Assignment:
|
Short Film Project
|
Assignment Brief
Qualification:
|
Level 3 BTEC National
Extended Diploma in Creative Media Production (TV & Film)
|
Unit:
|
1: Pre-Production
Techniques for the Creative Media Industries; 2: Communication Skills for
Creative Media Production; 22: Single Camera Techniques
|
Assignment:
|
Short Film Project
|
Start
date:
|
12th
September 2014
|
Deadline
date:
|
Interim Deadline – 30th
November. Final Deadline – 8th May
|
Assessing
tutor:
|
Ms Schutze
|
Applied Learning
Scenario:
|
You
have been asked to create a short film of not more than 10 minutes for entry
into a short film competition. The
genre of the film should be a short Drama and it needs to be shot using only
a single camera. The content of the
film is up to you but it must be a complete story (not part of a series) and
it must be suitable for particular age range or target audience chosen by
you. It would be easier if you
considered a style for your film as keeping to that style will help you to
improve the quality of the piece overall.
Analysis:
You
need to begin by understanding the genre of single camera drama and its
various incarnations.
Ideas and Research:
Having
looked at single camera dramas, you now need to begin to think about your
short film and therefore your own single camera drama. You also need to
research the content of the piece, the target audience and how viable the
production will be.
The Pitch:
Building
on task 2, you need to create a report into your film and how successful it
will be as a media product.
Before
any product gets the green light, the all important pitch to programme
commissioners needs to be made and you are expected to use the information in
your report and present a pitch with flair and professionalism
Understanding
requirements:
You
need to understand how the industry works and what procedures need to be
followed in order to produce a short film (or any Media product).
The Plan:
Assuming
your project was given the green light, you now begin to fully plan your film
down to the last detail.
Production:
Having
fully planned down to the last detail, your production stage should go
smoothly and you should produce enough raw footage to put together a
professional looking short film.
Post-Production:
After
looking at the edit process and how it has developed, you need to prepare
your footage for edit and then put together your final piece with sound and
music to make a professional looking short film.
|
Learning outcomes:
|
Unit
1:
On
completion of this unit a learner should:
1
Understand requirements for a specific media production
2
Be able to prepare pre-production documentation for a specific media
production
3
Be able to apply pre-production planning for a specific media production
Unit
2:
On
completion of this unit a learner should:
1
Be able to extract information from written sources
2
Be able to create a report in a media production context
3
Be able to pitch a media production proposal using appropriate technology
Unit
22:
On
completion of this unit a learner should:
1
Understand the features of single camera production
2
Be able to plan a single camera production
3
Be able to apply single camera techniques in a production.
|
What you have to do
Task
|
Assessment Evidence
|
Assessment Focus
|
TASK 1: Analysis
a)
Through looking at a range of different short films, and
using the key terms to guide you, analyse at least two single camera short
film productions and compare and contrast them.
|
A Document or
presentation that outlines short films, their formats, narrative structures
and audience appeal.
|
Grading Criteria:
Unit 22: P1/M1/D1
PLTS:
Independent enquirers:
planning and carrying out research into existing single camera
productions
Functional Skills:
ICT:
Select and use a variety of sources of information independently for
a complex task
English:
reviewing literature and websites to find examples of short films
and to find out about the uses, characteristics and
technology
|
b)
Using the same films, look at the technical aspects in
terms of how they use cameras, lighting, sound and editing.
|
A document or
presentation that explains the technical aspects and what impact they may
have on the piece and the audience.
|
Key
Terms that you should be using in your work:
- Formats: e.g.
series, serial, single drama; genre, e.g. period, dramadoc, crime, soap
opera, comedy
- Narrative structures: e.g. linear (or sequential), non-linear (or non-sequential), flashback,
realist, anti-realist; endings, e.g. open, closed
- Technical: camera; lighting; sound; editing; scripting; building a scene;
building a story
Assignment:
|
Short Film Project
|
What you have to do
Task
|
Assessment Evidence
|
Assessment Focus
|
TASK 2: Ideas &
Research
a)
Using the techniques learned in lessons about narrative
– i.e Todorov’s theory and Propp’s stock characters, develop an idea for a
short film plot and characters – you need to document this process with
minutes of meetings and show the process of ideas generation that you have
gone through with a personal diary or log.
|
Minutes of meeting, resources produced, diary
or log which shows this ideas generation process.
|
Grading Criteria:
Unit 2 P1/M1/D1
Unit 22
P2/M2/D2
PLTS:
Creative Thinkers:
generating ideas and exploring possibilities
for a short film
Reflective learners:
setting goals with success criteria for their production work.
