This document contains Ryan McDonnell's research for an animation project, including questionnaires, links to sample emotional 2D animations on YouTube, research on concept art and characters, and different types of animations. It also includes sections for drafts, evaluation, and brief/feedback.
The document provides information about a BTEC course in graphic design for digital media. It outlines the course structure, expectations for students, and details four tasks related to understanding and creating graphics for digital media. Students will analyze graphic design in existing media, compare styles and genres, explain how messages are conveyed, and design graphics for a poster and leaflet campaign promoting a new TV channel focused on music, architecture and fashion using digital tools. Deadlines are provided for submitting the tasks and portfolio.
1. Ofcom is the regulatory authority for broadcasting, telecommunications, and radio spectrum in the UK. It works to ensure a range of media services and to protect viewers and listeners from harmful content.
2. Ofcom's responsibilities include ensuring high-quality TV and radio programs from different organizations, as well as broadband access. It does not regulate disputes with providers or BBC content accuracy.
3. When Ofcom receives complaints about programs, it examines the content and requests a response from the broadcaster. It will then determine if the complaint is upheld or not upheld based on the broadcaster's response.
This document discusses various aspects of media programming and production. It covers topics such as broadcast programming, automation, and the production process for radio, television, and film. For broadcast programming, it explains how programs are scheduled on different mediums. It also describes the main stages of production as pre-production, production, and post-production. For radio and television production, it outlines crew roles and responsibilities during setup and strike. The document provides an overview of the key elements involved in programming and producing content for different media.
A radio documentary is a non-fictional radio program that provides an in-depth exploration of a particular topic through a mix of commentary, interviews, and audio clips. It aims to present facts and reality without fictional elements. Producing a radio documentary involves roles like a director/producer, researcher, interviewer, and editor. Strong research, thoughtful interview questions, and skilled editing are essential to creating an engaging radio documentary.
Lighting is deliberately used in television production to achieve practical and aesthetic effects. Various lighting instruments like Fresnel lights, LED lights, ellipsoidal spotlights, scoops, and fluorescent lights are used to provide adequate illumination, establish mood, and show viewers what objects look like. Care must be taken when using quartz lamps and factors like intensity, color, direction, and focus must be considered when lighting a scene.
CGI stands for computer generated imagery and is used extensively in movies to create visual effects and animations that may not be possible through practical or live-action filming. There are two main uses of CGI in movies - realistic CGI, which aims to make computer graphics appear physically, photorealistically, or functionally realistic; and computer animation, which can be 2D or 3D. Popular animation techniques include tweening, morphing, and rendering. As technologies advance, the applications of CGI continue to evolve and allow for ever greater realism and new types of animated content in films.
This document provides an overview of basic concepts for producing video content in Adobe Premiere Pro, including:
- The objectives of understanding video editing principles in Premiere Pro, carrying out edits, packaging videos, and file sharing.
- An introduction to Premiere Pro and how it uses a timeline structure for audio/video transitions, effects, and fine-tuning videos.
- Explanations of frame rate, bit rate, storyboards, scripts and their purposes in motion picture production.
- Images and descriptions of common timeline tools in Premiere Pro like selection, track selection, ripple edit, and knife tools.
This document contains Ryan McDonnell's research for an animation project, including questionnaires, links to sample emotional 2D animations on YouTube, research on concept art and characters, and different types of animations. It also includes sections for drafts, evaluation, and brief/feedback.
The document provides information about a BTEC course in graphic design for digital media. It outlines the course structure, expectations for students, and details four tasks related to understanding and creating graphics for digital media. Students will analyze graphic design in existing media, compare styles and genres, explain how messages are conveyed, and design graphics for a poster and leaflet campaign promoting a new TV channel focused on music, architecture and fashion using digital tools. Deadlines are provided for submitting the tasks and portfolio.
1. Ofcom is the regulatory authority for broadcasting, telecommunications, and radio spectrum in the UK. It works to ensure a range of media services and to protect viewers and listeners from harmful content.
2. Ofcom's responsibilities include ensuring high-quality TV and radio programs from different organizations, as well as broadband access. It does not regulate disputes with providers or BBC content accuracy.
