The document provides a brief for students to work in groups to plan and research ideas for a new student magazine at their college, including tasks to analyze existing magazines, brainstorm content ideas, design a survey to collect audience feedback, analyze the results, and produce a proposal outlining the key aspects of their planned magazine. Students are assigned a budget of £5000 and must consider legal and ethical issues in their work.
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
The document provides guidance for Section A, Question 1 of the G325 Critical Perspectives in Media exam. Question 1 requires candidates to analyze their skill development over the two-year course through two questions: 1a addresses skill development and 1b evaluates one production in relation to a media concept. The document outlines the timing, focus, and previous questions for each part. It also provides examples of concepts and skills candidates may be asked about, and advises preparing detailed answers using specific examples from their coursework productions.
The document discusses several roles involved in producing a magazine:
- The layout and design manager oversees the design process, structures layouts, delegates tasks, and manages writers, photographers, and designers to meet deadlines.
- The senior photographer manages other photographers, takes photos, organizes shoots, and offers guidance while meeting deadlines.
- The news/features editor manages writers and photographers, oversees content and layout, commissions articles, and edits work to ensure high quality reporting.
The group conducted research through questionnaires and a focus group to determine that their target audience for the student magazine was 16-17 year old college students. They decided the magazine would be called "Inbox" and feature a mix of light, entertainment stories alongside more serious topics related to education to appeal to both genders. The group also gathered feedback to help decide on design elements like color scheme and story formats for the magazine.
Adam Who? is a DJ and producer who will be featured on the cover and in a VIP copy of Mixmag magazine. The summary provides background on Adam Who?, including that he was born in Birmingham, England and grew up in a troubled home with parents in law enforcement who later died. He became involved in music through his cousin and is now a successful DJ and producer living in Birmingham. The document also summarizes Mixmag's target audience as predominantly male, aged 26, urban, and spending discretionary income on dance music and clubs. It concludes with an overview of typical design elements and conventions for Mixmag covers and pages.
Mixmag and My Version are electronic dance music magazines that provide similar but distinct coverage. Both publications focus on DJ culture and underground dance music scenes worldwide. However, Mixmag tends to prioritize mainstream club hits and festivals, while My Version explores more underground and experimental electronic genres.
The document discusses research conducted for the Mix Mag Project. It aimed to understand the codes and conventions of an existing Mix Mag magazine, including the positioning of elements like the cover image and headlines. Researching an existing magazine is considered secondary research. The research helped understand how to properly layout an original magazine. While initially difficult to analyze the codes and conventions, confidence in discussing them grew over time.
The document contains information about several photos taken of model Charlotte Evans in different on-campus locations that the photographer intends to use for a magazine spread, cover, and to illustrate copyright issues around photo usage. The photos were all taken by the photographer so there are no copyright concerns. Permission or payment would be required to use photos taken by other photographers.
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
The document provides guidance for Section A, Question 1 of the G325 Critical Perspectives in Media exam. Question 1 requires candidates to analyze their skill development over the two-year course through two questions: 1a addresses skill development and 1b evaluates one production in relation to a media concept. The document outlines the timing, focus, and previous questions for each part. It also provides examples of concepts and skills candidates may be asked about, and advises preparing detailed answers using specific examples from their coursework productions.
The document discusses several roles involved in producing a magazine:
- The layout and design manager oversees the design process, structures layouts, delegates tasks, and manages writers, photographers, and designers to meet deadlines.
- The senior photographer manages other photographers, takes photos, organizes shoots, and offers guidance while meeting deadlines.
- The news/features editor manages writers and photographers, oversees content and layout, commissions articles, and edits work to ensure high quality reporting.
The group conducted research through questionnaires and a focus group to determine that their target audience for the student magazine was 16-17 year old college students. They decided the magazine would be called "Inbox" and feature a mix of light, entertainment stories alongside more serious topics related to education to appeal to both genders. The group also gathered feedback to help decide on design elements like color scheme and story formats for the magazine.
Adam Who? is a DJ and producer who will be featured on the cover and in a VIP copy of Mixmag magazine. The summary provides background on Adam Who?, including that he was born in Birmingham, England and grew up in a troubled home with parents in law enforcement who later died. He became involved in music through his cousin and is now a successful DJ and producer living in Birmingham. The document also summarizes Mixmag's target audience as predominantly male, aged 26, urban, and spending discretionary income on dance music and clubs. It concludes with an overview of typical design elements and conventions for Mixmag covers and pages.
Mixmag and My Version are electronic dance music magazines that provide similar but distinct coverage. Both publications focus on DJ culture and underground dance music scenes worldwide. However, Mixmag tends to prioritize mainstream club hits and festivals, while My Version explores more underground and experimental electronic genres.
