Week 4
Week 3
Level 3 Diploma
Creative Media Production and Technology
FILM AND TELEVISION
PROJECT 1 : DEVELOPING SKILLS PORTFOLIO
Unit 1: Introduction to Media Processes & Technical Skills in Creative Media Production
Unit 2: Introduction to Design & Research Skills in Creative Media Production
Unit 3: Introduction to Professional Practice in Creative Media Production
Unit 4: Critical & Contextual Awareness in Creative Media Production
CONTENTS
CHAPTER 2 – WEEK 2 – FRAMING.. 6
CHAPTER 3 – WEEK 3 – LIGHTING.. 7
CHAPTER 5 – WEEK 5 – CAMERA. 9
CHAPTER 6 – WEEK 6 – SOUND AND CAMERA. 10
CHAPTER 7 – WEEK 7 – PROJECT REVIEW.. 11
CHAPTER 8 – WEEK 8 – EDITING.. 12
CHAPTER 9 – WEEK 9 – EDITING.. 13
CHAPTER 10 – WEEK 10 – HELLO PROJECT – RESEARCH. 14
CHAPTER 11 – WEEK 11 & 12 – HELLO PROJECT – PRODUCTION. 15
CHAPTER 12 – WEEK 13 – HELLO PROJECT – EVALUATION. 16
Table of Figures
Figure 1 My Favourite – Tulips – Photo taken by Jenni Blackman. 4
CHAPTER 1 – WHO AM I?
Who Am I?
My name is Daniel Perry, I have a lot of interests in films, actors, acting, voice acting games, and film making. I had a small interest in acting as a kid, at first I was not really sure if an actor is what I truly wanted to be, so I took a break for a while. Around 2010 however, I officially decided I wanted to be an actor, and since then, I have been acting in productions, as well as other various voice projects.
My interest for film making came when I started watching a lot of movie review videos on YouTube. The one who inspired me to become more interested in how films are made is Chris Stuckmann. His reviews have taught me a lot about how films should hold up in terms of quality, and if a film’s plot actually makes sense and is well made.
References:
https://mango.bz/authors/chris-stuckmann-8
CHAPTER 2 – WEEK 2 – FRAMING
Unit 1 – Processes and Skills & Unit 2 – Research
Framing and Composition
Medium Shot
Medium shots give the audience a representation of the character and their movement. A medium shot also gives the audience an idea of what they are thinking, or how they are feeling.
Establishing Shot
An establishing is used to establish a scenes setting, and its environment.
Medium Long Shot
A medium long shot gives an established view so that both the character, and the environment are in full focus.
Close – up
A close – up focuses on the entire face, fully expressing the character’s facial emotions, and makes it clear to the audience how they are feeling.
Extreme Close – up
An extreme close – up focuses on the characters eyes, usually to express how serious they are feeling.
Medium Close – up
A medium close – up gives full view of the character’s face, as well as a small representation of their body.
Long Shot
A long shot establishes a characters distance, but also focuses on the scenes setting.
Low Angle Shot
A low angle shot can either express high status, demonstrate the character emotionally looking down on someone or something, or can sometimes make a character look like he/she regrets something.
High Angle Shot
A high angle shot demonstrates a character’s fear as if they are looking up at something big and scary.
Dutch Angle
The Dutch Angle, also known as the Dutch Tilt, is a camera technique where the camera is tilted to one side. The technique can be used to give the audience an idea that something is going to happen, or to create a shot that stands out amongst the others.
Symmetry
Symmetry can be used to create a sense of uneasiness, and also shows some really good shots. It could also look like something is about to happen, something just happened, or a new character has been introduced.
Leading Lines
Leading Lines are rather self – explanatory, they lead to someone or something for the viewers. The Leading Lines can sometimes have a stopping point, but they can also go on and on to the point where you cannot see the end of the line.
Natural Framing
Natural Framing is when a shot is bordered around the main subject of the picture. Sometimes it is done best when it is unintentional. It also represents tone on what is supposed to be happening in a scene, or introducing a nice setting.
References:
https://08spencerh.wordpress.com/tag/medium-shot/
http://entertainment.howstuffworks.com/what-is-establishing-shot1.htm
https://ashebarber.wordpress.com/category/uncategorized/page/2/
https://www.premiumbeat.com/blog/how-to-shoot-close-up-shots-like-sergio-leone/
http://maciahthomas.weebly.com/1/post/2013/09/extreme-close-up.html
http://www.rajareviews.com/medium-close-up/
https://www.emaze.com/@AOCWWLFR/Camera-angles-shots-(2).pptx
http://timurcivan.com/2015/02/camera-work-101-camera-height/
https://jessicashaw95.wordpress.com/2012/03/06/camera-angles-movements-and-shots-analysis/
http://rsalimmedia.weebly.com/cinematography.html
http://www.tboake.com/madness/janes/symmetry_asymmetry_madness.html
https://photographylife.com/creating-and-using-leading-lines
http://www.filmstillphotography.com/framing.html
Unit 3 – Professional Practice & Unit 2 – Research
Inspirational Media Personality
Sam Raimi
One director whom I really admire is Sam Raimi. Sam Raimi is known for his work on films such as The Evil Dead series, A Simple Plan, Drag Me to Hell, and of course the Spider-Man trilogy. One of the things I admire about him the most is that he tends to stick with more old school movie-making, such as practical imagery and sets, rather than CGI and green screen. I also admire the amount of different genres Raimi can take on: horror, comedy, drama, superhero, or western.
The Evil Dead, which he also wrote, was his first proper motion picture; he also cast his good friend, Bruce Campbell, as the film’s leading actor. Raimi even went to great lengths to fund the movie himself: he created short films to attract producers, and he asked people to donate, including his own family. Despite being the film that brought him success, the initial release of The Evil Dead was not well received. However, when Raimi released it in Europe, it was a huge box office, and critical, success. His ambition and willingness to do whatever it took to get the film made, and make it such a success, is inspirational to me.