3. When Ofcom receives complaints about programs, it examines the content and requests a response from the broadcaster. It will then determine if the complaint is upheld or not upheld based on the broadcaster's response.
This document discusses various aspects of media programming and production. It covers topics such as broadcast programming, automation, and the production process for radio, television, and film. For broadcast programming, it explains how programs are scheduled on different mediums. It also describes the main stages of production as pre-production, production, and post-production. For radio and television production, it outlines crew roles and responsibilities during setup and strike. The document provides an overview of the key elements involved in programming and producing content for different media.
A radio documentary is a non-fictional radio program that provides an in-depth exploration of a particular topic through a mix of commentary, interviews, and audio clips. It aims to present facts and reality without fictional elements. Producing a radio documentary involves roles like a director/producer, researcher, interviewer, and editor. Strong research, thoughtful interview questions, and skilled editing are essential to creating an engaging radio documentary.
Lighting is deliberately used in television production to achieve practical and aesthetic effects. Various lighting instruments like Fresnel lights, LED lights, ellipsoidal spotlights, scoops, and fluorescent lights are used to provide adequate illumination, establish mood, and show viewers what objects look like. Care must be taken when using quartz lamps and factors like intensity, color, direction, and focus must be considered when lighting a scene.
CGI stands for computer generated imagery and is used extensively in movies to create visual effects and animations that may not be possible through practical or live-action filming. There are two main uses of CGI in movies - realistic CGI, which aims to make computer graphics appear physically, photorealistically, or functionally realistic; and computer animation, which can be 2D or 3D. Popular animation techniques include tweening, morphing, and rendering. As technologies advance, the applications of CGI continue to evolve and allow for ever greater realism and new types of animated content in films.
This document provides an overview of basic concepts for producing video content in Adobe Premiere Pro, including:
- The objectives of understanding video editing principles in Premiere Pro, carrying out edits, packaging videos, and file sharing.
- An introduction to Premiere Pro and how it uses a timeline structure for audio/video transitions, effects, and fine-tuning videos.
- Explanations of frame rate, bit rate, storyboards, scripts and their purposes in motion picture production.
- Images and descriptions of common timeline tools in Premiere Pro like selection, track selection, ripple edit, and knife tools.
The document provides instructions for setting up a Twitter account, including choosing a username, interests to follow, editing your profile with a photo, bio and location. It emphasizes personalizing your profile before following others and choosing a catchy bio within Twitter's 160 character limit. It also notes to skip connecting your email contacts and instead search for people you know to follow on Twitter.
Use of Adobe Photoshop
Difference between adobe Photoshop and adobe Illustrator
What is the advantage and disadvantage of Photoshop?
Difference Between Raster and Vector
Photoshop Tools and Techniques
The document discusses the history and evolution of video technology. It begins with the development of cathode ray tube televisions and describes later technologies like LCD, plasma, and OLED displays. Film formats such as 35mm, 16mm, 8mm, and larger formats like 70mm are also outlined. The document then explains how video cameras work by converting light into electrical signals through scanning. It traces the evolution of video camera formats from early analog tapes to modern digital formats using memory cards or internal storage. Key concepts like aspects ratios, frame rates, and color standards are defined.
A storyboard is a graphical visualization of the shot sequence for a video. It depicts each scene through drawings of the physical environment, set design, characters, and more. Storyboards allow filmmakers to visualize and refine their ideas, and communicate their vision to the production team. They serve as a link to preserve ideas for use in the finished product and let production start work early. Storyboards can be created by hand with pen and paper or digitally using software.
This document provides an overview of 3D computer animation, including a brief history, definitions, benefits, software used, careers, and examples. It discusses how 3D animation works by storing individual images that are played back at 30 frames per second to create movement. Common software includes Maya, 3DS Max, and Softimage. The field is growing rapidly and is used extensively in movies, games, and visual effects. Careers include 3D modelers, animators, and art directors. Pixar, Disney, and Dreamworks are examples of companies that produce computer animated films like Toy Story, Shrek, and Harry Potter.
