Unit 4, 5 and 62 proposal
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The proposal outlines a digital video that will promote the college's media studies course and facilities. It will include footage of the reception, library, cafeteria, and classrooms, highlighting resources. Classroom lessons and student interviews will show the atmosphere and student opinions. The target audience is students aged 16-20, so it will use a fast-paced, engaging style with upbeat music and bright colors. Resources like cameras, lighting, microphones and editing software supplied by the college will be used. The team of three students will alternate roles like filming and editing. A specialist is available to assist, and no additional personnel are needed. The budget will be based on a previous similar project. A schedule breaks tasks into parts to
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Question 7 evaluation
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Question 6 evaluation
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Unit 4, 5 and 62 pitch
The document outlines a plan to create a digital video promoting a college's media studies course and facilities. It will include footage of classrooms, facilities, and interviews with students discussing their opinions on the course and college. The target audience is students ages 16-20, so the video will use a fast-paced, upbeat style to keep them engaged. Producing the video will require resources like cameras, lighting, microphones, and editing software which the college provides. The roles for filming and editing will be shared by the three person crew.
Unit 4, 5 & 62 swot
This SWOT analysis identifies the strengths, weaknesses, opportunities, and threats of a student team working on a video project. The team's strengths include experience with editing software and familiarity with each other. Weaknesses are a lack of experience among some members and potential for rushing work to meet deadlines. Opportunities exist to work with new classmates, use equipment, and gain experience in different roles. Threats include technical issues, changing plans due to weather, missing team members, lack of client availability, and unavailable equipment.
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Question 6 evaluation
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Unit 4, 5 and 62 pitch
The document outlines a plan to create a digital video promoting a college's media studies course and facilities. It will include footage of classrooms, facilities, and interviews with students discussing their opinions on the course and college. The target audience is students ages 16-20, so the video will use a fast-paced, upbeat style to keep them engaged. Producing the video will require resources like cameras, lighting, microphones, and editing software which the college provides. The roles for filming and editing will be shared by the three person crew.
Unit 4, 5 & 62 swot
This SWOT analysis identifies the strengths, weaknesses, opportunities, and threats of a student team working on a video project. The team's strengths include experience with editing software and familiarity with each other. Weaknesses are a lack of experience among some members and potential for rushing work to meet deadlines. Opportunities exist to work with new classmates, use equipment, and gain experience in different roles. Threats include technical issues, changing plans due to weather, missing team members, lack of client availability, and unavailable equipment.
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Usman struggled at first with video editing software Imovie but was able to learn from an experienced colleague. With practice on the school iMac, he gradually improved his skills and was able to take on more complex editing projects. While editing sound was challenging, Usman learned many skills over the course of the project and feels more confident, though recognizes areas for further improvement, especially through continued practice.
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Task 1
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How did you use media technologies in the
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Proposal
This proposal outlines the planning for a promotional DVD for an Extended Creative Media course. It will include interviews with students and staff, shots of the college, and time-lapse footage. The target audience is high school students aged 16-17. Resources available include editing equipment, cameras, and tripods. A crew of three students - with roles of camera operator, director, and shot logger - will film. The budget is covered by the college. A schedule is included to keep the project on track for completion by the deadline.
Proposal
This proposal outlines the planning for a promotional DVD for an Extended Creative Media course. It will include interviews with students and staff, shots of the college, and time-lapse footage. The target audience is high school students aged 16-17. Resources available include editing equipment, cameras, and tripods. A crew of three students - with designated roles of camera operator, director, and shot logger - will film. The budget is covered by the college. A schedule is included to keep the project on track for completion by the deadline.
FMP: Proposal
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REAL Eval 6
The student learned several skills from collaboratively constructing a blog and film project. They used a blog to post updates and receive feedback, and learned how to design and format a blog. SurveyMonkey was used to collect feedback, and YouTube and social media helped share work. Skills learned included uploading videos to YouTube, inserting screenshots, and using a microphone, camera, tripod, and lighting rig for filming. Editing software taught continuity editing, split screens, adjusting volume and fades, adding text, rendering, and shortcuts to improve efficiency. Feedback helped improve lighting, effects, and overall production quality.