In the early 2000s when he made Spider-Man, it surprised me how some of the scenes were shot. The scene where Peter Parker perfectly catches all of Mary Jane’s food with the tray is amazing. It was not CGI; it was in fact Tobey Maguire catching it all himself. It took 156 takes to perfect this scene.
I find Sam Raimi to be an inspirational filmmaker. I admire his desire to make the film as real as it can be for the actors on set, and for the cameras. I also admire how he includes his friends in his movies, when the opportunity arises. Sam Raimi is someone I would like to emulate, as a director.
References:
http://www.imdb.com/name/nm0000600/
http://www.imdb.com/name/nm0000600/bio?ref_=nm_ov_bio_sm
http://www.imdb.com/title/tt0083907/trivia
http://www.vulture.com/article/spider-man-movie-shooting-locations-new-york-city.html
http://www.imdb.com/title/tt0145487/trivia?ref_=tt_trv_trv
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Breaking Bad Semiological Analysis
This is a scene from the TV series Breaking Bad, season 5, episode 5 “Dead Freight.” The characters, Walt, Jesse and Todd have to hurry to finish stealing all the methylamine before the train leaves.
Props: The props show how prepared and equipped they are, and how complicated this heist is. The amount of equipment ties in with the whole show as the production of crystal meth is very complex. By this point in the show, viewers will be used to the amount of equipment required.
- Two really long hoses
- Two storage tanks buried underground, one empty, one filled with water
- A motorised pump for the hoses
- A freight train with at least two cars attached to it
- A cloth Walt uses to cover his mouth to avoid inhaling the methylamine
Costumes: The three train robbers wear gloves for protection and to prevent finger prints. The audience is reminded that these are criminals, and this is a very dangerous job which requires protection.
Location: The scene is set in the middle of a desert where they are completely alone: they are unlikely to be caught, but they also cannot get help.
Technical (Lighting):
- The brightness implies the scene either takes place at sunrise or sunset
Technical (Camera):
- Leading Lines of oncoming train, as if it is coming towards the audience
- Close – Ups focus on the characters’ fear and intensity
- Establishing Shot properly presents the scenes location
- Long Shot demonstrates the distance between the three characters
- Low Angle Shot reminds the audience of how high up the top of the train is
- High Angle Shot gives the audience a sense of how big the train is.
- Extreme Close – Up show the attention to detail by the gang
Technical (Sound): The scene is very noisy, which adds to the sense of frenzy. There is a lot going on, and the audience feels the pressure of the characters.
- Pump motor running
- Train horn
- Water splashing and flowing
- Voice of Mike (unseen)
- Moving train
Technical (Editing):
- As the pressure reaches its peak, the music starts, and the characters get more anxious
- As the train starts up, we see that the trio starts to panic
- Fast edits and close – ups to give a sense of urgency
Directing:
- Frantic shouting and hand gestures
Scene at 0:00 – 1:45: https://www.youtube.com/watch?v=Iq1kFPTSXw4&t=43s
Reflective Log
Reflective Log Week 2
Intro: This week we focused on framing, which consisted of close-ups, Dutch Angles, frame shots, and various other camera angles and shots.
What I did: I took shots of all the types we were to work on. Some of the shots such as long shots and high angle shots I did some interesting and funny faces and poses. I then found some pictures from films that have the exact same shot. I was actually very satisfied with the film pictures I chose for the comparison. When I finished the task, I felt I had chosen the right pictures and compared them very well.
What I could have done better: I felt my biggest issue was being really slow at figuring everything out. Some of the pictures I took were slightly out of focus and could have been better. I also had some brief trouble with getting a good Leading Lines shot, my first attempt did not work out very well. The problem was the lines were not clear enough in the shot, so I chose a better spot and a better angle, and it looked a lot better.
Conclusion: Overall it was a hard start, but I managed to overcome it rather quickly. I felt I had a lot of trouble figuring certain things out and memorizing everything. However, I manage to get the right shots in time, compare them to film shots, and write about the shots and their purpose.
CHAPTER 3 – WEEK 3 – LIGHTING
Unit 1 – Processes and Skills & Unit 2 – Research
White Balancing
Intro: Our assignment was to focus on how much we know about White Balance. White Balance is a photography technique that is about different colouring state of pictures.
Exterior: Flash Exterior: Fluorescent Exterior: Tungsten
Exterior: Cloudy Exterior: Shade Exterior: Daylight
Exterior: Auto
The flash, shade, daylight, and cloudy views are all the closest looking to actual and the best balance for the location. They all look very similar, and have the closest representation of the location in auto view. Whereas fluorescent and tungsten just look far too bluey, they could work to represent something like a ghost town, but not here.
Exterior/Interior: Flash Exterior/Interior: Fluorescent Exterior/Interior: Tungsten
Exterior/Interior: Cloudy Exterior/Interior: Shade Exterior/Interior: Daylight
Exterior/Interior: Auto
Tungsten has the most colourful view, and flash and shade make it appear as the sun is shining through the windows. However, I feel that daylight, and maybe fluorescent, look to have the best white–balance between the interior darkness and the exterior brightness. Cloudy on the other hand looks a combination looks like a combination of flash and daylight, which also works well for this location.
Interior: Flash Interior: Fluorescent Interior: Tungsten
Interior: Cloudy Interior: Shade Interior: Daylight
Interior: Auto
Fluorescent is surprisingly identical to how the location looks in auto. Tungsten looks far too greenish and I do not feel it could look real. However, I also feel that flash, cloudy, shade and daylight may not look like same as the location, but it does real represents the room very well.
Evaluation: After taking these shots and taking the time to look at them, I now feel like I have a strong understanding of what white–balancing is. As for the white – balancing shots, daylight view seems to have the best white – balancing for all three locations and looks the most accurate.