The document discusses research conducted for the Mix Mag Project. It aimed to understand the codes and conventions of an existing Mix Mag magazine, including the positioning of elements like the cover image and headlines. Researching an existing magazine is considered secondary research. The research helped understand how to properly layout an original magazine. While initially difficult to analyze the codes and conventions, confidence in discussing them grew over time.
The document contains information about several photos taken of model Charlotte Evans in different on-campus locations that the photographer intends to use for a magazine spread, cover, and to illustrate copyright issues around photo usage. The photos were all taken by the photographer so there are no copyright concerns. Permission or payment would be required to use photos taken by other photographers.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
The documents summarize risk assessments for a student named Hashim Pervase conducting various tasks. Fires pose the highest risk rated A. Broken chairs and loose tables also pose risks rated B. Control measures aim to quickly report and isolate broken furniture. Further actions include following protocols and having first aid kits accessible. Collisions in markets could cause minor injury but are rated C with care taken to avoid accidents.
This document discusses different file formats including raster files, vector files, and metafiles. Raster files use grids of pixels and are good for images, photos, and video. Vector files use mathematically-based lines and paths and retain clarity when zoomed in. Metafiles can contain both raster and vector files. The document provides examples of file formats and extensions the author used in their own work creating a magazine cover.
The Sixth Form College in Solihull was founded in 1974 and currently has 2,200 students taking A-Level and BTEC courses. It has a diverse student body and historically high pass rates above the national average. The college has a structured leadership with a principal and vice principals overseeing subject divisions. Students are supported by a student council and staff who help with issues and organize enrichment activities. The college has modern facilities for different subjects including science labs, art rooms, and a library. Overall it provides a strong learning environment and continues to achieve high standards and student success.
The document discusses several job roles including layout and design manager, senior photographer, news/features editor, sports editor, entertainment editor, and marketing and advertising manager. For each role, it provides information on relevant qualifications, skills, responsibilities, and management duties. It also includes a section at the end where roles are allocated to group members along with justifications for why each person is suited to that particular role based on their skills, abilities, and suitability.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, the team still needs to present a
clearer concept in the future to get more meaningful feedback from their target audience.
The client provided feedback on the magazine created by the student. For the front cover, the client liked the festive Christmas theme but noted that some large spaces could have been filled. They also felt it was unusual to feature a group member on the cover rather than another student. The contents page was said to look more like a report and could be improved with more graphics. For the student's articles, continuity of the Christmas theme was lacking but layout and use of images was effective. Some photos needed improving. Overall, while many aspects met expectations, more could have been done to maintain the theme throughout and improve some visual elements.
This document provides an overview of the codes and conventions used in Mixmag magazine. It summarizes that the front cover typically features a large masthead with the magazine title, date, a colorful main image to draw readers' attention, cover lines advertising stories inside, and standard elements like the barcode. The document also notes that the average Mixmag reader is a 26-year-old single male with disposable income interested in music, clubs, and going out.
The document summarizes the results of a questionnaire given to students at a sixth form college. It includes graphs and explanations of the questions asked about gender, age, year of study, ethnicity, employment status, interests in sports articles, and preferred title for a new student magazine. The majority of participants were 17-year-old females in their second year of study who were not employed. They showed most interest in football/rugby articles and titles involving "The Sixth Page" or "Student Hub" for the magazine. This information will help focus the magazine's content and design.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, most questions failed to get
clear answers because the magazine concept was not well defined. For future focus groups, the
team needs to have a clear concept and present their ideas in more detail to get meaningful
feedback.
Unit 51 lo4_assignment2_conventions hahabtecmedia12
A risk assessment was conducted for students filming and taking photos in the college sports block. Hazards identified included blocking fire exits, being injured by sports equipment, and cuts from sharp equipment in a building site area. Control measures in place were not blocking exits, fencing off hazardous building areas, and avoiding walking in the path of sports activities. Further actions required contacting emergency services in the event of fires or accidents, and reporting any injuries to tutors and first aiders.
Unit 51 lo4 assignment 2 started 6th novemberbtecmedia12
The document provides guidelines for designing a magazine cover and double-page spread that effectively meet the criteria of MIXMAG magazine. It discusses including proportional columns and margins, an appropriate masthead, clear pricing and bar codes, relevant cover lines, catchy headlines, page numbering, justified/centered text, use of bold/italic, and placement of images. The guidelines are intended to help the designer successfully replicate the style of MIXMAG and ensure the cover and spread are well-structured and visually engaging for the target audience.
