recommended adding more details like images and analysis. For assignment 2, the assessor suggested providing more details on the design process and tools used. For assignment 4, the assessor said to add more evaluation of the design decisions. The action plan advises Michael to add work to assignments 2 and 4 to receive a distinction for the entire unit.
dfdfdrk and feedback sheet
This document provides a summary of a student's work and progress on tasks for their Unit 18: Advertising Production course. It outlines the tasks completed, grades received, and evidence submitted. The action plan notes that the student did good work analyzing adverts and defining techniques, created an excellent company name and structure, and performed a strong self-evaluation. It recommends uploading a missing mind map and providing more detail in one advert analysis. The student agrees to follow the assessor's advice to improve.
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Griffin joshua unit 18 mark and feedback sheet ggn
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Atkinson thomas evaluation and overall feedback sheet
Thomas Atkinson received high marks for his A2 coursework. He scored 17/20 for planning, 38/40 for his main construction task, and 9/10 each for his two ancillary construction tasks of a digipak and poster. In his evaluation, he provided a good analysis that linked his three tasks together, showing an excellent understanding. His overall work showed a good understanding of the tasks and received a total score of 88/100, earning him a grade of A.
Atkinson, thomas cw feedback
Thomas Atkinson completed the main task of creating a music video that showed great use of locations, actors, props, and costumes in telling an ambitious story. Some shots could have been in better focus, but overall it was a creative and professional piece of work. He also demonstrated excellence in designing a digipak and poster for the band that clearly understood conventions and showed technical skill, with the digipak and poster being well-linked. He received scores ranging from 38-9 out of a possible 40-10 on the individual tasks.
Atkinson thomas a2 cw pre production tasks improvements
This document provides feedback from a teacher on a student's pre-production work for a music video project. The teacher notes that most tasks were completed well, including research, planning, storyboards, schedules. Areas needing improvement included adding more details to the storyboard, target audience description, and equipment list. The student made revisions based on the feedback, and the teacher increased the final mark from 16/20 to 17/20.
Equipment list
The equipment list includes a Canon 700D camera with a flip-out screen and clip for attaching lighting, a Velbon tripod that is portable with a bag, a 4GB San Disk memory card for storage and easy transfer to a computer, and an iPhone SE for slow motion shots since it is already owned.
Production schedule
The document contains a schedule for filming, editing, and completing various tasks for a music video project from November 2016 to March 2017. It lists the dates, tasks, required people and equipment, and locations for shooting footage, taking photographs, editing video, designing promotional materials, and writing evaluations. The schedule involves filming at various locations including homes, school, and local businesses with the help of friends and equipment like a Canon 700D camera.
Shot list
This document provides a shot list for a music video or film. It includes 67 shots with details on camera movement, location, sync points to music, and notes for each shot. The shots cover a variety of sequences including a boxing match, pub fight, news interviews, and scenes at different character's homes. The shots transition between locations and characters to tell a story through music and imagery.
Storyboard
This document appears to be a film script containing shot descriptions including type of shot, camera movement, dialogue, and length of each shot. It includes descriptions of 5 shots, with details like characters speaking and camera framing. The shots range in length from 0.1 seconds to 7 seconds.
Floor plan
El documento parece estar escrito en un lenguaje o código desconocido y no contiene información legible para el lector.
Cast list
This document provides a cast list for a college production. It includes brief descriptions of 6 actors and their characters:
1) Oscar Jenkinson will play Velvet Jones, the headboy known for his powerful stances that echo real MPs.
2) Georgia Stickley will play Eventual Prime Minister Deborah Appleby, using her drama skills and experience as headgirl to portray an authoritative yet charismatic personality.
3) Myles Haskell will play Dean Muddy, the boxing promoter, using his large build to intimidate other characters both when leaning over someone and psyching someone up to fight.
4) Matt Holley will play boxer Bill Martin, using a large beard to resemble
Atkinson thomas pre prod eval
Tom has completed pre-production tasks for his media coursework project. He analyzed film openings, considered genre conventions, and researched his target audience. His script is formatted correctly but could show more character emotions. His storyboard demonstrates his cinematography ideas through a variety of shot types. His shotlist and production schedule are fully completed. However, his floor plan needs more development to show camera positions and location planning. Overall, his teacher assessed his pre-production work at level 3 and awarded it 15 out of 20 marks, identifying areas for improvement.