What is character design and role of a character designerDivyaParashar8
Character design is once temperament, designer draws a human-like character from scratch following the written description to play a job in animation.
In character art a personality creator creates the complete style following the imagination of the author, author imagines the character and writes precis of character, with some specific anatomical structure, personality, vogue and options.
This assignment brief outlines two tasks for a BTEC course in Creative Digital Media Production. In Task 1, students will use enterprise skills to plan and produce a new digital media product or service. They will document the process and skills used in an enterprise skills portfolio. In Task 2, students will evaluate how they applied enterprise skills during the planning and production, review audience feedback on the product/service, and analyze how it met the brief requirements. The brief provides criteria, evidence requirements, and resources to support students' work.
The assignment brief asks students to originate, develop, and produce a 30-second television advertisement for a product or service of their choice. Students must complete research on their chosen product and industry conventions, generate ideas, produce pre-production materials, carry out production, edit a final ad, and evaluate their work. The goal is for students to gain experience developing an idea for and producing a television advertisement to demonstrate their creative and technical skills.
Unit 6 assignment brief: PR1 research techniques in film.Stephen Buckley
This assignment brief outlines two tasks for a unit on digital graphics for computer games. The purpose is to demonstrate understanding of how media producers define audiences and create products for specific audiences.
Task 1 requires a report detailing various research techniques used by producers to define audiences, along with a survey conducted using Survey Monkey. Task 2 expands the report to include analysis of a film poster and trailer, summarizing the marketing campaign and commenting on its success based on the survey results.
The report should comprehensively explain audience research and how producers target specific audiences, using examples and subject-specific terminology. Sources of information are provided on the unit's online course page.
Unit 6 assignment brief pr1 research techniques in film (1)ben foran
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and how they target specific audiences. For task one, students need to create a report detailing different research techniques and include a survey monkey exit poll on a new film. For task two, students need to add to their report an analysis of at least one poster and trailer for a new film. They must also summarize the full marketing campaign and comment on the success of each method based on their exit poll findings. The report should comprehensively explain how producers reach audiences using subject-specific terminology and examples.
Unit 6 assignment brief pr1 research techniques in filmRyan Bailey
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For task one, they need to create a report detailing various research methods and include a survey monkey poll and findings. For task two, students should analyze a film poster, trailer and marketing campaign to see how the producer targeted the intended audience based on the poll results. The assignment aims to demonstrate understanding of how producers define audiences and create products for specific demographic groups.
Unit 6 assignment brief pr1 research techniques in filmjpearson5678
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
Unit 6 assignment brief pr1 research techniques in film (1)Michael Broadhurst
This assignment brief outlines two tasks for a unit on digital graphics for computer games. The purpose is to demonstrate understanding of how media producers define audiences and create products for specific audiences.
Task 1 requires a report detailing various research techniques used by producers to define audiences, along with a survey conducted using Survey Monkey.
Task 2 expands the report to include analysis of a film poster and trailer, as well as a summary of the marketing campaign and how it targeted the intended audience, based on the survey results. The report must use industry terminology and thoroughly explain the research and marketing techniques.
Unit 6 assignment brief pr1 research techniques in filmLiam Macdonald
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
This assignment brief asks students to originate, develop, produce, and evaluate a 30-second television advertisement for a product or service of their choice. Students must complete research on advertising conventions for their chosen product or service, generate ideas, create pre-production materials like a script and storyboard, produce the advertisement, and write a reflective evaluation. The goal is for students to work independently to professional standards and demonstrate creativity in developing an idea and technical skills in producing the final advertisement. Students will submit their work and receive feedback to improve their final product.
This document outlines the tasks, grading criteria, and scenario for a student's final major project qualifying them for a Level 3 Extended Diploma in Creative Media Production. The project involves developing and pitching an original media production idea, conducting research, creating pre-production materials, producing the final media product, and evaluating the work. The student must demonstrate skills in planning, project management, addressing challenges, and reflecting on their progress across multiple units to qualify for their diploma.