The national student Magazine articles btecmedia12
The article discusses the lack of women in the engineering industry and efforts being made to address it. While progress has been made in improving gender ratios in the workplace overall, engineering still has a long way to go. However, the industry has been taking significant steps, such as the work of Women in Science, Engineering and Technology (WiSET), to rectify the situation and encourage more women to enter the field. WiSET has found that a lack of confidence due to few other female role models remains a challenge in attracting women to engineering careers.
This document outlines tasks for developing a student magazine, including:
1. Researching existing student magazines by analyzing covers and articles.
2. Brainstorming content ideas like events, news, and audience interests in groups.
3. Presenting content ideas to classmates for feedback.
4. Creating a questionnaire to gather information from the target audience about desired magazine content.
5. Distributing the questionnaire to students and analyzing the results to formulate a final magazine proposal.
This document summarizes the results of research conducted for a student magazine project. Secondary research was used to analyze the codes and conventions of existing magazines. Primary research methods included creating questionnaires to understand student interests and holding a focus group. The focus group provided useful feedback, but could have been improved by asking more specific justification questions. Overall, the research gathered helpful insights to inform the creation of the student magazine.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
This document provides guidance for answering questions about skill development from Foundation Portfolio to Advanced levels. It involves discussing areas like digital technology, creativity, research and planning, and post-production. For question 1b, students must select one production and evaluate it in relation to a concept like media language, genre, narrative, representation, or audience. They are advised to discuss relevant theories and relate their analysis to key thinkers. The focus is on audience - how productions connect to the ways audiences make sense of and interpret media. Students are asked to take notes on how their productions fit or do not fit with the concepts of genre, narrative, media language, and representation.
This document outlines the tasks and requirements for a student's project creating marketing materials for the SASH charity. The student is asked to research existing charity marketing campaigns, conduct a survey of their target audience, develop ideas and mood boards, create draft marketing pieces, produce a schedule and pitch, finalize the materials, and evaluate the project. The project aims to help prevent homelessness in young people through raising awareness of SASH's services. The student must complete 12 tasks by various deadlines to be assessed across two course units - Social Action and Community Media Production and Creative Media Production Management.
This document outlines a proposal for a project creating promotional posters and screenshots for a fake video game called "The Wanderer." The target audience is women ages late 20s to early 30s from lower to upper middle class backgrounds. Research will include analyzing similar games, surveying the target audience, and comprehending relevant psychological and sociological concepts to portray themes of ideological relationships and misconceptions through color theory. Production will involve experiments, planning, creating multiple posters in Photoshop over 10 weeks, with evaluation based on conveying themes/content and attracting the target audience.
This assignment brief outlines tasks for a student to complete units in Creative Media Production Management, Research Techniques, and Pre-Production Techniques. The student will develop, research, and pitch an idea for a graphic novel about Ella Fitzgerald. They will conduct research on audiences and trends, generate story ideas, and create pre-production documents and plans. The assignment includes tasks for primary research, idea development, production management, and presenting the final product for feedback. The deadline is May 24th, 2013.
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must devise and pitch an original media production idea, then complete pre-production planning, production, and post-production evaluation. They will manage all stages of the process independently and demonstrate skills in areas like communication, time management, and using industry technology and practices. The project aims to show the student can originate creative ideas, manage complex media productions from start to finish, and reflect on their work professionally.
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
The documents summarize risk assessments for a student named Hashim Pervase conducting various tasks. Fires pose the highest risk rated A. Broken chairs and loose tables also pose risks rated B. Control measures aim to quickly report and isolate broken furniture. Further actions include following protocols and having first aid kits accessible. Collisions in markets could cause minor injury but are rated C with care taken to avoid accidents.
This document discusses different file formats including raster files, vector files, and metafiles. Raster files use grids of pixels and are good for images, photos, and video. Vector files use mathematically-based lines and paths and retain clarity when zoomed in. Metafiles can contain both raster and vector files. The document provides examples of file formats and extensions the author used in their own work creating a magazine cover.
The Sixth Form College in Solihull was founded in 1974 and currently has 2,200 students taking A-Level and BTEC courses. It has a diverse student body and historically high pass rates above the national average. The college has a structured leadership with a principal and vice principals overseeing subject divisions. Students are supported by a student council and staff who help with issues and organize enrichment activities. The college has modern facilities for different subjects including science labs, art rooms, and a library. Overall it provides a strong learning environment and continues to achieve high standards and student success.
The document discusses several job roles including layout and design manager, senior photographer, news/features editor, sports editor, entertainment editor, and marketing and advertising manager. For each role, it provides information on relevant qualifications, skills, responsibilities, and management duties. It also includes a section at the end where roles are allocated to group members along with justifications for why each person is suited to that particular role based on their skills, abilities, and suitability.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, the team still needs to present a
clearer concept in the future to get more meaningful feedback from their target audience.