Unit 3 – Professional Practice & Unit 2 – Research
Unit 3 Jobs – Professional Practice
How to Get a Career in the Media Industry
|
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Genre – Expectations
| Genre | What to expect? | Films of that Genre | Pictures |
| Comedy | Laughs/humour, stupidity, a ridiculous situation, exaggeration, | The Hangover, The Big Sick, 21 Jump Street, Trainwreck, Wayne’s World, Austin Powers | |
| Thriller | Tension, shock, suspense, unexpected twists, build–up, smart characters | Taken, Unknown,
Non – Stop, The Dark Knight, Jaws, Psycho, The Next Three Days |
|
| Horror | Scares, blood, gore, strange looking people and creatures, horror clichés/bloody gruesome deaths | Saw, Friday the 13th, A Nightmare on Elm Street, Texas Chainsaw Massacre, Halloween | |
| Action | Explosions, gunfire, fighting, cheesy one-liners, badass action hero, unbelievable stunts | Die Hard, The Terminator, Transformers, The Matrix, John Wick, Fast & Furious | |
| Sci – Fi | CGI, space, lasers, space ships/rockets, aliens/extra-terrestrial beings, special effects, | Star Wars, Star Trek, Avatar, Alien, Inception, E.T., Blade Runner | |
| Fantasy | Swords, love stories, dragons, elves, goblins, arrows, magic, wizards/witchcraft, fairies | Lord of the Rings, The Hobbit, The Princess Bride, Life of Pi, Harry Potter, Pirates of the Caribbean | |
| Drama | Good acting, great camera work, dramatic moments, good storytelling, real life issues, character development, intense storylines | Argo, 12 Years a Slave, Slumdog Millionaire, Goodfellas, The Godfather, A Streetcar Named Desire, Gladiator | |
| Adventure | Booby traps, artefacts, things that don’t exist, characters with memorable costume designs, tombs/temples | Indiana Jones, National Treasure, Lara Croft: Tomb Raider, Back to the Future, Journey to the Centre of the Earth | |
| Romance | Love, couples, love triangles, falling out and making up at the end | Titanic, Love Actually, As Good as it Gets, Love Story, The Way We Were, The Notebook, The Vow, Casablanca |
https://en.wikipedia.org/wiki/The_Hangover
http://www.imdb.com/title/tt0468569/
https://gamingcentral.in/tag/friday-the-13th/
https://en.wikipedia.org/wiki/Die_Hard
http://www.starwarsy.pl/opowiadania/plakaty.htm
http://www.imdb.com/title/tt0120737/
https://en.wikipedia.org/wiki/Gladiator_(2000_film)
https://www.commonsensemedia.org/movie-reviews/indiana-jones-and-the-raiders-of-the-lost-ark
https://www.uitinvlaanderen.be/agenda/alle/vilvoorde
Reflective Log
Reflective Log Week 3
Intro: This week, we were to focus on camera lighting, also known as white–balance. The different lightings consisted of, cloudy, flash, fluorescent, tungsten, shade, and daylight.
What I did: For the picture taking process, I mostly handled the sign board for the pictures to tell us what lighting we were using. We, as groups, used interior locations, exterior locations, and interior/exterior locations. Afterwards, we all went back to write about the pictures in terms of which lighting looks best for the location, and which ones do not.
What I could have done better: I felt as if my understanding for the task was a bit slow and unsure, particularly the writing part. However, once things became a lot clearer, I had a much better understanding and accomplished the task with barely any problems.
Conclusion: In the end, I liked what we did with the camera lighting. I thought it was a very cool thing to think about, and I feel colour and lighting can really set the tone for a film.
CHAPTER 4 – WEEK 4 – SOUND
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 5 – WEEK 5 – CAMERA
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 6 – WEEK 6 – SOUND AND CAMERA
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 7 – WEEK 7 – PROJECT REVIEW
Personal and Peer Evaluation of Process to date
CHAPTER 8 – WEEK 8 – EDITING
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 9 – WEEK 9 – EDITING
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 10 – WEEK 10 – HELLO PROJECT – RESEARCH
Unit 1 – Processes and Skills
Unit 2 – Research
Unit 3 – Professional Practice
Unit 4 – Critical and Contextual Awareness
Reflective Log
CHAPTER 11 – WEEK 11 & 12 – HELLO PROJECT – PRODUCTION
Unit 1 – Processes and Skills
Unit 2 – Research
Unit 3 – Professional Practice
Unit 4 – Critical and Contextual Awareness
Reflective Log
CHAPTER 12 – WEEK 13 – HELLO PROJECT – EVALUATION
Unit 1 – Processes and Skills
Unit 2 – Research
Unit 3 – Professional Practice
Unit 4 – Critical and Contextual Awareness
Reflective Log
APPENDICES
Appendix 1
How to Harvard Reference in Word and Creating a Bibliography
Go to the REFERENCES tab – open it
Change the style to Harvard
For inserting in a reference in a text – correctly called a citation – at the point where you want the citation to go……
Go to INSERT CITATION and then click on ADD NEW SOURCE
Change this to whatever type of source is relevant, ie. Book, web etc and then answer the questions
And click ok and it will in correctly reference your quote or picture etc at the point in the text you need it to be i.e. (Blackman, 2016)
It also puts it in your Bibliography! –hurrah!
To do this you go to the BIBLIOGRAPHY TAB, which is in the drop down from the REFERENCES tab
Click on the top list – it says Bibliography
And hey presto…
You have a bibliography! – Try it! it is magic! And you will never ever get it wrong ever again! And when you do another citation it adds it to your bibliography and if you only want something in your Bibliography
If you are just putting an entry into the Bibliography
Go to REFERENCES
Then go to MANAGE SOURCES
This drop down then appears, as you can see it already lists my citiation that I have already done.
Go to the NEW
This drop down then appears, and fill in all the questions
And then Go to Bibliography, click on the top box and there is your Bibliography!