Question 4
The document discusses the planning and research process for a student film project. The students used various online resources like IMDb, YouTube, and social media to research film techniques and stay in communication. They also learned industry standard software like Final Cut Pro, Photoshop, Excel, and Word to edit videos, design posters and logos, and organize their work. Additionally, the students gained experience shooting with Canon DSLR cameras and different lenses, as well as setting up lighting equipment. While the industry-level tools and equipment provided valuable learning, the students also encountered challenges with network and communication issues during their collaboration.
Question 6
The document discusses various technologies used in the production of a media project, including cameras, tripods, lighting equipment, software, and online platforms. The author learned how to operate different cameras and use equipment like tripods to get steady shots. Editing software like iMovie and GarageBand were used to edit videos and record audio. Online platforms like YouTube, Blogger, and SlideShare were utilized to upload and share the group's work. The document reflects on the strengths and weaknesses of the various technologies and what was learned through using each one.
Speaker notes
The document outlines speaker notes for a presentation about creating a digital video to promote a college and media studies course. It discusses using footage from around the college campus, including classrooms, the cafeteria, and library, as well as interviews. The target audience is primarily 16-20 year old students. Resources and equipment for the project will be supplied by the college. The production crew will consist of the three students, with shared roles in filming and editing. A sample crew wage structure is provided. The budget will be based on a previous similar student project. A schedule breaks down the tasks required to complete the assignment.
Evaluation v1.1
The candidate discusses their A2 media studies final project of creating a short film along with ancillary tasks of a film review page and poster. They explain how the different elements were linked together through consistent branding, fonts, colors, and inclusion of stills from the film. Feedback was gathered from audiences on websites like Facebook, YouTube, and through a survey to improve the work. A variety of new media technologies were used in the research, planning, construction, and evaluation stages including online databases to research other films, online project planning tools, digital cameras and editing software to create the film, and social media to share and get feedback on the work.
How did you use media technologies in the
1. The document discusses how various media technologies were used at different stages of creating a short film, including researching, planning, filming, editing, and evaluating.
2. Technologies used included the internet for online surveys and research, email and phones for communication, iMac for storyboarding, digital cameras for photos, and software like Final Cut, Photoshop, and Logic Pro for editing, posters, and audio.
3. Hard drives were used to store and backup work, and social media and blogs helped share work and gather audience feedback.
Media technologies
1) The student used various new media technologies throughout their media project, including DV and JVC cameras, Apple Macs, laptops, netbooks, and digital programs like iMovie.
2) During research and planning, they used the internet on laptops and netbooks to research other advertisements and companies. They also used Facebook to distribute a survey.
3) For production of the TV ads, they used DV and JVC cameras to film at various locations, then edited the footage on Macs using iMovie, though they encountered some technical issues.
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Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
Human Face Identification
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Evaluation Question 4
The document discusses the various media technologies used by the author at different stages of a project. These included a Canon DSLR camera for filming, Final Cut Pro for video editing, Photoshop CS6 for image manipulation, a Macbook for research and planning, a USB for file backup, YouTube for tutorials, and social media like Facebook and Twitter to promote and share the final film. The author found these tools helpful for improving skills and completing all aspects of the project from planning to distribution.
Unit 4,5 and 62 start of project minutes
The minutes document the client meeting held on 16/04/2013 chaired by Kyle Mckendrick, where he and his teammate Tre discussed the project brief they received from the client and considered initial ideas, and where they planned to break down the brief and create a project plan by identifying the different tasks required such as planning, creation, and evaluation.
Unit 4,5 and 62 middle of production minutes
We met with our client to update them on the progress of the production project. We have completed the initial filming and are now halfway through the editing process. We discussed any problems encountered during filming, such as obtaining permissions to film in certain areas, but that we were able to acquire most of the necessary footage. Our next steps will be to finish editing, test the project, and evaluate it according to the original project plan.
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Narration (script) for web courseworks briefing
Lynetta Powell recommends approving the purchase of the Web Courseworks software package to manage the distributed learning for the Military Police Captain’s Career Course. The course currently has a reserve component where soldiers receive half their training in person and half online, but there is no way to manage the entire program. Web Courseworks would help train reservists who often have other jobs and need to complete much of their training online. Major companies like Verizon and McDonalds already use Web Courseworks for employee training across tutorials, simulations, lessons, and games.
Narration (script) for web courseworks briefing
Lynetta Powell recommends approving the purchase of the Web Courseworks software package to manage the distributed learning for the Military Police Captain’s Career Course. The course currently has a reserve component where soldiers receive half their training in person and half online, but there is no way to manage the entire program. Web Courseworks would help train reservists who often have other jobs and need to complete much of their training online. Major companies like Verizon and McDonalds already use Web Courseworks for employee training across tutorials, simulations, lessons, and games.