The client provided feedback on the magazine created by the student. For the front cover, the client liked the festive Christmas theme but noted that some large spaces could have been filled. They also felt it was unusual to feature a group member on the cover rather than another student. The contents page was said to look more like a report and could be improved with more graphics. For the student's articles, continuity of the Christmas theme was lacking but layout and use of images was effective. Some photos needed improving. Overall, while many aspects met expectations, more could have been done to maintain the theme throughout and improve some visual elements.
This document provides an overview of the codes and conventions used in Mixmag magazine. It summarizes that the front cover typically features a large masthead with the magazine title, date, a colorful main image to draw readers' attention, cover lines advertising stories inside, and standard elements like the barcode. The document also notes that the average Mixmag reader is a 26-year-old single male with disposable income interested in music, clubs, and going out.
The document summarizes the results of a questionnaire given to students at a sixth form college. It includes graphs and explanations of the questions asked about gender, age, year of study, ethnicity, employment status, interests in sports articles, and preferred title for a new student magazine. The majority of participants were 17-year-old females in their second year of study who were not employed. They showed most interest in football/rugby articles and titles involving "The Sixth Page" or "Student Hub" for the magazine. This information will help focus the magazine's content and design.
The focus group was unsuccessful because the magazine team did not clearly establish their concept
or potential story ideas. They provided vague information to the focus group and did not explain
their ideas in enough detail. As a result, the focus group was unable to provide useful feedback on
what they liked or disliked. One successful question asked focus group members to rate potential
magazine names, which provided insight into preferences. However, most questions failed to get
clear answers because the magazine concept was not well defined. For future focus groups, the
team needs to have a clear concept and present their ideas in more detail to get meaningful
feedback.
Unit 51 lo4_assignment2_conventions hahabtecmedia12
A risk assessment was conducted for students filming and taking photos in the college sports block. Hazards identified included blocking fire exits, being injured by sports equipment, and cuts from sharp equipment in a building site area. Control measures in place were not blocking exits, fencing off hazardous building areas, and avoiding walking in the path of sports activities. Further actions required contacting emergency services in the event of fires or accidents, and reporting any injuries to tutors and first aiders.
Unit 51 lo4 assignment 2 started 6th novemberbtecmedia12
The document provides guidelines for designing a magazine cover and double-page spread that effectively meet the criteria of MIXMAG magazine. It discusses including proportional columns and margins, an appropriate masthead, clear pricing and bar codes, relevant cover lines, catchy headlines, page numbering, justified/centered text, use of bold/italic, and placement of images. The guidelines are intended to help the designer successfully replicate the style of MIXMAG and ensure the cover and spread are well-structured and visually engaging for the target audience.
The national student Magazine articles btecmedia12
The article discusses the lack of women in the engineering industry and efforts being made to address it. While progress has been made in improving gender ratios in the workplace overall, engineering still has a long way to go. However, the industry has been taking significant steps, such as the work of Women in Science, Engineering and Technology (WiSET), to rectify the situation and encourage more women to enter the field. WiSET has found that a lack of confidence due to few other female role models remains a challenge in attracting women to engineering careers.
This document outlines tasks for developing a student magazine, including:
1. Researching existing student magazines by analyzing covers and articles.
2. Brainstorming content ideas like events, news, and audience interests in groups.
3. Presenting content ideas to classmates for feedback.
4. Creating a questionnaire to gather information from the target audience about desired magazine content.
5. Distributing the questionnaire to students and analyzing the results to formulate a final magazine proposal.
This document summarizes the results of research conducted for a student magazine project. Secondary research was used to analyze the codes and conventions of existing magazines. Primary research methods included creating questionnaires to understand student interests and holding a focus group. The focus group provided useful feedback, but could have been improved by asking more specific justification questions. Overall, the research gathered helpful insights to inform the creation of the student magazine.
This document discusses different types of graphic files and their formats and extensions. It explains that raster files are made up of pixels and can be edited in programs like Photoshop, while vector files use mathematical expressions and lines/curves to represent smooth images that can be resized without distortion. Metafiles can contain both raster and vector graphics. Common file extensions are .jpeg and .png for raster, .eps for vector, and .wmf for metafiles. The author provides examples of how they used different file types and extensions to create graphics for a magazine cover.
This document provides guidance for answering questions about skill development from Foundation Portfolio to Advanced levels. It involves discussing areas like digital technology, creativity, research and planning, and post-production. For question 1b, students must select one production and evaluate it in relation to a concept like media language, genre, narrative, representation, or audience. They are advised to discuss relevant theories and relate their analysis to key thinkers. The focus is on audience - how productions connect to the ways audiences make sense of and interpret media. Students are asked to take notes on how their productions fit or do not fit with the concepts of genre, narrative, media language, and representation.