B, J., 1990. Cats and Dogs. First ed. London: Fred.
Blackman, J., 2016. Cats Rule. First ed. New York: Routledge.
Appendix 2
How to add pictures, graphs, etc to your Table of Figures in your Portfolio
To make your portfolio even more professional than it already is, and to be correct, academically, you can add pictures, graphs etc to the already created Table of Figures.
This is how you do it …..
Add your picture/graph etc at the point you want it to be.
Right click on the picture/graph etc
Click on – Insert Caption
At the top of the box there is a line saying Caption
It will automatically tell you if it is Figure 1,2,3 etc – DO NOT ALTER THAT
Then put in the citation for the bibliography (after the Figure 1,2,3 ) and what you want to call it i.e. Focus Group Graph.
Click – Close
Remember to note the layout, so you do the same for each figure i.e.
Figure 1 : Hello Project – photo by myself
Figure 2 : Focus Group Graph
Figure 3 : (Fred, 2013) Green Screen Examples
Then go to the Table of Figures (at the bottom of the Contents Page at the front of the Portfolio)
Highlight it
Right click
And click on update field
Click on update whole Table ……. And it is done!
Appendix 3
How to add to the Appendix in your Portfolio
An appendix is a place to add extra information that may help the reader of your portfolio with background information, additional info etc. It is a good place to load your Daily Production Diary for example.
This is how you do it.
This is what it looks like now…..it is right at the back of the portfolio
Extended project in creative media production Learning Outcomes and Assessment
And the criteria are here.
Step 1 – Type in – in bold – what it is you want to say e.g.
Appendix 2 – Daily Production Diary (for example) and then
Step 2 – Highlight it
Step 3 – Go to References in the top menu
Step 4 – Click on Add Text
Step 5 – Click on level 2 – so it now looks like this
Extended project in creative media production Learning Outcomes and Assessment
Then your criteria are here.
Then cut and paste your production diary here
Step 6 – Add Appendix 1 to the Criteria, so it looks like this
Extended project in creative media production Learning Outcomes and Assessment
Then your criteria are here.
Appendix 2 – Daily Production Diary
Step 7 – Go to the Contents Page, highlight it
Step 8 – The update table menu comes up, click on update whole table and it is done.
Appendix 4
How to embed videos into your portfolio
From YouTube
Step 1. Find your video, right click on it whilst the cursor is over the video
Step 2 click on Copy embed code
Step 3 – Go to your portfolio
Step 4 – Click on insert – top menu bar
Step 5 – Click on Online Video
Step 6 – paste in the embed code and click on the inset tab and voila, it is there!
From Vimeo
Click on the Paper Plane
Then highlight this code
Appendix 5
Unit Criteria’s and Learning Outcomes
UNit 1: Introduction to Media Processes & Technical Skills in Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand processes and technical skills used in creative media production | Unit 1 LO 1.1
Apply understanding of a range of processes to support media activities |
| Unit 1 LO 1.2
Apply media processes and skills safely and appropriately |
|
| Understand the characteristics and methods of communication with a media context | Unit 1 LO 2.1 Critically compare a range of communication methods used to convey meaning in creative media production. |
Unit 2: Introduction to Design and Research Skills In Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand design and research tools, methods and skills used in creative media production | Unit 2 LO 1.1 Critically compare a range of research tools, methods and skills |
| Understand primary and secondary research sources | Unit 2 LO 2.1 Critically compare a range of primary and secondary research sources |
| Be able to use design and research tools, methods and skills to inform ideas for creative media production | Unit 2 LO 3.1
Apply design and research tools, methods and skills to record and interpret information and develop ideas for creative production. |
| Unit 2 LO 3.2 Evaluate the effectiveness of design and research tools methods and skills to develop ideas for creative production |
Unit 3: Introduction to Professional Practice in Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand progression opportunities with the creative media sector | Unit 3 LO 1.1
Locate, access and use information to support own development
|
| Understand the skills needed to pursue a career in the creative media sector | Unit 3 LO 2.1
Critically evaluate a range of working practices and methods
|
| Unit 3 LO 2.2
Apply knowledge of working practices to support own development
|
|
| Be able to carry out roles and responsibilities consistent with professional practice | Unit 3 LO3.1
Organise self and work to meet deadlines and targets
|
| Unit 3 LO3.2
Demonstrate consideration and professionalism in working with others
|
Unit 4: Critical and Contextual Awareness in Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand critical perspectives that influence the analysis of creative media activities | Unit 4 LO 1.1
Compare a range of critical perspectives that influence the analysis of creative media production activities |
| Unit 4 LO 1.2
Apply knowledge of critical perspectives to the analysis of a range of creative media production activities |
|
| Unit 4 LO 1.3
Apply knowledge and understanding of critical perspectives to support own practice |
|
| Understand the contexts within which creative media technology and production are positioned | Unit 4 LO2.1
Critically compare a range of contexts within which creative media technology and production are situated. |
| Unit 4 LO 2.2
Apply an understanding of a range of contextual parameters to support own creative development |
Appendix 6
Allocation of Criteria to Chapters
CHAPTER 1 – WHO AM I?
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 1 – Processes and Skills.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – Inspirational Media Personality.
Unit 4 – Critical and Contextual Awareness – Semiology.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
CHAPTER 3 – WEEK 3 – LIGHTING..
Unit 1 – Processes and Skills – Lighting.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – How to become a Lighting Engineer
Unit 4 – Critical and Contextual Awareness – Genre.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 1 – Processes and Skills – Sound.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – How to become a Foley Artist
Unit 4 – Critical and Contextual Awareness – Mise-en-Scene.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 1 – Processes and Skills – Camera.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – How to become a Camera Operator
Unit 4 – Critical and Contextual Awareness – Narrative.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
CHAPTER 6 – WEEK 6 – SOUND AND CAMERA.
Unit 1 – Processes and Skills – Sound and Camera.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice –Structure of the Media Industries.