_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
The document provides instructions for setting up a Twitter account, including choosing a username, interests to follow, editing your profile with a photo, bio and location. It emphasizes personalizing your profile before following others and choosing a catchy bio within Twitter's 160 character limit. It also notes to skip connecting your email contacts and instead search for people you know to follow on Twitter.
Use of Adobe Photoshop
Difference between adobe Photoshop and adobe Illustrator
What is the advantage and disadvantage of Photoshop?
Difference Between Raster and Vector
Photoshop Tools and Techniques
The document discusses the history and evolution of video technology. It begins with the development of cathode ray tube televisions and describes later technologies like LCD, plasma, and OLED displays. Film formats such as 35mm, 16mm, 8mm, and larger formats like 70mm are also outlined. The document then explains how video cameras work by converting light into electrical signals through scanning. It traces the evolution of video camera formats from early analog tapes to modern digital formats using memory cards or internal storage. Key concepts like aspects ratios, frame rates, and color standards are defined.
A storyboard is a graphical visualization of the shot sequence for a video. It depicts each scene through drawings of the physical environment, set design, characters, and more. Storyboards allow filmmakers to visualize and refine their ideas, and communicate their vision to the production team. They serve as a link to preserve ideas for use in the finished product and let production start work early. Storyboards can be created by hand with pen and paper or digitally using software.
This document provides an overview of 3D computer animation, including a brief history, definitions, benefits, software used, careers, and examples. It discusses how 3D animation works by storing individual images that are played back at 30 frames per second to create movement. Common software includes Maya, 3DS Max, and Softimage. The field is growing rapidly and is used extensively in movies, games, and visual effects. Careers include 3D modelers, animators, and art directors. Pixar, Disney, and Dreamworks are examples of companies that produce computer animated films like Toy Story, Shrek, and Harry Potter.
What is character design and role of a character designerDivyaParashar8
Character design is once temperament, designer draws a human-like character from scratch following the written description to play a job in animation.
In character art a personality creator creates the complete style following the imagination of the author, author imagines the character and writes precis of character, with some specific anatomical structure, personality, vogue and options.
This assignment brief outlines two tasks for a BTEC course in Creative Digital Media Production. In Task 1, students will use enterprise skills to plan and produce a new digital media product or service. They will document the process and skills used in an enterprise skills portfolio. In Task 2, students will evaluate how they applied enterprise skills during the planning and production, review audience feedback on the product/service, and analyze how it met the brief requirements. The brief provides criteria, evidence requirements, and resources to support students' work.
The assignment brief asks students to originate, develop, and produce a 30-second television advertisement for a product or service of their choice. Students must complete research on their chosen product and industry conventions, generate ideas, produce pre-production materials, carry out production, edit a final ad, and evaluate their work. The goal is for students to gain experience developing an idea for and producing a television advertisement to demonstrate their creative and technical skills.
Unit 6 assignment brief: PR1 research techniques in film.Stephen Buckley
This assignment brief outlines two tasks for a unit on digital graphics for computer games. The purpose is to demonstrate understanding of how media producers define audiences and create products for specific audiences.
Task 1 requires a report detailing various research techniques used by producers to define audiences, along with a survey conducted using Survey Monkey. Task 2 expands the report to include analysis of a film poster and trailer, summarizing the marketing campaign and commenting on its success based on the survey results.
The report should comprehensively explain audience research and how producers target specific audiences, using examples and subject-specific terminology. Sources of information are provided on the unit's online course page.
Unit 6 assignment brief pr1 research techniques in film (1)ben foran
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and how they target specific audiences. For task one, students need to create a report detailing different research techniques and include a survey monkey exit poll on a new film. For task two, students need to add to their report an analysis of at least one poster and trailer for a new film. They must also summarize the full marketing campaign and comment on the success of each method based on their exit poll findings. The report should comprehensively explain how producers reach audiences using subject-specific terminology and examples.
Unit 6 assignment brief pr1 research techniques in filmRyan Bailey
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For task one, they need to create a report detailing various research methods and include a survey monkey poll and findings. For task two, students should analyze a film poster, trailer and marketing campaign to see how the producer targeted the intended audience based on the poll results. The assignment aims to demonstrate understanding of how producers define audiences and create products for specific demographic groups.