Atkinson thomas as cw production feedback sheet
The film opening "We Know Who You Are" uses black and white footage with varied shots and effective framing to tell a thriller story. Well-edited cuts and transitions build tension as the dialogue and unsettling sound effects, like tinnitus, immerse the viewer. Overall, the assessor praised it as an excellent opening that successfully fits the thriller genre.
Atkinson thomas as cw evaluation and overall feedback sheet
Thomas Atkinson received an overall grade of A for his AS coursework, scoring 87 out of 100 total marks. He received 15 out of 20 for planning, 55 out of 60 for the main construction task, and 17 out of 20 for the evaluation. The evaluation comments praised Thomas for providing excellent detail in answering the questions and showing a clear understanding of the task, audience, and genre. Some minor suggestions were made to enhance a few answers, such as including more images and audience feedback. Overall, his evaluation showed a very good analysis and understanding.
Question 7 photos
This document contains 4 figures but provides no captions, labels, or context for the figures. The document presents 4 unlabeled figures but gives no other information about the content or purpose of the figures.
Question 7
The document discusses the differences between filming a preliminary task and the actual film opening scene in terms of continuity, lighting, sound, editing style, and planning. The preliminary task had many continuity errors due to changing lighting depending on camera angle and ambient sound not being recorded consistently. The film opening had better lighting and sound continuity since it was lit by the same artificial light and ambient noise was overlaid. More planning and multiple takes were done for the opening to avoid mistakes and allow flexibility in camera angles while maintaining a disorienting style in line with the fearful tone. The preliminary task taught the importance of planning, editing time, and being able to change elements despite its different tone, style, and setup from the actual opening.
Question 6
The document discusses what was learned about technologies from constructing a film project.
It summarizes that shooting with a Canon 600D camera presented challenges with focus and lens fogging from rain, but the flip-out screen enabled more precise shots. Editing in Adobe Premiere Pro allowed for professional sound design using multiple audio tracks, but improper sequence settings initially caused aspect ratio issues. Stylizing options like black and white effects were utilized, though contrast/brightness could have been altered for added lighting impact.
Question 2
This document discusses the representation of a young adult character, Arthur, in a thriller film opening. The character is dressed in an unremarkable black outfit and drives a normal car to appear inconspicuous and blend in, diverging from the flashy costumes typically associated with criminals. These realistic character details were meant to make the audience sympathize with Arthur and see him as one of their own. His fear inside the isolated phone booth is conveyed through heavy breathing, ringing in the ears, and jittery shots, mirroring the disoriented sensations people often feel when scared. The down-to-earth realism of Arthur's portrayal and situation was a unique representation aimed at surprising the audience with his unexpected death early in the film.
Ladder safety RA
All employers must conduct a risk assessment to identify hazards, though small businesses with fewer than five employees do not need to write anything down. The document provides a sample risk assessment for a school setting up a stage to illustrate what a risk assessment should include. It identifies potential hazards like slips, trips and falls from ladders, falling objects from heights, and ladders collapsing or falling. For each hazard, it suggests how to reduce the risks, such as keeping work areas clear, using spotters, and wearing protective equipment like hard hats. Employers are advised to review and update their risk assessments periodically or when changes occur.
Roles notes
The document outlines the roles and responsibilities of those involved in a production. The producer is in charge of financing and logistics. The director creates the artistic vision and brings together all artistic elements. The musical director coordinates the band, conducts rehearsals, and teaches the music to the cast. The choreographer is responsible for the physical aspects of the performance. The production manager oversees the technical setup of the staging and ensures health and safety. The technical manager heads all technical departments and coordinates equipment setup and operation. Lighting, sound, and other roles work closely with the director and technical manager on equipment operation and technical rehearsals.
Roles in theatre
The document discusses several roles in theatre production, including producer, director, stage manager, deputy stage manager, sound designer, and lighting roles.