Unit 2 – Research and Unit 4 – Theory – Representation.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1 and Unit 4 LO1 – 2.1 and 2.2.
CHAPTER 7 – WEEK 7 – PROJECT REVIEW..
CHAPTER 8 – WEEK 8 – EDITING..
Unit 1 – Processes and Skills – Editing.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – Working Practices.
Unit 2 – Research and Unit 4 – Theory – Target Audiences.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1 and Unit 4 LO1 – 2.1 and 2.2.
CHAPTER 9 – WEEK 9 – EDITING..
Unit 1 – Processes and Skills – Editing.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – Career Timeline.
Unit 4 – Critical and Contextual Awareness –
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
CHAPTER 10 – WEEK 10 – HELLO PROJECT – RESEARCH.
Unit 1 – LO1 – 1.1 and 1.2 and LO2 2.1.
CHAPTER 11 – WEEK 11 & 12 – HELLO PROJECT – PRODUCTION.
Unit 1 – LO1 – 1.1 and 1.2 and LO2 2.1.
CHAPTER 12 – WEEK 13 – HELLO PROJECT – EVALUATION.
Unit 1 – LO1 – 1.1 and 1.2 and LO2 2.1.
Appendix 7
Trimester 1 Calendar for Skills Development Portfolio
| Unit 1
Skills |
Unit 2 Research | Unit 3
Jobs |
Unit 4
Theories |
|
| w/c 4.9 | Induction Week | |||
| Week 2
w/c 11.9 |
Framing
|
Who am I? Research Project | Inspirational Media Personality | Semiology |
| Week 3
w/c 18.9 |
Lighting
|
Careers in ….
Lighting |
Genre | |
| Week 4
w/c 25.9 |
Sound | Careers in ….
Sound |
Mise-En-Scene | |
| Week 5
w/c 2.10 |
Camera
|
Careers in … Cinematography | Narrative | |
| Week 6
w/c 9.10 |
Sound and Camera | Structure of the Media Industries | Representation | |
| Week 7
w/c 16.10 |
PROJECT REVIEW WEEK | |||
| SELF-DIRECTED STUDY WEEK | ||||
| Week 8
w/c 30.10 |
Editing | Working Practices in the Creative Media Industry | Target Audiences | |
| Week 9
w/c 6.11 |
Editing
Skills |
Career Timeline | ||
| Week 10
w/c 13.11 |
Research and Planning of Hello Project | |||
| w/c 20.11 | Community Week | |||
| Week 11/12
w/c 27/11 & w/c 4/12 |
Hallo Project | |||
| Week 13
w/c 11.12 |
Finalise and complete blog DEADLINE FOR PROJECT 1 | |||
Appendix 8
Bibliography
Week 2
Level 3 Diploma
Creative Media Production and Technology
FILM AND TELEVISION
PROJECT 1 : DEVELOPING SKILLS PORTFOLIO
Unit 1: Introduction to Media Processes & Technical Skills in Creative Media Production
Unit 2: Introduction to Design & Research Skills in Creative Media Production
Unit 3: Introduction to Professional Practice in Creative Media Production
Unit 4: Critical & Contextual Awareness in Creative Media Production
CONTENTS
CHAPTER 2 – WEEK 2 – FRAMING.. 6
CHAPTER 3 – WEEK 3 – LIGHTING.. 7
CHAPTER 5 – WEEK 5 – CAMERA. 9
CHAPTER 6 – WEEK 6 – SOUND AND CAMERA. 10
CHAPTER 7 – WEEK 7 – PROJECT REVIEW.. 11
CHAPTER 8 – WEEK 8 – EDITING.. 12
CHAPTER 9 – WEEK 9 – EDITING.. 13
CHAPTER 10 – WEEK 10 – HELLO PROJECT – RESEARCH. 14
CHAPTER 11 – WEEK 11 & 12 – HELLO PROJECT – PRODUCTION. 15
CHAPTER 12 – WEEK 13 – HELLO PROJECT – EVALUATION. 16
Table of Figures
Figure 1 My Favourite – Tulips – Photo taken by Jenni Blackman. 4
CHAPTER 1 – WHO AM I?
Figure 1 My Favourite – Tulips – Photo taken by Jenni Blackman
CHAPTER 2 – WEEK 2 – FRAMING
Unit 1 – Processes and Skills & Unit 2 – Research
Framing and Composition
Medium Shot
Medium shots give the audience a representation of the character and their movement. A medium shot also gives the audience an idea of what they are thinking, or how they are feeling.
Establishing Shot
An establishing is used to establish a scenes setting, and its environment.
Medium Long Shot
A medium long shot gives an established view so that both the character, and the environment are in full focus.
Close – up
A close – up focuses on the entire face, fully expressing the character’s facial emotions, and makes it clear to the audience how they are feeling.
Extreme Close – up
An extreme close – up focuses on the characters eyes, usually to express how serious they are feeling.
Medium Close – up
A medium close – up gives full view of the character’s face, as well as a small representation of their body.
Long Shot
A long shot establishes a characters distance, but also focuses on the scenes setting.
Low Angle Shot
A low angle shot can either express high status, demonstrate the character emotionally looking down on someone or something, or can sometimes make a character look like he/she regrets something.
High Angle Shot
A high angle shot demonstrates a character’s fear as if they are looking up at something big and scary.
Dutch Angle
The Dutch Angle, also known as the Dutch Tilt, is a camera technique where the camera is tilted to one side. The technique can be used to give the audience an idea that something is going to happen, or to create a shot that stands out amongst the others.
Symmetry
Symmetry can be used to create a sense of uneasiness, and also shows some really good shots. It could also look like something is about to happen, something just happened, or a new character has been introduced.
Leading Lines
Leading Lines are rather self – explanatory, they lead to someone or something for the viewers. The Leading Lines can sometimes have a stopping point, but they can also go on and on to the point where you cannot see the end of the line.