Team workers:
managing discussions to reach agreements and achieve results
Functional
Skills:
ICT:
Use ICT to effectively plan work and evaluate the effectiveness of
the ICT system they have used
English
taking part in brainstorming sessions to generate ideas as a
response to a creative brief
presenting the final motion graphics sequence to their peer group and
talking about it
|
b)
Primary research into your audience and their
preferences or understanding of the genre or style of film that you are
producing.
|
Questionnaires, Vox pops or interviews with
your target audience that have been analysed to show your understanding of
them.
|
|
c)
Research the elements that would be needed for a
production – this is both background research to inform your story and
research into the elements that you will need to produce it such as a budget,
types of location, types of costume and mise-en-scene.
|
A comprehensive amount of research which is
fully referenced, with summaries and notes to show that you have understood
it.
|
Key
Terms that you should be using in your work:
·
Written sources: eg books, journals, websites, magazines, newspapers, handouts
·
Reading: with concentration; skim-reading: scanning; using index; using word
search; using phrase search
·
Extract information: eg write notes, summarise, highlight text, annotate document,
underline passages, copy and paste extracts
·
Originate ideas: group and individual brainstorming; analysis of each idea;
selection; justification
·
Develop an idea: eg mood boards, thumbnails, mock-ups, surveys
·
Constraints: time; costs; personnel; resources; legal and ethical considerations,
eg privacy, libel law, defamation, race discrimination law, data protection,
freedom of information; codes of practice; copyright (requirement, owner,
clearance, cost)
·
Research an idea: audience research, eg age, gender, socio-economic grouping,
lifestyle, location; audience figures, eg RAJAR, BARB, ABC, CAA, ELSPA,
ChartTrack, MCV; primary content research, eg interviews, questionnaires,
own observations; secondary content research, eg newspapers, magazines, books,
audio, audio-visual, electronic, internet, archives, libraries; research into
competitors; research into market
·
Devising: finding ideas; developing ideas; narrative structures; character;
scripts; treatments; storyboards
·
Resources: talent; properties; costume; locations; video recording and playback
equipment; audio recording and playback equipment; lighting equipment; sound
and visual effects
·
Planning: treatments; shooting scripts; records of pre-production meetings;
shooting schedules; call sheets; production roles; floor or location plans;
prop lists; daily report sheets; production schedules
·
Health and safety: risk assessments (studio, locations)
Assignment:
|
Short Film Project
|
What you have to do
Task
|
Assessment Evidence
|
Assessment Focus
|
TASK 3: The Pitch
a)
Create a report to be presented to a producer or
producers detailing all of the information that you have discovered through
your research. Most importantly, this
report must SELL the idea of your film – so it must include why the film
should be made and how it will appeal as a product to a target market
|
A
detailed written report in the form of a script or prose for the group to
read out as part of a presentation.
|
Grading Criteria:
Unit 2 P2/M2/D2, P3/M3/D3
P4/M4/D4, P5/M5/D5
PLTS:
Independent
Enquirers
presenting information orally and in writing using reasoned
arguments and evidence, and providing supporting evidence
Creative Thinkers
generating ideas for pitches, asking questions in production
contexts to extend their thinking
Reflective Learners
presenting ideas, inviting feedback and dealing positively with
praise, setbacks and criticism, communicating
ideas for different audiences using oral presentations and written formats,
setting goals and success criteria for their development, reviewing their own
progress and acting on the outcomes
Self Managers
organising time and resources to create effective reports or pitches
responding positively to change, seeking advice and support when needed
Functional Skills:
ICT:
using ICT to plan and prepare oral and written presentations in a variety
of formats
English:
making valid contributions to class discussions and focus groups
communicating effectively to audience during oral presentations
|
b)
Create a presentation to go with your report which is to
be used as a prompt rather than containing all of the information. This is then pitched to a producer using
all of the skills associated with presenting that you have learned through
your lessons
|
A
PowerPoint presentation to go with your report
|
|
c)
Report review – each member of the group needs to take a
copy of the report and PowerPoint and adjust them based upon the feedback
from peers and staff following their presentation – this process must be
documented in your log or diary and will be your own final version to hand
in.
|
A finalised copy of your report and
PowerPoint presentation.