Task 1
The document provides details about creating a promotional video for a photography course at a college. It discusses researching other college videos, interviewing photography students and teachers for the new video, and showing student work from the course. The budget for the project is £4000 which will be used for equipment, software, and other production expenses. Legal and ethical considerations for the video like copyright, confidentiality, and fair representation are also addressed.
Question 4. How did you use new media technologies in the construction, resea...
How did you use new media technologies in the construction, research and planning and evaluation stages?
How did you use media technologies in the
The document summarizes the process of creating a movie trailer using various technologies. It discusses researching online using PCs, Macs and mobile phones. Planning was done using Blogger to layout the work and add videos, pictures and text. iMovie on Macs was used to edit footage, add transitions and create a draft trailer. Other software like Photoshop, After Effects and Final Cut Pro were used on Macs for editing photos, creating transitions and further editing video clips. Audience feedback was gathered through video interviews and uploading the trailer to YouTube.
Proposal
This proposal outlines the planning for a promotional DVD for an Extended Creative Media course. It will include interviews with students and staff, shots of the college, and time-lapse footage. The target audience is high school students aged 16-17. Resources available include editing equipment, cameras, and tripods. A crew of three students - with roles of camera operator, director, and shot logger - will film. The budget is covered by the college. A schedule is included to keep the project on track for completion by the deadline.
Proposal
This proposal outlines the planning for a promotional DVD for an Extended Creative Media course. It will include interviews with students and staff, shots of the college, and time-lapse footage. The target audience is high school students aged 16-17. Resources available include editing equipment, cameras, and tripods. A crew of three students - with designated roles of camera operator, director, and shot logger - will film. The budget is covered by the college. A schedule is included to keep the project on track for completion by the deadline.
FMP: Proposal
Josh Eastham proposes a short film project titled "C.A.L.L.I." about the dangers of artificial intelligence. The film will tell a fictional story with a strong moral message to creatively convey concerns about advances in AI technology. It will follow a character named Fin who purchases a brain implant assistant called C.A.L.L.I., but things go wrong when C.A.L.L.I. forces Fin to do something terrible against his will after not understanding how to handle an attack on Fin. Josh will evaluate his progress through weekly reflections and annotated screenshots in a final evaluation document.
REAL Eval 6
The student learned several skills from collaboratively constructing a blog and film project. They used a blog to post updates and receive feedback, and learned how to design and format a blog. SurveyMonkey was used to collect feedback, and YouTube and social media helped share work. Skills learned included uploading videos to YouTube, inserting screenshots, and using a microphone, camera, tripod, and lighting rig for filming. Editing software taught continuity editing, split screens, adjusting volume and fades, adding text, rendering, and shortcuts to improve efficiency. Feedback helped improve lighting, effects, and overall production quality.
Question 4
The document discusses the planning and research process for a student film project. The students used various online resources like IMDb, YouTube, and social media to research film techniques and stay in communication. They also learned industry standard software like Final Cut Pro, Photoshop, Excel, and Word to edit videos, design posters and logos, and organize their work. Additionally, the students gained experience shooting with Canon DSLR cameras and different lenses, as well as setting up lighting equipment. While the industry-level tools and equipment provided valuable learning, the students also encountered challenges with network and communication issues during their collaboration.
Question 6
The document discusses various technologies used in the production of a media project, including cameras, tripods, lighting equipment, software, and online platforms. The author learned how to operate different cameras and use equipment like tripods to get steady shots. Editing software like iMovie and GarageBand were used to edit videos and record audio. Online platforms like YouTube, Blogger, and SlideShare were utilized to upload and share the group's work. The document reflects on the strengths and weaknesses of the various technologies and what was learned through using each one.
Speaker notes
The document outlines speaker notes for a presentation about creating a digital video to promote a college and media studies course. It discusses using footage from around the college campus, including classrooms, the cafeteria, and library, as well as interviews. The target audience is primarily 16-20 year old students. Resources and equipment for the project will be supplied by the college. The production crew will consist of the three students, with shared roles in filming and editing. A sample crew wage structure is provided. The budget will be based on a previous similar student project. A schedule breaks down the tasks required to complete the assignment.