Natural Framing
Natural Framing is when a shot is bordered around the main subject of the picture. Sometimes it is done best when it is unintentional. It also represents tone on what is supposed to be happening in a scene, or introducing a nice setting.
References:
https://08spencerh.wordpress.com/tag/medium-shot/
http://entertainment.howstuffworks.com/what-is-establishing-shot1.htm
https://ashebarber.wordpress.com/category/uncategorized/page/2/
https://www.premiumbeat.com/blog/how-to-shoot-close-up-shots-like-sergio-leone/
http://maciahthomas.weebly.com/1/post/2013/09/extreme-close-up.html
http://www.rajareviews.com/medium-close-up/
https://www.emaze.com/@AOCWWLFR/Camera-angles-shots-(2).pptx
http://timurcivan.com/2015/02/camera-work-101-camera-height/
https://jessicashaw95.wordpress.com/2012/03/06/camera-angles-movements-and-shots-analysis/
http://rsalimmedia.weebly.com/cinematography.html
http://www.tboake.com/madness/janes/symmetry_asymmetry_madness.html
https://photographylife.com/creating-and-using-leading-lines
http://www.filmstillphotography.com/framing.html
Unit 3 – Professional Practice & Unit 2 – Research
Inspirational Media Personality
Sam Raimi
One director whom I really admire is Sam Raimi. Sam Raimi is known for his work on films such as The Evil Dead series, A Simple Plan, Drag Me to Hell, and of course the Spider-Man trilogy. One of the things I admire about him the most is that he tends to stick with more old school movie-making, such as practical imagery and sets, rather than CGI and green screen. I also admire the amount of different genres Raimi can take on: horror, comedy, drama, superhero, or western.
The Evil Dead, which he also wrote, was his first proper motion picture; he also cast his good friend, Bruce Campbell, as the film’s leading actor. Raimi even went to great lengths to fund the movie himself: he created short films to attract producers, and he asked people to donate, including his own family. Despite being the film that brought him success, the initial release of The Evil Dead was not well received. However, when Raimi released it in Europe, it was a huge box office, and critical, success. His ambition and willingness to do whatever it took to get the film made, and make it such a success, is inspirational to me.
In the early 2000s when he made Spider-Man, it surprised me how some of the scenes were shot. The scene where Peter Parker perfectly catches all of Mary Jane’s food with the tray is amazing. It was not CGI; it was in fact Tobey Maguire catching it all himself. It took 156 takes to perfect this scene.
I find Sam Raimi to be an inspirational filmmaker. I admire his desire to make the film as real as it can be for the actors on set, and for the cameras. I also admire how he includes his friends in his movies, when the opportunity arises. Sam Raimi is someone I would like to emulate, as a director.
References:
http://www.imdb.com/name/nm0000600/
http://www.imdb.com/name/nm0000600/bio?ref_=nm_ov_bio_sm
http://www.imdb.com/title/tt0083907/trivia
http://www.vulture.com/article/spider-man-movie-shooting-locations-new-york-city.html
http://www.imdb.com/title/tt0145487/trivia?ref_=tt_trv_trv
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Breaking Bad Semiological Analysis
This is a scene from the TV series Breaking Bad, season 5, episode 5 “Dead Freight.” The characters, Walt, Jesse and Todd have to hurry to finish stealing all the methylamine before the train leaves.
Props: The props show how prepared and equipped they are, and how complicated this heist is. The amount of equipment ties in with the whole show as the production of crystal meth is very complex. By this point in the show, viewers will be used to the amount of equipment required.
- Two really long hoses
- Two storage tanks buried underground, one empty, one filled with water
- A motorised pump for the hoses
- A freight train with at least two cars attached to it
- A cloth Walt uses to cover his mouth to avoid inhaling the methylamine
Costumes: The three train robbers wear gloves for protection and to prevent finger prints. The audience is reminded that these are criminals, and this is a very dangerous job which requires protection.
Location: The scene is set in the middle of a desert where they are completely alone: they are unlikely to be caught, but they also cannot get help.
Technical (Lighting):
- The brightness implies the scene either takes place at sunrise or sunset
Technical (Camera):
- Leading Lines of oncoming train, as if it is coming towards the audience
- Close – Ups focus on the characters’ fear and intensity
- Establishing Shot properly presents the scenes location
- Long Shot demonstrates the distance between the three characters
- Low Angle Shot reminds the audience of how high up the top of the train is
- High Angle Shot gives the audience a sense of how big the train is.
- Extreme Close – Up show the attention to detail by the gang
Technical (Sound): The scene is very noisy, which adds to the sense of frenzy. There is a lot going on, and the audience feels the pressure of the characters.
- Pump motor running
- Train horn
- Water splashing and flowing
- Voice of Mike (unseen)
- Moving train
Technical (Editing):
- As the pressure reaches its peak, the music starts, and the characters get more anxious
- As the train starts up, we see that the trio starts to panic
- Fast edits and close – ups to give a sense of urgency
Directing:
- Frantic shouting and hand gestures
Scene at 0:00 – 1:45: https://www.youtube.com/watch?v=Iq1kFPTSXw4&t=43s
Reflective Log
Reflective Log Week 2
Intro: This week we focused on framing, which consisted of close-ups, Dutch Angles, frame shots, and various other camera angles and shots.
What I did: I took shots of all the types we were to work on. Some of the shots such as long shots and high angle shots I did some interesting and funny faces and poses. I then found some pictures from films that have the exact same shot. I was actually very satisfied with the film pictures I chose for the comparison. When I finished the task, I felt I had chosen the right pictures and compared them very well.
What I could have done better: I felt my biggest issue was being really slow at figuring everything out. Some of the pictures I took were slightly out of focus and could have been better. I also had some brief trouble with getting a good Leading Lines shot, my first attempt did not work out very well. The problem was the lines were not clear enough in the shot, so I chose a better spot and a better angle, and it looked a lot better.