This document outlines the tasks and requirements for a student's project creating marketing materials for the SASH charity. The student is asked to research existing charity marketing campaigns, conduct a survey of their target audience, develop ideas and mood boards, create draft marketing pieces, produce a schedule and pitch, finalize the materials, and evaluate the project. The project aims to help prevent homelessness in young people through raising awareness of SASH's services. The student must complete 12 tasks by various deadlines to be assessed across two course units - Social Action and Community Media Production and Creative Media Production Management.
This document outlines a proposal for a project creating promotional posters and screenshots for a fake video game called "The Wanderer." The target audience is women ages late 20s to early 30s from lower to upper middle class backgrounds. Research will include analyzing similar games, surveying the target audience, and comprehending relevant psychological and sociological concepts to portray themes of ideological relationships and misconceptions through color theory. Production will involve experiments, planning, creating multiple posters in Photoshop over 10 weeks, with evaluation based on conveying themes/content and attracting the target audience.
This assignment brief outlines tasks for a student to complete units in Creative Media Production Management, Research Techniques, and Pre-Production Techniques. The student will develop, research, and pitch an idea for a graphic novel about Ella Fitzgerald. They will conduct research on audiences and trends, generate story ideas, and create pre-production documents and plans. The assignment includes tasks for primary research, idea development, production management, and presenting the final product for feedback. The deadline is May 24th, 2013.
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must devise and pitch an original media production idea, then complete pre-production planning, production, and post-production evaluation. They will manage all stages of the process independently and demonstrate skills in areas like communication, time management, and using industry technology and practices. The project aims to show the student can originate creative ideas, manage complex media productions from start to finish, and reflect on their work professionally.
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
_ig5 assignment final major project 2014 to 2015ShannonOrr
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
_ig5 assignment final major project 2014 to 2015BenWhite101
This document outlines the tasks and criteria for a student's final major project in creative media production management. The project involves developing and pitching an original idea for a media product, conducting research, creating a production plan, producing the media product, and evaluating the results. The student must originate an idea, manage the full production process, and reflect on their work to demonstrate skills learned over a two-year diploma program in areas like communication, time management, and technical abilities. The goals are to show creativity, work independently, and meet professional expectations in developing and delivering a media product in response to an open brief.
_ig5 assignment final major project 2014 to 2015 (3)RoseBishay
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents including a risk assessment, storyboards, scripts and schedules to plan their production.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their
IG5 Assignment Final Major Project 2014-2015copelandadam
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for the selected idea.
3) Conduct research and create pre-production documents including a risk assessment, storyboards, scripts, and production schedules.
4) Produce the final media product according to the planned pre-production.
5) Gather audience feedback and evaluate the project
_ig5 assignment final major project 2014 to 2015ShannonOrr
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents like storyboards, schedules and scripts.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their success in meeting the brief, including how
_ig5 assignment final major project 2014 to 2015Alexballantyne
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1. Devise, develop, and research an original idea for a media product. They must plan the production process, manage pre-production, production, and post-production, and create a finished media product.
2. Work independently to plan and complete all stages of the project from initial research and pitching the idea through to the final evaluation.
3. Gather audience feedback and evaluate their final product based on technical quality, skills developed, matching their original intentions, time management, reaching their target audience, and how they would improve if doing the project again.
The student must complete
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents like storyboards, schedules and scripts.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their project based on criteria like technical quality,
Ig5 assignment final major project 2014 to 2015danhops888
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents like storyboards, schedules and plans to manage the production process.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their success in meeting
Ig5 assignment final major project 2014 to 2015kelseykiki
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage all stages of producing a creative media product, from initial ideas through pre-production, production, and post-production.
2) Develop their idea by conducting research, creating plans and schedules, and managing the production process.
3) Evaluate their work by gathering audience feedback and analyzing how successfully they met the brief, developed skills, and overcame challenges.
The tasks are designed to demonstrate the student's skills in developing ideas, pitching proposals, managing productions, working to briefs, and evaluating their results, as outlined in the learning outcomes
_ig5 assignment final major project 2014 to 2015CallumWallace
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
_ig5 assignment final major project 2014 to 2015thomasmcd6
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
This document is an edit decision list for a tattoo documentary. It provides over 50 entries detailing the scene, shot, take, timecodes, and proposed transitions for various shots including pans of a tattoo shop, close-ups of tattoos, interviews with tattoo artists, vox pops with people on the street being asked about tattoos, shots of tattoo designs on walls and in books, and stock footage of a tribal tattoo that is unsure where to place in the final cut. The list aims to storyboard the flow and transitions between shots to construct the documentary.