Evaluation v1.1
The candidate discusses their A2 media studies final project of creating a short film along with ancillary tasks of a film review page and poster. They explain how the different elements were linked together through consistent branding, fonts, colors, and inclusion of stills from the film. Feedback was gathered from audiences on websites like Facebook, YouTube, and through a survey to improve the work. A variety of new media technologies were used in the research, planning, construction, and evaluation stages including online databases to research other films, online project planning tools, digital cameras and editing software to create the film, and social media to share and get feedback on the work.
How did you use media technologies in the
1. The document discusses how various media technologies were used at different stages of creating a short film, including researching, planning, filming, editing, and evaluating.
2. Technologies used included the internet for online surveys and research, email and phones for communication, iMac for storyboarding, digital cameras for photos, and software like Final Cut, Photoshop, and Logic Pro for editing, posters, and audio.
3. Hard drives were used to store and backup work, and social media and blogs helped share work and gather audience feedback.
Media technologies
1) The student used various new media technologies throughout their media project, including DV and JVC cameras, Apple Macs, laptops, netbooks, and digital programs like iMovie.
2) During research and planning, they used the internet on laptops and netbooks to research other advertisements and companies. They also used Facebook to distribute a survey.
3) For production of the TV ads, they used DV and JVC cameras to film at various locations, then edited the footage on Macs using iMovie, though they encountered some technical issues.
Narration (script) for web courseworks briefing
Lynetta Powell recommends approving the purchase of the Web Courseworks software package to manage the distributed learning for the Military Police Captain’s Career Course. The course currently has reservists receiving half their training online through distance learning, but there is no way to centrally manage the entire program. Web Courseworks would help address this need by providing tutorials, simulations, lessons, and game-based learning. While there are upfront costs and getting used to a new system, the long term savings outweigh these drawbacks. Adoption may be sped up by training interns, commanders, and employees on the software and its benefits.
Doing agile with an ISO-20000 Telco (AgilePT 2015)
A story from the trenches regarding a software project developed for a Telco company. The challenges faced while dealing with a mostly Agile customer that is part of a larger company with heavily defined processes.
The "way out" and how to deliver working software with close to zero spec and still complying to project management requirements, customer timings and own company budget.
Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
Human Face Identification
This document discusses a face identification system to identify criminals. The system stores images of known criminals along with their details in a database. Eyewitnesses can then help construct a face using image slices from the database, which is compared to stored images. If a match of 99% or more is found, the person is identified as the criminal. The objectives, advantages, and disadvantages of the system are provided. Technical, economic, and operational feasibility of the system are also analyzed.
Evaluation Question 4
The document discusses the various media technologies used by the author at different stages of a project. These included a Canon DSLR camera for filming, Final Cut Pro for video editing, Photoshop CS6 for image manipulation, a Macbook for research and planning, a USB for file backup, YouTube for tutorials, and social media like Facebook and Twitter to promote and share the final film. The author found these tools helpful for improving skills and completing all aspects of the project from planning to distribution.
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Question 4. How did you use new media technologies in the construction, resea...
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More from kylemckendrick
Unit 4,5 and 62 start of project minutes
The minutes document the client meeting held on 16/04/2013 chaired by Kyle Mckendrick, where he and his teammate Tre discussed the project brief they received from the client and considered initial ideas, and where they planned to break down the brief and create a project plan by identifying the different tasks required such as planning, creation, and evaluation.
Unit 4,5 and 62 middle of production minutes
We met with our client to update them on the progress of the production project. We have completed the initial filming and are now halfway through the editing process. We discussed any problems encountered during filming, such as obtaining permissions to film in certain areas, but that we were able to acquire most of the necessary footage. Our next steps will be to finish editing, test the project, and evaluate it according to the original project plan.
Unit 4,5 and 62 middle of production agenda
The document is an agenda for a team meeting to discuss a multi-media project. It will include Kyle Mckendrick and Tre Wallace explaining their current production stage to their client, discussing any problems encountered and how they were overcome, and what the next steps will be. The meeting will be chaired by Kyle Mckendrick on March 26, 2013 at 11:45 in room C03, with copies sent to Tre Wallace and Roger Sears.
Unit 4,5 and 62 end of project minutes
The client meeting minutes discussed two items. For the first item, the client was shown the finished product and approved of it, praising the camera angles and effects used. The project was deemed successful for meeting client needs. For the second item, the different editing steps were discussed with the client, including the various effects and tools used to piece footage together per the project diary.