Unit 6 assignment brief pr1 research techniques in filmjpearson5678
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
Unit 6 assignment brief pr1 research techniques in film (1)Michael Broadhurst
This assignment brief outlines two tasks for a unit on digital graphics for computer games. The purpose is to demonstrate understanding of how media producers define audiences and create products for specific audiences.
Task 1 requires a report detailing various research techniques used by producers to define audiences, along with a survey conducted using Survey Monkey.
Task 2 expands the report to include analysis of a film poster and trailer, as well as a summary of the marketing campaign and how it targeted the intended audience, based on the survey results. The report must use industry terminology and thoroughly explain the research and marketing techniques.
Unit 6 assignment brief pr1 research techniques in filmLiam Macdonald
This assignment brief outlines two tasks for a unit on digital graphics for computer games. Students must research techniques used by film producers to define audiences and target specific demographics. For the first task, they need to create a report detailing different research methods and include a survey monkey poll and analysis of the findings. The second task requires adding to the report with an analysis of a film poster, trailer, and marketing campaign to show how producers reached their intended audience based on the survey results. The assignment aims to demonstrate understanding of how producers define audiences and create products to appeal to specific target demographics through in-depth research.
This assignment brief asks students to originate, develop, produce, and evaluate a 30-second television advertisement for a product or service of their choice. Students must complete research on advertising conventions for their chosen product or service, generate ideas, create pre-production materials like a script and storyboard, produce the advertisement, and write a reflective evaluation. The goal is for students to work independently to professional standards and demonstrate creativity in developing an idea and technical skills in producing the final advertisement. Students will submit their work and receive feedback to improve their final product.
This document outlines the tasks, grading criteria, and scenario for a student's final major project qualifying them for a Level 3 Extended Diploma in Creative Media Production. The project involves developing and pitching an original media production idea, conducting research, creating pre-production materials, producing the final media product, and evaluating the work. The student must demonstrate skills in planning, project management, addressing challenges, and reflecting on their progress across multiple units to qualify for their diploma.
_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
This document outlines classification guidelines for films, videos, and other media content in the UK. It discusses:
- The different classification categories used and factors considered in classification decisions like context, theme, tone, and portrayal of dangerous behavior.
- General classification considerations like the overall impact of a work and how multiple issues cumulatively affect the classification.
- The goal of protecting children and empowering consumers while classifying works for their widest appropriate audience.
This document contains trivia questions and answers about events that occurred in 2011, including questions about newspapers, sports matches, countries, social networks, politicians, royal weddings, space missions, film awards, athletic championships, new words added to the Oxford English Dictionary, natural disasters, songs, quotes from public figures, and film posters. It provides brief multiple choice answers to identify redtop newspapers, countries involved in sporting events, new nations and defunct social networks, those involved in political incidents, locations of significant events, final space missions, film award winners, reasons for disqualifications, new words added to dictionaries, locations of disasters, song titles and artists, people and what they said or about whom they said it, and examples
This document provides radio and television audience data from two sources, RAJAR and BARB. RAJAR data from May 2017 shows that all radio weekly reach was 89.3% of people and digital radio listening increased year-over-year. BARB data from the week ending April 30, 2017 lists the top 10 most watched shows on ITV1, dominated by soap operas and talent shows, and the top 10 on BBC2, led by baking and snooker competitions.
The document provides guidance on marking answers to a question about media effects and outlines four levels of response from 1-5 marks (Level 1) to 16-20 marks (Level 4). It includes sample answers at the low and medium levels to demonstrate what is required to meet each level. A high-scoring answer would comprehensively discuss both positive and negative effects of a specific media product on its target audience by using relevant media effects theories and examples from the product.
The document provides guidance for answering an essay question about either censorship/classification/regulation or media effects in relation to the film 'Us'.
For censorship/classification, it discusses the different film rating systems in the UK and US and how they relate to scenes in 'Us'. For media effects, it outlines the hypodermic needle and uses and gratifications theories and discusses how scenes in 'Us' could relate to debates around imitative behavior and the effects of violent media. It provides potential discussion points about various scenes and issues raised in the film.
