Unit 6��Exploring visual production and technology��
UAL London Level 2 Diploma in Creative Media Production and Technology
ual:��
University
of the arts
London
Short Scene: The Postman
1.Introduction to creative media methods and skills
Aims | | | | | ||
This unit will enable students to integrate and apply the learning from the previous units and provide an introduction to the specific skills and attributes required for creative production and technology in visual-based media. | ||||||
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Background There are many different genres that a film can be, horror, romance, comedy for example. The scene that you will be given will allow you to choose the genre you most like and create a short scene that you can be creative with | Scenario You have been asked to film a short scene from a plot that you have been given. You will use a range of skills in audio, camera work and acting to make this. You will research, plan, create and evaluate the production. | | ||||
Assessment Criteria | | | ||||
The candidate can: U6 1.1 Use a range of skills to inform and develop ideas for creative production. U6 3.1 Use creative media methods and skills for visual-based production. | U6 1.2 Assess the effectiveness of technology skills in solving a visual production problem. U6 3.2 Assess the effectiveness of selected methods and skills to communicate ideas. | U6 2.1 Use contextual awareness to support the development of ideas for visual production. | ||||
Unit 6 1. Be able to use visual technology skills for creative media production. 2. Be able to use contextual awareness in visual production and technology. 3. Be able to use creative media methods and skills to produce and present a visual-based project. | | Short Scene: The Postman Exploring visual production and technology Tutors: Stacey Mackenzie-Wintle, Sally Johnson Start Date: 29th November 2021 Deadline: 21st January 2022 |
Tasks | | | | | ||
1. Inform and Develop Ideas (Unit 6: 1.1) In your workbook, write up your understanding of the following questions: What is genre? What are some of the genres? Give examples of shows from different genres. From understanding this you should begin to think about ideas for your own production. 2. Contextual Awareness (Unit 6 2.1) Conduct some research into existing television episodes from different genres. Research the following: what genre it is, what audio is used, common shot types, length of scenes etc. Who is the TV show aimed at and how do you know? Do your ideas for your production match some of these? 3. Planning (Unit 6: 1.1 and 2.1 and 3.1) Plan the film, decide on what genre your film will be and complete planning documents (shot list, storyboard, script with added notes, equipment list, list of props/costumes, risk assessment). 4. Production (Unit 6 3.1) Shoot - you will need to follow the planning that you have done and shoot the scene. Think about the different shots that you could do and show off your creativity. You will then need to edit this together. 5. Assess (Unit 6 1.2 and 3.2) You will evaluate your work, both the pre-production processes that you went through and the final product. You will also need to assess how the methods you chose communicate to the specific audience and how effective your contextual awareness was when producing the material. | ||||||
Outcomes
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Software Requirements Adobe Premiere Pro Adobe Photoshop Google Classroom Google Chrome |
| Useful Resources Refer to Google Classroom for links, videos, useful websites, and lesson resources. | | | ||
Task One: INFORM AND DEVELOP IDEAS�
Unit 6
1.1 Use a range of skills to
inform and develop ideas for creative production.
You will research the existing brand and then begin to developed ideas for your own visual promotional material
Inform and develop ideas
What is Genre?
Help & Information
IN YOUR OWN WORDS, EXPLAIN WHAT ‘GENRE’ IS.
LIST SOME DIFFERENT GENRES OF FILM AND TELEVISION.
Inform and develop ideas
What are Some Different Genres of Film and Television?
Help & Information
NAME A GENRE AND GIVE AN EXAMPLE OF A SHOW OF THAT GENRE.
DESCRIBE WHAT MAKES A PROGRAMME FIT THIS GENRE - WHAT MAKES IT DIFFERENT FROM OTHER GENRES? WHAT ARE THE USUAL THINGS THAT WE FIND IN THEM?
CONSIDER THE CAMERAWORK, AUDIO, EDITING, LOCATIONS, PROPS, STORYLINES ETC.
Genre #1
Inform and develop ideas
What are Some Different Genres of Film and Television?
Help & Information
NAME A GENRE AND GIVE AN EXAMPLE OF A SHOW OF THAT GENRE.