Unit 4,5 and 62 end of project agenda
The agenda is for a media studies team meeting to discuss a multi-media project. Kyle Mckendrick will chair the meeting in room C03 on April 16, 2013 at 11:45. Kyle will show the client his end product for approval, discuss the steps taken to create the video outcome, and highlight areas that stand out in the finished product.
Unit 4,5 and 62 end of planning agenda
The agenda outlines a team meeting to discuss a multi-media project. It will include Kyle Mckendrick discussing the planning steps taken, showing different ideas in detail to the team, and asking for client approval on the proposed ideas. The meeting is scheduled for March 16th at 11:45 in room C03, with copies sent to Tre Wallace and Roger Sears.
Unit 4,5 and 62 end of planning minutes
Kyle Mckendrick chaired a client meeting on 13/03/2013 that discussed the planning steps taken for an upcoming production, including storyboarding, scripting, and shot logs. Kyle then showed the client the different ideas that were developed based on the storyboards and research. The client approved the ideas and was happy for the project to move forward into the creation stage.
Unit 4,5 and 62 start of project agenda
The document is an agenda for a team meeting to discuss a multi-media project. It lists Kyle Mckendrick as the chair and will take place on February 16, 2013 at 11:45 in room C03. The first two items on the agenda are for Kyle and Tre to discuss the project brief and create a project plan by breaking down the brief.
Unit 4, 5 and 62 task 2a
The document discusses the target audience for a promotional video for a sixth form college in Manchester. The target audience is students ages 16-20 who are looking to continue their education after high school. Both male and female students would be interested in media studies courses. Most of the target audience would be in the lower socio-economic categories as they are just finishing school. The target location is students local to the college in Manchester.
Unit 4, 5 and 62 report
The client was happy with the ideas presented in the pitch but requested more details in several sections, including the target audience, crew requirements, and market fit. The client suggested explaining why the target audience of 16-20 year olds was chosen and providing more information about how the video fits into the current market. The presenters will reconsider these points and carry out the pitch again to address the client's feedback.
Shot log
The shot log documents a film shoot from June 2nd, 2013. It lists the timecode, take number, duration, description, whether audio was recorded, and any additional comments for each shot captured that day. The document provides a concise record of what footage was obtained during the filming.
Risk assessment form
This risk assessment identifies risks that may occur during the production of a promotional video. It will involve filming at different college locations over multiple days, with hazards including tripping over wires near the road. Editing the raw footage also poses risks like eye strain from long periods at a computer. Controls like taping wires to the floor and taking regular breaks will reduce risks to a medium level for editing and high level for filming.
Project schedule unit 4
The document outlines the tasks for a project creating a promotional video for a college media studies program. It involves researching the target audience, creating questionnaires, storyboarding scenes, filming raw footage, editing the video, exporting the final product, getting feedback, and evaluating the process. The goals are to learn about competitors, understand the audience, gain student opinions on media studies, and promote the college program to potential students. Feedback will be collected from classmates and clients to improve the video.
Assets table
This document contains a table listing assets that could be used in a college promotional video. It includes 7 assets: the college logo, opening scene, classroom scene, library scene, refectory scene, interview scene, and soundtrack. Each asset is described in 1-2 sentences regarding what it depicts, how it was produced, how much of it would be used, where it would appear in the video, and why it was selected. Permission is noted as not needed for all assets.
Unit 4, 5 and 62 task 2b
The document summarizes the results of a questionnaire given to 7 students about a media studies course. The majority of students were 16-18 years old, male, and enjoyed practical projects like websites and image editing over written work. They disliked the written aspects of the course and software issues. Most preferred practical over written work. Suggestions for promoting the course included student interviews, music videos, and concise information. Students wanted to hear past student opinions and expected standard college resources like computers, software, and books.
Unit 54 assignment 1
Vector graphics are composed of geometrical primitives like points, lines, and shapes. They are scaleable without loss of quality. Common vector formats include AI, SVG, and common software is Adobe Illustrator. Raster graphics are composed of pixels with color values. Common formats are BMP, TIFF, JPEG and common software is Photoshop. Both have advantages for different uses like printing. Metafiles can contain vectors, rasters, and text. Common formats are PDF, EMF, WMF.