Conclusion: Overall it was a hard start, but I managed to overcome it rather quickly. I felt I had a lot of trouble figuring certain things out and memorizing everything. However, I manage to get the right shots in time, compare them to film shots, and write about the shots and their purpose.
CHAPTER 3 – WEEK 3 – LIGHTING
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 4 – WEEK 4 – SOUND
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 5 – WEEK 5 – CAMERA
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 6 – WEEK 6 – SOUND AND CAMERA
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 7 – WEEK 7 – PROJECT REVIEW
Personal and Peer Evaluation of Process to date
CHAPTER 8 – WEEK 8 – EDITING
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 9 – WEEK 9 – EDITING
Unit 1 – Processes and Skills & Unit 2 – Research
Unit 3 – Professional Practice & Unit 2 – Research
Unit 4 – Critical and Contextual Awareness & Unit 2 – Research
Reflective Log
CHAPTER 10 – WEEK 10 – HELLO PROJECT – RESEARCH
Unit 1 – Processes and Skills
Unit 2 – Research
Unit 3 – Professional Practice
Unit 4 – Critical and Contextual Awareness
Reflective Log
CHAPTER 11 – WEEK 11 & 12 – HELLO PROJECT – PRODUCTION
Unit 1 – Processes and Skills
Unit 2 – Research
Unit 3 – Professional Practice
Unit 4 – Critical and Contextual Awareness
Reflective Log
CHAPTER 12 – WEEK 13 – HELLO PROJECT – EVALUATION
Unit 1 – Processes and Skills
Unit 2 – Research
Unit 3 – Professional Practice
Unit 4 – Critical and Contextual Awareness
Reflective Log
APPENDICES
Appendix 1
How to Harvard Reference in Word and Creating a Bibliography
Go to the REFERENCES tab – open it
Change the style to Harvard
For inserting in a reference in a text – correctly called a citation – at the point where you want the citation to go……
Go to INSERT CITATION and then click on ADD NEW SOURCE
Change this to whatever type of source is relevant, ie. Book, web etc and then answer the questions
And click ok and it will in correctly reference your quote or picture etc at the point in the text you need it to be i.e. (Blackman, 2016)
It also puts it in your Bibliography! –hurrah!
To do this you go to the BIBLIOGRAPHY TAB, which is in the drop down from the REFERENCES tab
Click on the top list – it says Bibliography
And hey presto…
You have a bibliography! – Try it! it is magic! And you will never ever get it wrong ever again! And when you do another citation it adds it to your bibliography and if you only want something in your Bibliography
If you are just putting an entry into the Bibliography
Go to REFERENCES
Then go to MANAGE SOURCES
This drop down then appears, as you can see it already lists my citiation that I have already done.
Go to the NEW
This drop down then appears, and fill in all the questions
And then Go to Bibliography, click on the top box and there is your Bibliography!
B, J., 1990. Cats and Dogs. First ed. London: Fred.
Blackman, J., 2016. Cats Rule. First ed. New York: Routledge.
Appendix 2
How to add pictures, graphs, etc to your Table of Figures in your Portfolio
To make your portfolio even more professional than it already is, and to be correct, academically, you can add pictures, graphs etc to the already created Table of Figures.
This is how you do it …..
Add your picture/graph etc at the point you want it to be.
Right click on the picture/graph etc
Click on – Insert Caption
At the top of the box there is a line saying Caption
It will automatically tell you if it is Figure 1,2,3 etc – DO NOT ALTER THAT
Then put in the citation for the bibliography (after the Figure 1,2,3 ) and what you want to call it i.e. Focus Group Graph.
Click – Close
Remember to note the layout, so you do the same for each figure i.e.
Figure 1 : Hello Project – photo by myself
Figure 2 : Focus Group Graph
Figure 3 : (Fred, 2013) Green Screen Examples
Then go to the Table of Figures (at the bottom of the Contents Page at the front of the Portfolio)
Highlight it
Right click
And click on update field
Click on update whole Table ……. And it is done!
Appendix 3
How to add to the Appendix in your Portfolio
An appendix is a place to add extra information that may help the reader of your portfolio with background information, additional info etc. It is a good place to load your Daily Production Diary for example.
This is how you do it.
This is what it looks like now…..it is right at the back of the portfolio
Extended project in creative media production Learning Outcomes and Assessment
And the criteria are here.
Step 1 – Type in – in bold – what it is you want to say e.g.
Appendix 2 – Daily Production Diary (for example) and then
Step 2 – Highlight it
Step 3 – Go to References in the top menu
Step 4 – Click on Add Text
Step 5 – Click on level 2 – so it now looks like this
Extended project in creative media production Learning Outcomes and Assessment
Then your criteria are here.
Then cut and paste your production diary here
Step 6 – Add Appendix 1 to the Criteria, so it looks like this
Extended project in creative media production Learning Outcomes and Assessment
Then your criteria are here.
Appendix 2 – Daily Production Diary
Step 7 – Go to the Contents Page, highlight it
Step 8 – The update table menu comes up, click on update whole table and it is done.
Appendix 4
How to embed videos into your portfolio
From YouTube
Step 1. Find your video, right click on it whilst the cursor is over the video
Step 2 click on Copy embed code
Step 3 – Go to your portfolio
Step 4 – Click on insert – top menu bar
Step 5 – Click on Online Video
Step 6 – paste in the embed code and click on the inset tab and voila, it is there!