DESCRIBE WHAT MAKES A PROGRAMME FIT THIS GENRE - WHAT MAKES IT DIFFERENT FROM OTHER GENRES? WHAT ARE THE USUAL THINGS THAT WE FIND IN THEM?
CONSIDER THE CAMERAWORK, AUDIO, EDITING, LOCATIONS, PROPS, STORYLINES ETC.
Genre #2
Inform and develop ideas
What are Some Different Genres of Film and Television?
Help & Information
NAME A GENRE AND GIVE AN EXAMPLE OF A SHOW OF THAT GENRE.
DESCRIBE WHAT MAKES A PROGRAMME FIT THIS GENRE - WHAT MAKES IT DIFFERENT FROM OTHER GENRES? WHAT ARE THE USUAL THINGS THAT WE FIND IN THEM?
CONSIDER THE CAMERAWORK, AUDIO, EDITING, LOCATIONS, PROPS, STORYLINES ETC.
Genre #3
Inform and develop ideas
What are Some Different Genres of Film and Television?
Help & Information
NAME A GENRE AND GIVE AN EXAMPLE OF A SHOW OF THAT GENRE.
DESCRIBE WHAT MAKES A PROGRAMME FIT THIS GENRE - WHAT MAKES IT DIFFERENT FROM OTHER GENRES? WHAT ARE THE USUAL THINGS THAT WE FIND IN THEM?
CONSIDER THE CAMERAWORK, AUDIO, EDITING, LOCATIONS, PROPS, STORYLINES ETC.
Genre #4
Inform and develop ideas
What are Some Different Genres of Film and Television?
Help & Information
NAME A GENRE AND GIVE AN EXAMPLE OF A SHOW OF THAT GENRE.
DESCRIBE WHAT MAKES A PROGRAMME FIT THIS GENRE - WHAT MAKES IT DIFFERENT FROM OTHER GENRES? WHAT ARE THE USUAL THINGS THAT WE FIND IN THEM?
CONSIDER THE CAMERAWORK, AUDIO, EDITING, LOCATIONS, PROPS, STORYLINES ETC.
Genre #5
Task Two: CONTEXTUAL AWARENESS
Unit 6
2.1 Use contextual awareness to support the development of ideas for visual production.
Complete contextual research to build your own awareness
Contextual Awareness
Stills from Shows #1
Help & Information
FOCUS ON ONE GENRE AND ADD IN SOME STILLS FROM A TV SHOW OR FILM FROM IT.
Contextual Awareness
Programme #1
When working in the creative media sector you need to be aware of what contextual research is and how to use this to develop products.
Name of TV Show | |
Genre | |
Camerawork (types of shots, when and why they are used) | |
Audio (sound effects, music) | |
Actors (number of actors, how they are dressed, how they interact) | |
Location (indoors or outdoors, set dressing, props etc.) | |
Audience (who is it aimed at? How can you tell?) | |
Contextual Awareness
Stills from Shows #2
Help & Information
FOCUS ON A SECOND, TOTALLY DIFFERENT, GENRE AND ADD IN SOME STILLS FROM A TV SHOW OR FILM FROM IT.
Contextual Awareness
Programme #2
When working in the creative media sector you need to be aware of what contextual research is and how to use this to develop products.
Name of TV Show | |
Genre | |
Camerawork (types of shots, when and why they are used) | |
Audio (sound effects, music) | |
Actors (number of actors, how they are dressed, how they interact) | |
Location (indoors or outdoors, set dressing, props etc.) | |
Audience (who is it aimed at? How can you tell?) | |
Contextual Awareness
Stills from Shows #3
Help & Information
FOCUS ON A THIRD, TOTALLY DIFFERENT, GENRE AND ADD IN SOME STILLS FROM A TV SHOW OR FILM FROM IT.
Contextual Awareness
Programme #3
When working in the creative media sector you need to be aware of what contextual research is and how to use this to develop products.