Flash web schedule
This document outlines the main tasks, subtasks, deadlines, and milestones for completing an interactive Flash website assignment. The tasks include planning the website, creating the content and pages, testing and publishing the website, and producing a final report. The document also includes comments on completing each task on time and learning new Flash skills along the way.
Unit 65 evaluation
The document evaluates a website created to provide information to backpackers traveling in Australia. It summarizes that the website successfully fits its purpose of offering accommodation information through hostel details, travel tips, and tourist site information. Technically, the site works well with easy navigation and an interactive map. The aesthetics use bright colors that suit Australia and set a positive mood. The content is mostly text information on accommodations, as required to inform travelers visiting an unfamiliar country. Images illustrate topics and may persuade visitors. Overall, the website meets its objectives through appropriate planning, design, and interactive features.
Page description
This document describes the layout and features of different pages on a website. The home page includes a navigation bar, scrollable text box, and image slideshow. The accommodation page uses an interactive map to link to specific location pages. Location pages display accommodation images and details. Other pages allow browsing sightseeing photos and include a contact form. Interactive elements like scrollable boxes, dropdowns, calendars, and buttons are used across pages to navigate and input information.
Unit 65 diary
The document provides a diary entry summarizing the process of creating a website. It describes setting the background, importing images, creating navigation buttons, organizing pages into frames, adding content like text boxes and images, and linking elements with actions. Various tools in Adobe Animate and Photoshop are used to design elements like logos and buttons. Pages include home, accommodation, sightseeing, and contact. The process involves planning, designing interfaces, importing/positioning elements, and linking components.
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Unit 4, 5 and 62 proposal
- 1. Unit 4, 5 and 62 – Proposal Proposal: content outline; Overall we are going to create a digital video in order to promote media studies as a course and the college in general, the content of the video will consist of various footage of facilities and rooms around college such as the reception, library, refectory, and obviously class rooms. During this footage I will highlight the different facilities and resources such as computers, projectors, books, vending machines, etc. to show what is available around college. The main footage will be held in the class room, I will show a lesson which is being held and show the atmosphere inside the classroom and how the tutors interact with students. I will also hold interviews with the students to show their opinions on the course and the college in order to reassure future students that they are making the correct choice in college and what course to choose. Target audience; The target audience for this project is going to be student’s ages 16 years old and over, as it is mainly people who have just left high school however it could be aimed at students as old as 20 years old. Because of this quite young target audience we need to use quite a fast paced, short and punchy technique in order to keep them engaged. We could use quite an upbeat background track with fast cut scenes and bright colours which will add excitement to the video as if the video was to come across boring it wouldn’t persuade the students to apply at CAMSFC. Resources; In order to produce our digital video we will need various resources such as a camera, lighting equipment, microphone, computer, editing software, etc. all of this is supplied by CAMSFC, however if we were to be funding our product independently then we would have to pay for these resources. The only downside to this is that this equipment might not always be available in college; also if we don’t look after the equipment properly we could damage it which would result in us paying for it. We need to make sure we do not misplace our tape as it could be recorded over by another team or someone in college, or we could lose it completely. Personnelrequirements, eg cast and crew, team, specialists; Our team consists of three people Kyle Mckendrick, Tre Wallace and Alex Gormersal. There are various roles which we have to carry out in order to produce our digital video, our roles throughout the production will alternate so that we can all be responsible for everything, for example, during some of our footage we are going to interview students, during this stage Alex may be in charge of the camera whilst Kyle and Tre are being interviewed. Then the roles would alternate again so that Kyle or Tre is in charge of filming. The same technique will be used for the editing as well. Jamie Ingham specialist at hand if we need any help setting up the equipment or have any questions in general about filming or the software. Due to us all working as a team from college, we do not need to hire any people to carry out any roles in the production. However if we did need to look into this, below is a print screen from my Unit 1 work which is a similar unit to the one we are doing now, this shows the average wage for different members of the team. Kyle Mckendrick Page 1
- 2. Budget; Below shows a couple of print screens from my unit 1 work which is a similar unit to what we are doing now, the same equipment was needed therefore we will base our budget on this: Project schedule: Part of assignment 2 was to create a product schedule for all of the tasks that this unit entails, below is a print screen of my product schedule which breaks down the different tasks so I can easily read it and keep track of my progress. Kyle Mckendrick Page 2
- 3. Kyle Mckendrick Page 3