The document provides mise en scene notes for the opening ten seconds of a film titled "I Am A Crisis". It summarizes:
- The opening shot is a wide landscape showing a dark hooded figure silhouetted against electricity pylons, setting a mood of threat, danger and anxiety.
- A close-up shows the figure is accompanied by an intimidating dog, adding to the sense of menace.
- It's revealed the figure is a young woman who directly addresses the camera, subverting expectations set by the threatening stereotype.
- Shots of her walking through woods and along a foggy canal towpath continue visual metaphors of danger, worry and anxiety through use
1) Mulvey analyzes how cinema provides visual pleasure through scopophilia, or the pleasure of looking, which stems from psychological processes like Jacques Lacan's concept of the "Mirror Phase" of development.
2) Cinema reinforces traditional gender stereotypes by giving men narrative agency and positioning women as objects to be looked at, reinforcing the "male gaze."
3) The "male gaze" refers to how women are looked at in film for both the pleasure of male characters and the audience, asserting power and control through sight as stereotypically masculine traits.
This document provides a summary and analysis of the 1948 essay "The Gangster as Tragic Hero" by Robert Warshow. It summarizes that the gangster film genre fulfills a need in American culture to express a sense of desperation and failure that is suppressed by societal demands for optimism. The gangster represents aspects of the modern psyche that reject modern life and American values. While real gangsters only exist in cities, the imaginary gangster depicted in films represents what people want and fear they could become. The gangster's rise and violent activities symbolize both the rational pursuit of success and the irrationality of modern life, ultimately ending in failure and death.
This document discusses the concept of genre in media. It defines genre as a style or category of art/literature with socially agreed upon conventions that have developed over time. Examples of broad genres include films, plays, graphic novels, and video games, with more specific subgenres within those. Mainstream Hollywood cinema relies heavily on genre conventions to deliver familiar content with new twists. Financial reasons also contribute to genres, as studios can maximize profits by reusing sets, crews, and talent specialized in particular genres. The document outlines common conventions for narrative, mise-en-scene, sound, cinematography, and editing that define different genres like westerns, romcoms, horror films, sci-fi, and
This document analyzes how the film "Us" by Jordan Peele delivers what its audiences want. It has two main audience segments - horror fans and black women. Horror fans want to feel scared, and the film achieves this through jump scares, tension, and creating a sense of worry. It uses scenes like a young girl encountering strange occurrences in a hall of mirrors and a family suddenly being violently attacked at home to startle viewers and increase their anxiety. Black women do not often see themselves as central characters in mainstream films. "Us" focuses on a black female protagonist, Addie, from the beginning of the film through to the climax, showing her ordinary life and role as a mother and wife,
This document outlines a lesson plan on revising ideas about audience for a media exam. It includes learning objectives, success criteria, and a series of tasks to help students understand key concepts like demographics, psychographics, and how to analyze a film's audience. It provides examples analyzing the audiences of the film "Us" and discusses how large media conglomerates differ from independent producers in meeting audience wants and needs. Students are prompted to reflect on how the lesson fits with their other learning.
Warp Films has produced documentaries focused on music such as Arctic Monkeys at the Apollo and The Stone Roses: Made of Stone. They have also produced films in the genres of horror, including Ghost Stories and Kill List, comedies like Bunny and the Bull and Submarine, and crime/thriller films such as '71, Yardie, Four Lions, and Dead Man's Shoes.
1. This document outlines an examination unit on understanding the ownership models of media institutions, including cross-media conglomerate production companies and public service companies.
2. It provides learning objectives and success criteria for the unit and examples to consider, including Disney as an illustrative example of a conglomerate company.
3. The document guides the reader through tasks to demonstrate their understanding of independent media companies, cross-media conglomerates like Disney, and features of public service media companies.
The document provides a detailed analysis of the opening scene of the TV show Utopia, focusing on its cinematography, mise-en-scene, editing, sound, and narrative/genre elements. It describes the bright, colorful visual style and how specific camera techniques like pull focus are used. It also analyzes how the editing, sound design, and juxtaposition of calm/violent elements establish an unsettling tone and set up the quest narrative. The scene introduces the main characters seeking something called the Utopia manuscript and kills multiple people in the comic book shop in a violent yet subtle manner.