Name of TV Show | |
Genre | |
Camerawork (types of shots, when and why they are used) | |
Audio (sound effects, music) | |
Actors (number of actors, how they are dressed, how they interact) | |
Location (indoors or outdoors, set dressing, props etc.) | |
Audience (who is it aimed at? How can you tell?) | |
Task Three: PLANNING
Unit 6
1.1 Use a range of skills to
inform and develop ideas for creative production.
2.1 Use contextual awareness to support the development of ideas for visual production.
3.1 Use creative media methods and skills for visual-based production.
You need to help to plan the production
Planning – Genre
Which Genre to Choose and Why
Help & Information
DECIDE WHICH GENRE YOU WILL MAKE YOUR SCENE.
WHY HAVE YOU CHOSEN THIS GENRE?
HOW WILL YOU MAKE THE POSTMAN SCRIPT FIT THIS GENRE?
Planning – Genre
Initial Ideas
Help & Information
READ THE SCRIPT, WITH YOUR CHOSEN GENRE IN MIND, AND MAKE SOME NOTES ON YOUR INTERPRETATION OF IT.
Knock at the door
Charlie runs down the stairs to answer
Charlie opens the door
There is a package/letter/box on the floor
Charlie picks it up and opens it
Pre-Production Techniques
Help & Information
1. CREATE A LIST OF LOCATIONS THAT YOU WANT TO VISIT.
2. VISIT EACH LOCATION AND TAKE A PHOTO TO INCLUDE HERE.
Location Reece(s)
Pre-Production Techniques
Help & Information
PRODUCE A SHOT LIST USING THIS TEMPLATE.
Shot List
Shot Number | Shot Type (close-up / medium shot / wide-shot) | Description | Duration |
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Pre-Production Techniques
Help & Information
FOR EVERY SHOT ON YOUR SHOT LIST, DRAW WHAT IT WILL LOOK LIKE AND DESCRIBE THE ACTIONS IN WRITING (INCLUDE THE SHOT TYPE).
Storyboard
Pre-Production Techniques
Help & Information
CHOOSE AND LINK TO ANY MUSIC OR SOUND EFFECTS YOU WANT TO USE.
Audio
Planning
Equipment List
USE THE FOLLOWING QUESTIONS TO HELP COMPLETE YOUR WORK
DESCRIBE & EXPLAIN….
1.WHEN YOU HAVE DECIDED ON THE COMPANY YOU WISH TO RE-BRAND START BY LOOKING AT THE BRANDING THAT IS ALREADY IN PLACE FOR OTHER COMPANIES LIKE THE ONE THAT YOU HAVE PICKED
2.COMMENT ON THE STYLES AND IMAGERY USED OF THESE OTHER BRANDS
3.WHAT ARE THE SIMILARITIES AND DIFFERENCES?
4.HOW HAS BRANDING ALTERED OVER THE YEARS WITHIN THAT SPECIFIC AREA
When working in the creative media sector you need to be aware of what contextual research is and how to use this to develop products.
Help & Information
MAKE A LIST OF ALL THE CAMERA AND SOUND EQUIPMENT YOU WILL NEED FOR YOUR SHOOT.
Planning
Props/costumes
USE THE FOLLOWING QUESTIONS TO HELP COMPLETE YOUR WORK
DESCRIBE & EXPLAIN….
1.WHEN YOU HAVE DECIDED ON THE COMPANY YOU WISH TO RE-BRAND START BY LOOKING AT THE BRANDING THAT IS ALREADY IN PLACE FOR OTHER COMPANIES LIKE THE ONE THAT YOU HAVE PICKED
2.COMMENT ON THE STYLES AND IMAGERY USED OF THESE OTHER BRANDS
3.WHAT ARE THE SIMILARITIES AND DIFFERENCES?
4.HOW HAS BRANDING ALTERED OVER THE YEARS WITHIN THAT SPECIFIC AREA
When working in the creative media sector you need to be aware of what contextual research is and how to use this to develop products.
Help & Information
MAKE A LIST OF ALL THE PROPS AND COSTUMES YOU WILL NEED FOR YOUR SHOOT.
Planning
Risk Assessment
Help & Information
USE THE FOLLOWING QUESTIONS TO HELP COMPLETE YOUR WORK
DESCRIBE & EXPLAIN….