|
Key
Terms that you should be using in your work:
·
Create report: content; structure; linguistic register; summary; index;
presentation; visuals, eg illustrations, graphics, charts, graphs
·
Contexts: eg for client, for employer, market assessment, market analysis,
product analysis, self-evaluation
·
Revision: proof-reading (spelling, punctuation, grammar, clarity of
expression, structure of content); electronic checks (spelling, punctuation,
grammar, thesaurus)
·
Proposal: content outline; target audience; resources; personnel requirements,
eg cast and crew, team, specialists; budget; project schedule
·
Pitch: style; format, eg PowerPoint, video presentation, multiple
presentation; technology, eg video screen, projector, audio playback; product
information (content outline, target audience, resources, cast and crew
requirements, budget, project schedule, market fit); preparation of materials;
rehearsal of pitch; delivery of pitch
Assignment:
|
Short Film Project
|
What you have to do
Task
|
Assessment Evidence
|
Assessment Focus
|
TASK 4: Understanding
requirements
a)
Research into sources of funding for a film giving
examples of films that have been funded by these sources and how it has
helped them to be successful – this could be through grants or investments.
|
A
document or presentation about funding for films with examples.
|
Grading Criteria:
Unit 1
P1/M1/D1
PLTS:
Independent Enquirers:
Investigating requirements for production in
the media industries.
Functional
Skills:
ICT:
researching materials and resources for
pre-production
English
researching the techniques and conventions of pre-production
work
|
b)
Research what regulatory bodies your film would have to
go through for general release (such as BBFC or the ASA if you are
advertising it) and find out the rules that you would need to comply with.
|
A
document or presentation about regulatory bodies and the rules that you would
need to comply with.
|
|
c)
Find out about the copyright issues relating to any
archive material or music that you may use and state how you would go about
getting permission to use this (try MCPS).
|
A
document or presentation about the copyright issues and what you would need
to do.
|
Key
Terms that you should be using in your work:
·
Type of production: eg film, television, video, radio, audio, interactive media, web,
computer game, print, photo-imaging
·
Finance: sources of finance; requirements, eg equipment, transport, talent,
crew, materials, facility hire, clearances
·
Time: eg deadlines, availability of equipment, availability of personnel,
timescales for clearances
·
Personnel: size of team; roles; skills and experience; resourcing;
availability; costs; team or crew CVs
·
Facilities: eg production equipment, post-production equipment, facility houses,
outsourcing; availability; costs
·
Materials: type, eg original materials, archive and library materials,
photo-library materials, sound library materials, internet, assets, audio,
script, animatics, graphics, interviews, costumes, properties, recorded music;
sources; costs; clearances
·
Contributors: type, eg specialists, experts, talent, public; contributor
biographies
·
Codes of practice and
regulation: clearances, eg Mechanical Copyright
Protection Society-Performing Rights Society Alliance (MCPS-PRS), model
releases, location permissions; legal, eg copyright, health and safety;
insurance, eg public liability, completion insurance; regulatory bodies, eg
Ofcom, Press Complaints Commission (PCC), Advertising Standards Authority
(ASA), British Board of Film Classification (BBFC); trade unions, eg Producers’
Alliance for Cinema and Television (PACT), National Union of Journalists (NUJ),
Broadcasting Entertainment, Cinematograph and Theatre Union (BECTU)
Assignment:
|
Short Film Project
|
What you have to do
Task
|
Assessment Evidence
|
Assessment Focus
|
TASK 5: Planning
a)
A full script needs to be written for your short film
including all shots, action and dialogue
|
A complete script
|
Grading Criteria:
Unit 1
P2/M2/D2
PLTS:
Independent Enquirers:
Investigating requirements for production in the media industries. Identifying
resources required for a production
Self Managers:
Taking responsibility for implementing a pre-production plan. Taking
responsibility for tasks which are crucial to the success of a group project.
Team workers:
Applying pre-production planning to a group-based media production.
Taking a role within a group production
Functional
Skills:
ICT:
Use ICT to effectively plan work
English
writing treatments, scripts, schedules, and reports on preproduction
techniques
|
b)
Identify the roles that each of you will take during the
production process and write a full explanation and justification as to why
each of you is taking on that role
|
A
document justifying your choices for each production role
|
|
c)
List the actors for your film and justify why they were
chosen to fill those roles
|
A
document justifying your choices for each acting role
|
|
d)
From your script, produce a storyboard and shot list
|
A Storyboard and shot list
|
|
e)
Perform a location recce and fill in both Location
reports and risk assessments. From
this a shooting schedule can be created including details of all cast, crew,
equipment, costume and props for each individual shoot.
|
Location reports, risk assessments for each
location.