This document provides guidance for students on developing skills in analyzing media texts. It introduces key concepts and terminology related to editing, cinematography, mise en scene, sound, iconography, denotation and connotation. The learning objective is for students to analyze scenes from a media text of their choice by discussing how technical elements are used to construct meaning for the audience. Students are instructed to choose episode 1 of a TV show and analyze selected scenes focusing on cinematography, editing, sound, and mise en scene.
This document provides an overview of a lesson on understanding the ownership models of media institutions. It discusses key features of independent media production companies, using Warp Films as an example. The lesson explains that independent producers typically have smaller budgets, engage in co-productions for funding, and work with public or state-funded agencies. It provides tasks for students to research Warp Film's productions and crossover with television, as well as common job roles in media production. The document also provides an example exam question asking students to identify an independent media company, one of its successful products, and how that product found success with its audience.
This document discusses representations of gender in video games. It provides learning objectives around developing skills in reading media texts and analyzing positive and negative gender representations in games. It prompts students to think about gender, race, and disability representations in games they play and examples of stereotypes. Students are instructed to consider character roles, narrative agency, and power dynamics to analyze how characters are represented, not just visually.
This document discusses representations of gender in video games. It aims to develop skills in analyzing media texts and identifying positive and negative portrayals of gender, specifically focusing on issues like abusive, exploitative, misogynistic or stereotypical representations as well as the objectification of and "male gaze" towards women. The learning objectives are met by creating a PowerPoint presentation analyzing gender representations in two games.
This document outlines a 14-week medium term plan for a Y12 OCR media studies unit. It includes introducing core concepts like genre, representations, and regulation through film analysis. Students will learn about topics such as distribution, marketing, ownership models, and audience behaviors. They will practice answering exam questions related to these topics to prepare for their mock and final exams.
A summary, with some overview questions, of Laure Mulvey's article 'Visual Pleasure and Narrative Cinema' and it's uses in thinking about gender representations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Unit 7 Brief for LA A and B
1. BTEC Assignment Brief
Qualification
Pearson BTEC Level 3 National Diploma in Creative Digital Media
Production (Film and Television Production)
Pearson BTEC Level 3 National Diploma in Creative Digital Media
Production (Film and Television Visual Effects)
Pearson BTEC Level 3 National Diploma in Creative Digital Media
Production (Sound Production)
Pearson BTEC Level 3 National Diploma in Creative Digital Media
Production (Digital Publishing)
Pearson BTEC Level 3 National Diploma in Creative Digital Media
Production (Digital Games Design and Development)
Unit number and title
Unit 7: Media Enterprise
Learning aim(s) (For NQF
only)
A: Develop a brief for the production of a new media product or
service
B: Apply enterprise skills to plan the production of a new media
product
Assignment title Use enterprise skills to plan a new media product or service
Assessor
Issue date
Hand in deadline
Vocational Scenario or
Context
Dotka is a digital media company with a national reputation for
innovation. Dotka have decided to hold a Media Enterprise
Summer Camp for media students and you have been invited.
The Summer Camp is designed to encourage media students to
develop and apply enterprise skills through the planning and
production of a new media product or service. The Creative
Director at Dotka intends to take the best ideas forward into
production and distribution nationwide.
You must use your enterprise skills to generate ideas and plan
the production of a new media product or service.
Task 1
Research Portfolio
Working individually, conduct primary and secondary research to
allow you to generate ideas for a new digital media product or
service.
Compile a research and ideas portfolio to record this process.
2. 2
BTEC Assignment Brief v1.0
BTEC Internal Assessment QDAM January 2015
At the beginning of the research process you should consider the
following questions carefully:
● Why are you undertaking this research?
● Who should you involve in this research, e.g. members of
the target audience?
● What research do you need to undertake to help you
generate ideas for a new product (e.g. market research
into the popularity of existing products or to identify
potential gaps in the market )?
● Where will the research take place and what sources are
available to you?