1.WHEN YOU HAVE DECIDED ON THE COMPANY YOU WISH TO RE-BRAND START BY LOOKING AT THE BRANDING THAT IS ALREADY IN PLACE FOR OTHER COMPANIES LIKE THE ONE THAT YOU HAVE PICKED
2.COMMENT ON THE STYLES AND IMAGERY USED OF THESE OTHER BRANDS
3.WHAT ARE THE SIMILARITIES AND DIFFERENCES?
4.HOW HAS BRANDING ALTERED OVER THE YEARS WITHIN THAT SPECIFIC AREA
When working in the creative media sector you need to be aware of what contextual research is and how to use this to develop products.
Production details | |||||
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Production Personnel | |||||
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Checklist | |||||
No. | Source of Harm | Tick as app. | No. | Source of Harm | Tick as app. |
1 | Access difficulties |
| | Night Operations | |
2 | Alcoholic drinks/ hospitality |
| | Noise | |
3 | Animals |
| | Portable tools | |
4 | Artist/ Presenter controlling specialist equipment | | | Prop Hazards e.g. Glass, delicate props | |
5 | Compressed Gas | | | Radiation | |
6 | Confined Spaces | | | Risk of infection | |
7 | Crowds/ Public/ Civil unrest | | | Scaffolds, Rostra, working platforms | |
8 | Derelict building hazards e.g. rats, bird droppings, dangerous structures | | | Scenery hazards: e.g. unusual shapes, fire hazards | |
9 | Children/ Young Persons | | | Smoking | |
10 | Camera operation e.g. cranes, cables, steadicam | | | Special needs e.g. elderly, disabled | |
11 | Diving | | | Special effects e.g. snow, dry ice | |
12 | Electricity e.g. overhead cables, generators | | | Stunts | |
13 | Excavation | | | Temperature – extreme heat/ cold | |
14 | Explosives/ Pyrotechnics | | | Vehicles/ motorcycles – use of, filming | |
15 | Fire & Practical flames | | | Weapons | |
16 | Flammable materials | | | Working at height | |
17 | Flying e.g. aircraft, drone | | | Water e.g. Work on or near, use of tanks | |
18 | Fatigue/ long hours/ physical exertion | | | Working overseas | |
19 | Food preparation |
| | Weather extremes of | |
20 | Hazardous substances e.g. dust, vapours, fumes |
| | Possibility of violence | |
21 | Lasers, strobe effects |
| | Other | |
Planning
Risk Assessment
Help & Information
USE THE FOLLOWING QUESTIONS TO HELP COMPLETE YOUR WORK
DESCRIBE & EXPLAIN….
1.WHEN YOU HAVE DECIDED ON THE COMPANY YOU WISH TO RE-BRAND START BY LOOKING AT THE BRANDING THAT IS ALREADY IN PLACE FOR OTHER COMPANIES LIKE THE ONE THAT YOU HAVE PICKED
2.COMMENT ON THE STYLES AND IMAGERY USED OF THESE OTHER BRANDS
3.WHAT ARE THE SIMILARITIES AND DIFFERENCES?
4.HOW HAS BRANDING ALTERED OVER THE YEARS WITHIN THAT SPECIFIC AREA
When working in the creative media sector you need to be aware of what contextual research is and how to use this to develop products.
Risk Evaluation For each item ticked in table 1, state who is at risk, what the risks are and how the risks are/ will be controlled taking into account all rules that apply (regulations, codes of practice, guidance, production company procedures). The person(s) responsible for implementing the controls should also be clearly identified and a copy of the assessment must be issued to them. Full details of experts/ contractors and emergency arrangements should be detailed in table in 4. | |||||
Source of Harm | Who is at risk (cast, crew Public) | Likelihood (H, M, L) | Severity (H, M, L) | Risk Level (H, M, L) | Precautions used or required to ensure risk is reduced |
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Task Four: PRODUCTION
Unit 6
3.1 Use creative media methods and skills for visual-based production.
You are now ready to produce your show – add in photos of the production and explain the role that you had
Production
Help & Information
PRODUCE A LOG/JOURNAL OF THE PROCESS YOU HAVE GONE THROUGH WHEN CREATING YOUR SCENE.