A
shooting schedule with full details of
all elements required
|
|
f)
Create actor and location release forms to be signed
during filming
|
Actor
and Location release documents
|
Key
Terms that you should be using in your work:
·
Procedure: identify finance available; identify personnel needed; identify
personnel available; identify resources needed; identify resources available;
prepare budget; contract personnel; book resources; prepare schedules; identify
health and safety implications; identify legal implications; identify risks to
project
·
Documentation: production documentation, eg scripts, storyboards, mood boards,
thumbnails, properties, contact lists, location recces; production schedules;
budget; clearances; plans, eg location plans, studio plans; health and safety
assessments; risk assessments; contingency plans
·
Planning: agreed production roles; job allocation; task definitions and deadlines;
agreed content outline within proposal; preliminary and regular team meetings;
agendas and minutes; proposed schedules; logistics, eg personnel, equipment,
locations, additional facilities, additional resources; contingency, eg
resources backup, logistics backup; time frame for project maturity; risk
assessments
·
Production management: pre-production phase; production phase; post-production phase;
project management techniques, eg spreadsheet, dedicated software, agile
methods, scrums; team and individual performance; contingency plans for
staffing and resources; monitoring and reviewing; problem solving;
prioritisation; crisis management; quality control; meeting submission dates;
modifications after completion
·
Product: technical and aesthetic qualities; realisation of proposal; fitness
for purpose, eg audience, commissioning organisation or agency, client
Assignment:
|
Short Film Project
|
What you have to do
Task
|
Assessment Evidence
|
Assessment Focus
|
TASK 6: Production
a)
Shoot your film! But consider the following:
·
Always use a marker (such as a clapper board on each
take of each shot)
·
Check the camera settings – then check them again
(including white balance, gain and sound settings)
·
Always have someone listening on headphones to make sure
that the sound is good, clear and free from background noises
·
Check the light – use lights and reflectors – especially
if the light is coming from behind your actors or part of their face is in
shadow (unless you are specifically going for that effect)
·
Use a new tape for each shoot to avoid errors and to
keep time coding consistent
·
Set up your shots carefully considering Mise-en-scene
·
One take is rarely enough!! Do 2 or 3 per shot to make
sure and give your editor more choice
·
Make a record during the shoot of which takes worked
well and which are bad
|
Tapes
or files of your raw footage ready for editing (also called rushes)
|
Grading Criteria:
Unit 1
P3/M3/D3
Unit 22
P3/M3/D3
PLTS:
Creative Thinkers:
Adapting ideas as circumstances change whilst working on single camera
productions. Adapting their ideas as circumstances change
Self Managers:
Organising time and resources and prioritising actions when
producing projects. Seeking out challenges or new responsibilities and
showing flexibility when priorities change. Deal with competing pressures,
including personal and work-related demands. Responding positively to change,
seeking advice and support when needed.
|
Key
Terms that you should be using in your work:
·
Elements of production: logistics; finance; creative processes
·
Project management: personnel management; resource management; time management;
monitoring progress; risk management; crisis management; maintaining
documentation
·
Production process: rehearsals; shoot; shooting records; production logs; technical competencies;
creative abilities; own work; teamwork
Assignment:
|
Short Film Project
|
What you have to do – NB: all work in this section
is INDIVIDUAL not group.
Task
|
Assessment Evidence
|
Assessment Focus
|
TASK 7: Post
Production
Edit
your final piece using Premiere and considering some of the following:
The
flow of the piece and how engaging it will be to an audience
|
A
final edited film in AVI format and placed on the M: Drive
|
Grading Criteria:
Unit 22
P3/M3/D3
PLTS:
Creative Thinkers:
Generating ideas and exploring possibilities when editing sound and
picture for a specific purpose, and using conventions and techniques to create
meaning. Connecting their own and others’ ideas and experiences in inventive
ways by using knowledge of the work of professional editors to inform their
own work. Adapting ideas as circumstances change whilst editing.
Self Managers:
Working towards goals, showing initiative, commitment and
perseverance
Organising time and resources, and prioritising actions when engaged
in editing work.