This document contains an edit design list for a tattoo documentary. It details the timing, scenes, shots, and transitions planned between 0 and 4 minutes and 44 seconds. Scenes include shots of tattoos on people, tattoo designs, a tattoo studio interior, and interviews with tattoo artists and customers. Transitions between shots include cuts, fades, speeding up/slowing down, and overlays. Stock footage of a tribal tattoo is also included but the placement is unclear.
The radio trail targets adults who enjoy comedy, with a deep male voice using an up-tempo, comedic tone that changes throughout the 40-second trailer. It includes laughing sound effects to convince listeners it will be funny, as well as upbeat background music, while blending voiceover, sound effects and dialogue from the show at similar sound levels without ambient noise. The conventions follow those of comedy TV trailers.
The document discusses the results of a questionnaire about the design of a magazine cover. All respondents agreed that the two-toned red and white bold text made the cover eye-catching. However, some noted that the white text did not balance well against the gray background in some areas. Positive feedback was received that the cover looked professionally designed and would make people want to purchase the magazine. The only negative comment was that the main image's face was covered.
This document provides an outline of research conducted for two student magazine projects and some combined units. It details that the Student Magazine Project includes secondary research from pages 2 to 11 and primary research from pages 12 to 17, while the Mix Mag Project incorporates secondary research from pages 2 to 8 and mixes primary and secondary research from pages 9 to 11 and primary research from pages 12 to 14. The combined units section integrates primary and secondary research from pages 2 to 6 and includes two specific units.
This document discusses primary and secondary research methods used in an assignment to discuss and provide examples of different file formats. The author provided both textual explanations and visual examples from their own PowerPoint presentation as primary research, as well as an image from an internet search as secondary research. Both primary and secondary research methods were used to support the information through examples from the author's own work and online sources. The strengths included clear examples, but the information could have been more detailed.
This document provides a contents page outlining the sections and pages of a larger project or paper. It includes sections analyzing magazines like Mixmag and The National Student, risk assessments, discussions of journalistic obligations and ethics, research on student media companies, working on briefs, collecting client and reader feedback through questionnaires and focus groups, and developing graphics. The contents page gives an overview of the breadth of topics and analyses included in the full work.
This document contains 4 sections: 1) Feedback from a client on the front page and spread of magazine articles, counting as primary research. 2) A questionnaire distributed to college students to gain feedback on magazine work, collecting both qualitative and quantitative data. 3) An analysis of the questionnaire going into detail on the responses. 4) A class presentation introducing graphic media file types like raster and vector, using examples from students' own work.
This questionnaire is designed to gather market feedback on a magazine cover design and double page article layout. It asks respondents about their demographics, interests in dance music and clubbing, and their opinions on the quality of images, layout, readability of text, interest in buying the magazine, visual attractiveness, and whether it looks like a magazine that could be found on a newsagent shelf. Respondents are asked to rate various aspects on a yes/no scale and provide explanations for their responses.
The client provided feedback on the provisional magazine cover and double page spread created by the student. For the cover, the client said the theme, coverlines, and conventions were well done. However, for the double page spread, the client criticized the dark, unclear image and said the caption and focus needed improvement. The student acknowledged areas that need changing to better the work and meet industry standards, including redesigning or replacing the double page image.
Document 1 summarizes an analysis of the National Student magazine, looking at its front cover, conventions, layout, design and comparisons to other magazines.
Document 2 describes developing ideas, titles and color schemes for a student magazine, then creating and distributing a questionnaire to gain student audience feedback.
Document 3 analyzes the results of the questionnaire from Document 2, including both quantitative data from questions with set answers and qualitative data from open-ended questions collecting opinions.
The document requests a face-to-face interview without cameras to ask basic questions about views on the Birmingham markets, and asks if the recipient would be willing to participate. It also provides potential questions about whether the recipient visited German markets this year, how they would describe the experience, what their favorite part was, and what their least favorite part was.
The focus group provided feedback on potential stories for the student magazine:
- They liked the "Christmas switch on" and "stop smoking campaign" stories as they were relevant and timely topics.
- They disliked the "hard news" story as it was off topic and could worry or demotivate students.
- They felt stories about Christmas would give the magazine a positive, festive feeling that readers would enjoy.
- The focus group thought the Christmas-related stories and feature article would have the most positive impact on students.
The document is a questionnaire from a BTEC media class at The Sixth Form College, Solihull regarding a student magazine they are creating. It asks for demographic information and preferences on potential magazine titles, article topics, and events to cover to help determine what would appeal most to readers. Respondents are asked to choose options and provide explanations for their selections.