1. DOCUMENT WHAT YOU DO DURING EACH SESSION DURING PRODUCTION.
2. ADD IN SCREENSHOTS OF THE EDITING THAT YOU HAVE DONE AND COMMENT ON HOW YOU DID THIS.
3. INCLUDE PHOTOS FROM YOUR FILMING.
Production Process
Production
Help & Information
UPLOAD YOUR FINISHED FILM TO YOUTUBE AND/OR GOOGLE DRIVE AND PASTE THE LINK TO IT ON THIS SLIDE.
IF ON YOUTUBE, ENSURE THE VIDEO IS ‘PUBLIC’ OR ‘UNLISTED’.
IF ON GOOGLE DRIVE, ENSURE YOU HAVE RIGHT-CLICKED THE VIDEO FILE AND SELECTED ‘ANYONE WITH THE LINK CAN VIEW’.
Final Film
Task Five: ASSESS
Unit 6
1.2 Assess the effectiveness of technology skills in solving a visual production problem.
3.2 Assess the effectiveness of selected methods and skills to communicate ideas.
After you have completed the final material you need to now asses the development process and production process that you have gone through. You will then, finally, evaluate your products.
Assess
Help & Information
ANSWER THE FOLLOWING QUESTIONS (IN FULL SENTENCES):
WHAT DID YOU LEARN FROM THE RESEARCH INTO GENRES? THINK ABOUT THE GENRES YOU LOOKED AT AND WHAT YOU LEARNED ABOUT THEM.
REFER TO THE EXAMPLES OF TV SHOWS YOU GAVE ETC.
HOW DID THIS HELP? WHAT DID YOU LEARN FROM THE RESEARCH AS A WHOLE AND HOW DID IT PREPARE YOU FOR THE UNIT?
Evaluation
Assess
Help & Information
ANSWER THE FOLLOWING QUESTIONS (IN FULL SENTENCES):
WRITE A LIST OF ALL THE PLANNING YOU DID. HOW DID EACH OF THESE DOCUMENTS HELP? WHY WOULD IT BE GOOD TO USE THEM IN FUTURE?
DID ANYTHING CHANGE BETWEEN YOUR PLANNING AND THE FINAL FILM? HOW DID THINGS CHANGE AND WHAT WAS THE IMPACT?
WHICH WERE THE MOST AND LEAST HELPFUL PLANNING DOCUMENT?
Evaluation
Assess
Help & Information
ANSWER THE FOLLOWING QUESTIONS (IN FULL SENTENCES):
WHY IS IT IMPORTANT TO HAVE CONTEXTUAL AWARENESS?
HOW CAN THIS HELP YOU GENERATE IDEAS, PLAN, AND PRODUCE CREATIVE MEDIA PRODUCTS?
HOW DID YOU OWN CONTEXTUAL RESEARCH HELP YOU?
DID YOU HAVE ANY PROBLEMS WHEN FILMING? WHAT SHOTS WERE HARD TO GET AND WHY?
Evaluation
Assess
Help & Information
ANSWER THE FOLLOWING QUESTIONS (IN FULL SENTENCES):
WHAT NEW SKILLS HAVE YOU LEARNED (TECHNICAL AND/OR COMMUNICATION SKILLS)? THINK BACK TO WHAT YOUR SKILLS WERE LIKE AT THE START OF THE YEAR AND HOW THEY HAVE IMPROVED NOW.
ASSESS YOUR FINAL SCENE FOR:
Evaluation
Assess
Help & Information
ANSWER THE FOLLOWING QUESTIONS (IN FULL SENTENCES):
DO YOU THINK THAT YOU MET THE BRIEF? THINK ABOUT THE GENRE YOU CHOSE, THE AUDIENCE, AND HOW MUCH LIKE OTHER TV SHOWS IT IS.
WHAT WOULD YOU CHANGE IF YOU DID THIS PROJECT AGAIN? IS THERE ANYTHING YOU MISSED OUT WHEN RECORDING THAT YOU THINK WOULD HAVE IMPROVED IT?
Evaluation