Your research portfolio will include:
● the aim and context of the research
● research plans
● evidence of:
o research into the original features and new or
improved functionality offered by specific new digital
media products and services
o primary research
o secondary research
o consumer research
o market research
● evidence for the selection and rejection of ideas
● evidence of the use of enterprise skills (e.g. self
motivation, creative skills, conducting research) to
generate ideas
● an evaluation of how your media enterprise skills
contributed to the generation and development of ideas.
Brief
Write a brief for the production of a new media product or
service. Your brief should follow the conventional format for
writing briefs and include comprehensive answers to the
questions:
● who is the target audience?
● what are the requirements for the product/service?
● why is there a need for the product/service?
● where will the product/service be distributed and
consumed?
Checklist of evidence
required
A research portfolio in any of the following formats:
● a blog
● digital portfolio
● physical portfolio.
3. 3
BTEC Assignment Brief v1.0
BTEC Internal Assessment QDAM January 2015
A witness statement from an employer regarding the application
of enterprise skills.
A written brief.
Criteria covered by this task:
Unit/Criteria
reference
To achieve the criteria you must show that you are able to:
7/A.D1
Evaluate the impact of media enterprise skills in researching, developing
ideas and producing a comprehensive brief for the production of a new
media product or service.
7/A.M1
Produce a detailed brief for the production of a new media product or
service.
7/A.P1
Explain the research findings and enterprise skills used to generate ideas for
a new media product or service.
7/A.P2
Produce a brief that explains the requirements for the production of a new
media product or service.
Task 2
Write a statement of intention, detailing how the proposed new
product or service meets the requirements of the brief and
assessing its viability both in terms of resources available and
potential for market success.
Compile an enterprise skills portfolio to document the pre-
production planning for the proposed new media product or
service and the enterprise skills applied throughout the process.
The portfolio should include:
● sourcing and preparing materials and content
● considerations appropriate to the product or sector
● time management considerations
● drafts, outlines and templates in an appropriate format
● Written, visual and recorded oral evidence of the use of
enterprise skills in the pre-production planning process
● an evaluation of how your media enterprise skills
contributed to the planning of a new media product or
service considering skills such as using your initiative,
problem solving, working independently and with others.
Checklist of evidence
required
A statement of intention in a written, visual or audio-visual
format.
An enterprise skills portfolio, including evaluation, in any of the
following formats:
● a blog
● digital portfolio
● physical portfolio.
4. 4
BTEC Assignment Brief v1.0
BTEC Internal Assessment QDAM January 2015
Teacher observation record of the application of enterprise skills.
Criteria covered by this task:
Unit/Criteria
reference
To achieve the criteria you must show that you are able to:
7/B.D2
Evaluate the impact of the enterprise skills used successfully to plan a
media product or service.
7/B.M2
Plan effectively for the production of a product or service, analysing its
viability and the resources required.
7/B/M3
Produce an enterprise portfolio to detail the application of enterprise skills in
effectively planning the production of a new media product or service.
7/B.P3
Plan appropriately for the production of a product or service, explaining how
it will meet the requirements of the brief.
7/B.P4
Produce an enterprise portfolio to explain how enterprise skills are used to
appropriately plan the production of a new media product or service.
Sources of information
to support you with
this Assignment
Books
Cottrell S – Skills for Success: Personal Development and
Employability (Palgrave Macmillan, 2015) ISBN 978-1137426529
Roberts-Breslin J – Making Media: Foundations of Sound and
Image Production (Focal Press, 2011) ISBN 978-0240815275
Landa R – Advertising by Design: Generating and Designing
Creative Ideas Across Media (John Wiley & Sons, 2010) ISBN
978-0470362686
Dewdney A & Ride P – The Digital Media Handbook (Routledge,
2013) ISBN 978-0415699914
Friedmann A – Writing for Visual Media (Focal Press, 2014) ISBN
978-0415815857
Websites
www.skillsexpress.net - an interactive website covering
enterprise and employability skills
www.bbc.co.uk/writersroom - website for the BBC’s Writer’s
Room with ideas and resources for television and radio products
Other assessment
materials attached to
this Assignment Brief
Note to assessor