This document provides a grid sheet analysis of the front cover of the TNS magazine. It describes the key elements seen on the cover in detail, including the masthead, dateline, main image, colors, cover lines, left third, barcode, and selling line. The analysis notes how each element is designed and positioned on the cover, and how the choices relate to conventions and help attract readers, particularly students. Overall, the summary analyzes the cover design and highlights how it aims to appeal to its target audience.
This document summarizes 7 source documents related to analyzing the codes and conventions of Mixmag magazine. Document 1 describes an in-class analysis of Mixmag. Document 2 discusses further research on Mixmag conventions using a purchased copy and internet research. Document 3 reflects on additional Mixmag content analysis. Document 4 outlines creating a Mixmag reader profile through circulation data and secondary research. Document 5 presents a risk assessment for photographers. Documents 6-7 examine journalistic obligations covering criminal cases and print media topics like representation and credibility.
This presentation explores the obligations of journalists in print media. It covers key areas like being socially and culturally aware to avoid offending people, accurately representing groups, and treating sensitive topics like race, gender, and sexuality with care. Examples are provided about accurately reporting on cricket matches and handling controversial topics in a balanced way without stereotypes or intruding on privacy. Journalists must consider topics' denotations, connotations, credibility, and readability.
Jimmy Savile, a famous British DJ and television presenter, was accused of sexually abusing hundreds of children, adolescents, and young adults over four decades after his death in 2011. These allegations launched a large police investigation called Operation Yewtree that uncovered substantial evidence of widespread sexual abuse. As a journalist covering the case, reporting must be handled carefully to avoid defamation, ensure accuracy, protect victims' privacy, and follow other legal and ethical guidelines around interviewing children and reporting on crimes and criminal investigations.
The interview summarizes an interview with musician Adam Who? about his new album "The Abyss". Some key points:
- Adam is happy with how the album turned out and said it was an exciting process to create.
- His favorite song on the album, "Jump@Dawn", was a collaboration with his cousin P.Dogg which they had fun making together over several months.
- P.Dogg also helped provide feedback while Adam was working on other songs for the album.
- Adam owns a club called Re-vibe with P.Dogg and finds managing it alongside his music career balanced due to their shared responsibilities.
1. Edexcel Level 3 BTEC Extended Diploma in
CREATIVE MEDIA PRODUCTION
Learner : Assignment Internally Verified (before issue) by : IV Date :
R. Honeybourne 1/11/12
Assessor : Unit title(s) and number(s) : Launch date :
R. Gill Unit 4 CREATIVE MEDIA PRODUCTION MANAGEMENT 13th November
PROJECT 2012
Deadline :
22nd November
2012
Assignment Number and Title :
Unit 4 CREATIVE MEDIA PRODUCTION MANAGEMENT PROJECT Assignment 1 LO1
Assignment purpose : To originate, develop and research an idea for a media product
Scenario / context of the assignment :
The Sixth Form College, Solihull would like to start a new student college magazine. The magazine must be
based on events and achievements around the college and would also include local news from Solihull. The
college are also interested in encouraging students in activities they participate in and outside of the college.
• Your task, in groups, is to create A4 sized magazine.
• You will produce, using ICT, the front page and a double page spread.
• Your client needs the magazine to be completed by _____________________________
• A budget of £5000 has been allocated.
• You will need to consider in detail the legal and ethical constraints which will apply to your magazine
Before we start the unit we will summarise the knowledge we have gained from our previous unit and
discuss how we will use it for Unit 4. There is a blank sheet in your student booklet for you to make notes.
Complete the following tasks.
Task 1
Before you decide on the content of your magazine it would be beneficial for you to research into existing
student magazines. In pairs, look at the front cover of TNS magazine and fill in the grid sheet in your
student booklet. You must ensure that you describe what you see. (P1 M1 D1)
Task 2
Now look at the website www.thenationalstudent.com and choose a double page spread to analyse
and answer the questions on grid sheet 2. (P1 M1 D1)
To pass both tasks you must ensure that you describe what you see. Merit and Distinction answers
will use terminology appropriately and will link what you have learned to your own magazine. You
can also use the power point to help remind you of the terminology you are suppose to use through
your analysis.
Task 3
Now that you have read the brief and done content research in groups of 3 or 4 you must
2. brainstorm ideas for the content of your magazine. The brief suggests 3 key areas for content, for
each one produce a mind map on sugar paper. Example of how a mind map looks is presented in
your student Booklet. You may also want to conduct further research before producing your mind
map; i.e. look on student bulletin for events, go to student services, speak to student council and
use research already conducted for Unit 50.