The producer oversees the financial, managerial, and administrative aspects of a production. The director is responsible for the overall artistic vision and staging of the show. The stage manager runs the day-to-day operations during rehearsals and performances. The deputy stage manager assists the stage manager and knows the script well. The sound designer crafts the soundscape and balances music, effects and voices. Lighting designers use lighting to guide audiences and enhance the production's mood, locations and characters.
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6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经过山娃老家门口山娃拒绝父亲送说往车上一躺就等着下车决无丢失的道理有手机在身联系也方便再说他都岁了还有大半车的小伙伴相伴他不怕在父亲千叮咛万嘱咐中山娃依依不舍地爬上车朝窗外不住地挥手别了父亲别了父亲的城别了我的暑假生活我的城市生活望着窗外挥舞的房
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
9356872877Sattamatka.satta.matka.satta matka.kalyan weekly chart.kalyan chart.kalyan jodi chart.kalyan penal chart.kalyan today.kalyan open.fix satta.fix fix fix Satta matka nambar. Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian MatkaColour Theory for Painting - Fine Artist.pdf
This document is all about Colour Theory for Fine Artist / Painter.
Femmely-ACP-how to use social media to drive engagement
Femmely-ACP-how to use social media to drive engagement
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➒➌➎➏➑➐➋➑➐➐ Satta Matka Dpboss Matka Guessing Indian Matka➒➌➎➏➑➐➋➑➐➐Dpboss Matka Guessing Satta Matka Kalyan Chart Indian Matka
➒➌➎➏➑➐➋➑➐➐ Satta Matka Dpboss Matka Guessing Indian Matka
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HERE IS THE FULL SCRIPT OF VINNAITHTHAANDI VARUVAAYA BY GAUTHAM VAASUDEV MENON
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PART B. UNIT 1 REPORT.pptx The Artist Mindset in the Elementary Grades
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Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9
Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9
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❼❷⓿❺❻❷❽❷❼❽ Dpboss Kalyan Satta Matka Guessing Matka Result Main Bazar chart
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➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
Dpboss Matka Guessing Satta Matta Matka Kalyan panel Chart Indian Matka Dpbos...
Dpboss Matka Guessing Satta Matta Matka Kalyan panel Chart Indian Matka Dpbos...
storyboard: Victor and Verlin discussing about top hat
storyboard: Victor and Verlin discussing about top hat
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
Femmely-ACP-how to use social media to drive engagement
Femmely-ACP-how to use social media to drive engagement
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➒➌➎➏➑➐➋➑➐➐ Satta Matka Dpboss Matka Guessing Indian Matka
Unit 21 marksheet atkinson
- 1. Unit 21: Creative Media Production Project Candidate Name: ATKINSON, Thomas Assignment 1 – Ideas / Research - Distinction Grading Criteria P1, M1, D1 Evidence Grade Task 1 Inspiration – mind map of idea Blog D Task 2 Research Blog D Task 3 Proposal Blog D Assignment 2: Pre-Production - Distinction Grading Criteria P2, M2, D2 Task 1 Pre-Production evidence Blog D Assignment 3: Product - Distinction Grading Criteria P3, M3, D3 Task 1 Product Not on Blog D Assignment 4: Review / Evaluation - Distinction Grading Criteria P4, M4, D4 Task 1 Produce review / evaluation Blog D Teacher Feedback (to improve grade): Assignment 1 – Ideas / Research Task 1: Good ideas some developed more than others. Task 2: Good research into similar products, good detail on what worked. Task 3: Clear understanding of product and 6task. Good detail on influences. Code of practice included. Assignment 2: Pre-Production Script, budget, risk assessment, location images, schedule (fantastic detail) and cast (could have had images) Assignment 3: Product Clear understanding of genre and format. Ambitious project, well edited. Please add. Film now added. Assignment 4: Review / Evaluation Please add. Fantastic detail on all parts of production. Key scenes discussed, plus detail on how problems overcome. Good detail on colour correction, Strengths/weakness added plus how to improve. Student Improvement Plan (to improve grade): I understand the contents of this action plan and realise that it is up to me to act on the advice given. I will….. Student Signature: Date: Assessor name: Date: Assessor signature: Distinction