From Vimeo
Click on the Paper Plane
Then highlight this code
Appendix 5
Unit Criteria’s and Learning Outcomes
UNit 1: Introduction to Media Processes & Technical Skills in Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand processes and technical skills used in creative media production | Unit 1 LO 1.1
Apply understanding of a range of processes to support media activities |
| Unit 1 LO 1.2
Apply media processes and skills safely and appropriately |
|
| Understand the characteristics and methods of communication with a media context | Unit 1 LO 2.1 Critically compare a range of communication methods used to convey meaning in creative media production. |
Unit 2: Introduction to Design and Research Skills In Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand design and research tools, methods and skills used in creative media production | Unit 2 LO 1.1 Critically compare a range of research tools, methods and skills |
| Understand primary and secondary research sources | Unit 2 LO 2.1 Critically compare a range of primary and secondary research sources |
| Be able to use design and research tools, methods and skills to inform ideas for creative media production | Unit 2 LO 3.1
Apply design and research tools, methods and skills to record and interpret information and develop ideas for creative production. |
| Unit 2 LO 3.2 Evaluate the effectiveness of design and research tools methods and skills to develop ideas for creative production |
Unit 3: Introduction to Professional Practice in Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand progression opportunities with the creative media sector | Unit 3 LO 1.1
Locate, access and use information to support own development
|
| Understand the skills needed to pursue a career in the creative media sector | Unit 3 LO 2.1
Critically evaluate a range of working practices and methods
|
| Unit 3 LO 2.2
Apply knowledge of working practices to support own development
|
|
| Be able to carry out roles and responsibilities consistent with professional practice | Unit 3 LO3.1
Organise self and work to meet deadlines and targets
|
| Unit 3 LO3.2
Demonstrate consideration and professionalism in working with others
|
Unit 4: Critical and Contextual Awareness in Creative Media Production
| Learning Outcomes | Assessment Criteria |
| Understand critical perspectives that influence the analysis of creative media activities | Unit 4 LO 1.1
Compare a range of critical perspectives that influence the analysis of creative media production activities |
| Unit 4 LO 1.2
Apply knowledge of critical perspectives to the analysis of a range of creative media production activities |
|
| Unit 4 LO 1.3
Apply knowledge and understanding of critical perspectives to support own practice |
|
| Understand the contexts within which creative media technology and production are positioned | Unit 4 LO2.1
Critically compare a range of contexts within which creative media technology and production are situated. |
| Unit 4 LO 2.2
Apply an understanding of a range of contextual parameters to support own creative development |
Appendix 6
Allocation of Criteria to Chapters
CHAPTER 1 – WHO AM I?
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 1 – Processes and Skills.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – Inspirational Media Personality.
Unit 4 – Critical and Contextual Awareness – Semiology.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
CHAPTER 3 – WEEK 3 – LIGHTING..
Unit 1 – Processes and Skills – Lighting.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – How to become a Lighting Engineer
Unit 4 – Critical and Contextual Awareness – Genre.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 1 – Processes and Skills – Sound.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – How to become a Foley Artist
Unit 4 – Critical and Contextual Awareness – Mise-en-Scene.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 1 – Processes and Skills – Camera.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – How to become a Camera Operator
Unit 4 – Critical and Contextual Awareness – Narrative.
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
CHAPTER 6 – WEEK 6 – SOUND AND CAMERA.
Unit 1 – Processes and Skills – Sound and Camera.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice –Structure of the Media Industries.
Unit 2 – Research and Unit 4 – Theory – Representation.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1 and Unit 4 LO1 – 2.1 and 2.2.
CHAPTER 7 – WEEK 7 – PROJECT REVIEW..
CHAPTER 8 – WEEK 8 – EDITING..
Unit 1 – Processes and Skills – Editing.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – Working Practices.
Unit 2 – Research and Unit 4 – Theory – Target Audiences.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1 and Unit 4 LO1 – 2.1 and 2.2.
CHAPTER 9 – WEEK 9 – EDITING..
Unit 1 – Processes and Skills – Editing.
Unit 1 LO1 – 1.1 and 1.2 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
Unit 3 – Professional Practice – Career Timeline.
Unit 4 – Critical and Contextual Awareness –
Unit 4 LO1 – 1.1 and 1.2 and 1.3 and Unit 2 LO1 – 1.1 and LO 2 2.1 and LO 3 3.1.
CHAPTER 10 – WEEK 10 – HELLO PROJECT – RESEARCH.
Unit 1 – LO1 – 1.1 and 1.2 and LO2 2.1.
CHAPTER 11 – WEEK 11 & 12 – HELLO PROJECT – PRODUCTION.
Unit 1 – LO1 – 1.1 and 1.2 and LO2 2.1.
CHAPTER 12 – WEEK 13 – HELLO PROJECT – EVALUATION.
Unit 1 – LO1 – 1.1 and 1.2 and LO2 2.1.
Appendix 7
Trimester 1 Calendar for Skills Development Portfolio
| Unit 1
Skills |
Unit 2 Research | Unit 3
Jobs |
Unit 4
Theories |
|
| w/c 4.9 | Induction Week | |||
| Week 2
w/c 11.9 |
Framing
|
Who am I? Research Project | Inspirational Media Personality | Semiology |
| Week 3
w/c 18.9 |
Lighting
|
Careers in ….
Lighting |
Genre | |
| Week 4
w/c 25.9 |
Sound | Careers in ….
Sound |
Mise-En-Scene | |
| Week 5
w/c 2.10 |
Camera
|
Careers in … Cinematography | Narrative | |
| Week 6
w/c 9.10 |
Sound and Camera | Structure of the Media Industries | Representation | |
| Week 7
w/c 16.10 |
PROJECT REVIEW WEEK | |||
| SELF-DIRECTED STUDY WEEK | ||||
| Week 8
w/c 30.10 |
Editing | Working Practices in the Creative Media Industry | Target Audiences | |
| Week 9
w/c 6.11 |
Editing
Skills |
Career Timeline | ||
| Week 10
w/c 13.11 |
Research and Planning of Hello Project | |||
| w/c 20.11 | Community Week | |||
| Week 11/12
w/c 27/11 & w/c 4/12 |
Hallo Project | |||
| Week 13
w/c 11.12 |
Finalise and complete blog DEADLINE FOR PROJECT 1 | |||
Appendix 8
Daniel Perry 