1. Events in college
2. Local News stories
3. Target audiences interest and hobbies
4. Title of your magazine
Task 4
You will now present your ideas to the class and get feedback on what they think. Your class will
be your focus group. Devise several questions you would like to ask and write up the findings.
Task 5
Individually you need to device a questionnaire which will provide you with detailed information to
help you formulate your final proposal for your magazine. You must ask your target audience what
they would like to see in the magazine.
The questionnaire should provide results which are both Quantitative (statistics e.g. how many
people have access to a student magazine) and Qualitative (personal opinions e.g. what do people
think about the content of a student magazine.)
In your groups produce your questionnaire and printout 15 questionnaires each. Individually, ask
students in college to fill in your questionnaires. Remember to get your questionnaires filled in by a
cross-section of students, including different genders and ethnicities.
Examples of how your questionnaire should be presented can be found in your student
booklet.
A pass questionnaire will produce only basic questions and will be presented in a basic manner. A
merit questionnaire will be clearly laid out and easy to answer. The questions will be varied and
well thought-out and will refer back to some of the research already conducted. To achieve a
Distinction you must consider the research you have already undertaken about the product and
also about what your client wants. The questionnaire will be professionally presented and all
questions will be clearly presented and easy to answer.
Task 6
Individually you must collate the result of your questionnaires. You will also write detailed overall
conclusions about the target audience; when producing your conclusions think of the following
questions;
1. Why did you ask the question?
2. What was the result?
3. What does this mean for your product?
4. Was it a feasible question?
5. How valid are your results.
You will present your result in the format of bar charts, pie charts etc and conclusions for some
of the quantitative questions.
Task 7
In your groups you must compare your results and produce a final statement explaining the
following:
3. 1. Who is your target audience; include age, gender, ethnicity and socio-economic group.
2. What news stories are going to be included?
3. What events are going to be included?
4. What hobbies or interests are going to be included?
5. What is the magazines title?
Pass assignment will present results in a basic format. Merit assignments conclusions will
clearly answer all 5 questions in detail. A distinction assignment will justify research methods
and links to final product will be made with examples from previous research and also examples
found independently.
Many of the resources and forms you need will be on MOODL. To be successful, you must work on your own with tutor’s
support if required.
Learning Outcomes addressed: Summary of Grading Criteria:
LO1 Be able to originate, develop and research an
idea for a media product
Learner Declaration :
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.
Learner Signature :
Completed on :
Content and grading relevant to this assignment:
ent : Content and grading relevant to this assignment :
Content and KEYWORDS :
LO1 Originate ideas, Develop an idea, Constraints, Research an idea
RESOURCES:
o Student Notes Booklet LO1 (Moodle)
o Assignment 1
o Copy of Medway Magazine
Grading criteria and formative feedback to the learner :
To achieve a PASS grade the To achieve a MERIT grade the To achieve a DISTINCTION grade
evidence must show the learner is evidence must show the learner is the evidence must show the learner
able to : able to : is able to :
P1 originate, develop and M1 originate, develop and D1 originate, develop and
research an idea for a media research an idea for a media research an idea for a media
product working within product showing some product showing creativity
appropriate conventions and imagination and with only and flair and working
with some assistance occasional assistance independently to professional
expectations
Date/Signature:
Date/Signature:
Date/Signature:
4. Summative feedback
Assessor: Date: IV: Date:
GUIDANCE:
Use the guidance below to help you in your private study time:
P1 You will plan a project but these plans will be basic and there will be limited evidence of an
understanding of the development process. The skills, resources and personnel required to
complete the production and the timescales involved will all be briefly noted. A target audience will
be indicated and your group may already have made some contact with a potential purchaser of
the final product to investigate the feasibility of the proposal.
M1 You will make careful plans which are appropriate for a group project, and be clear about
your responsibilities. You will communicate your ideas with confidence making valuable
contributions to the planning stages. Work will be approached methodically and with adequate
preparation, ideas being worked out and presented neatly. Processes will be undertaken with
care and, generally speaking, thought will be put into the work. You will explain how your
research relates to and supports the production. The production plan produced will describe a
media artefact which is relevant, appropriate and achievable.
D1 You will produce a clear idea for a project with a well-defined target audience. You will have
done thorough research and planning which will be aimed at taking into account, the needs and
interests of the target audience. You will adopt an approach and attitude to this work which
would not be out of place in a professional context and contributions to group work will be
consistently positive and creative. You will typically take a lead in group discussions, steering
them in the right direction and taking responsibility for making decisions where necessary. The
production plan will be fully informed and will demonstrate clear, appropriate and thoroughly
developed ideas for a production.