Functional
Skills:
ICT:
using editing software to select, refine and combine material on a
timeline
|
Key
Terms that you should be using in your work:
·
Development: in-camera editing; following the action; multiple points of view;
shot variation; manipulation of diegetic time and space; film, video; analogue;
digital
·
Purposes: storytelling, eg engaging the viewer, development of drama,
relationship to genre, creating motivation; combining shots into sequences;
creating pace
·
Conventions and techniques: seamless; continuity; motivated; montage; jump-cutting; parallel
editing; 180o rule; splicing; transitions, eg cut, dissolve, fade, wipe;
cutaways; point of view shot; shot-reverse-shot; providing and withholding
information; editing rhythm; crosscutting; cutting to soundtrack
·
Preparation techniques: checking material for faults; synchronising rushes; producing a
rushes log; marking up a script; labelling tapes; storing tapes or film;
producing an edit decision list; creating bins; clarifying the purpose of the
work with a client or director
·
Preparing to edit: importing clips; bins; timelines; storage and folder management; online
and offline editing; formats; resolution
·
Editing technology: software applications; hardware, eg non-linear, linear; high
definition; standard definition; tapes; hard disc; data transfer rates;
exporting productions; file types, eg mov, avi, flv; compression
·
Editing process: use appropriate techniques, eg seamless, continuity, motivated,
montage, jump-cutting, parallel editing; use appropriate transitions, eg cut,
dissolve, fade, wipe; use appropriate conventions, eg cutaways, cutting on
action, creating juxtapositions, intercutting; pace effectively; convey
information effectively; use sound to create impact; synchronise sound and
vision; mix soundtracks; overlap sound; offline edit; online edit
·
Post-production tools: on screen text; image editing; audio editing
Sources of
Information
|
Useful Websites
|
Textbooks:
·
Baylis P, Freedman A, Procter N et al – BTEC
Level 3 National Creative Media Production, Student Book (Pearson, 2010)
ISBN 978-1846906725
·
Baylis P, Freedman A, Procter N et al – BTEC
Level 3 National Creative Media Production, Teaching Resource Pack (Pearson,
2010) ISBN 978-1846907371
·
Gates
R – Production
Management for Film and Video, 3rd Edition (Focal Press, 1999) ISBN
978-0240515533
·
Kindem
G and Musburger R – Introduction
to Media Production: From Analog to Digital, 2nd Edition (Focal
Press, 2001) ISBN 978-0240804088
·
Millerson
G – Video
Production Handbook (Focal,
2008) ISBN 978-0240802398
·
Mitchell
L – Production
Management for Television (Routledge, 2009) ISBN 978-0415424813
·
Roberts-Breslin
J – Making
Media: Foundations of Sound and Image Production, 2nd Edition (Focal
Press, 2003) ISBN 978-0240809076
·
Bradbury
A – Successful
Presentation Skills, 3rd Edition (Koogan Page, 2006) ISBN
978-0749445607
·
Condrill,
J and Bough, B – 101
Ways to Improve Your Communication Skills Instantly (GoalMinds
Inc, 1999) ISBN 978-0966141498
·
Cottrel
S – Critical
Thinking Skills: Developing Effective Analysis and Argument (Palgrave
Macmillan, 2005) ISBN 978-403996855
·
Hargie,
O – The
Handbook of Communication Skills, 2nd Edition (Routledge,
1997) ISBN 978 0415123266
·
Jeffries
L and Mikulecky B – More
Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading
Faster (Pearson,
2003) ISBN 978-0130611994
·
Chandler
G – Cut
by Cut: Editing Your Film or Video (Michael Wiese, 2004) ISBN
978-0941188999
·
Dancyger
K – The
Technique of Film and Video Editing: History, Theory, and Practice, 4th
Edition (Focal,
2006) ISBN 978-0240807652
·
Kindem
G and Musburger R – Introduction
to Media Production: From Analog to Digital, 4th Edition (Focal
Press, 2009) ISBN 978-0240810829
·
McGrath
D – Editing
and Post-Production (Focal
Press, 2001) ISBN 978-0240804682
·
Murch
W – In
the Blink of an Eye: A Perspective of Film Editing, 2nd Edition (Silverman-James
Press, 2001) ISBN 978-1879505629
·
Orlebar
J – Digital
Television Production (Hodder Arnold, 2001) ISBN 978-0340763230
·
Roberts-Breslin
J – Making
Media: Foundations of Sound and Image Production, 2nd edition (Focal
Press, 2007) ISBN 978-0240809076
·
Rubin
M – The
Little Digital Video Book, 2nd Edition (Peachpit, 2001) ISBN
978-0321572622
·
Wells
P – Digital
Video Editing: A User’s Guide (Crowood, 2007) ISBN 978-1861269522
·
Evans
R – Practical
DV Film Making, 2nd Edition (Focal Press, 2005) ISBN
978-0240807386
·
Figgis
M – Digital
Film Making (Faber,
2007) ISBN 978-0571226252
·
Gloman
C— No-budget Video Production: Producing Professional Quality Commercials,
How-to’s, Training and Features – for Virtually Nothing
(McGraw
Hill, 2002) ISBN 978-0071412322
·
Hardy
P – Filming
on a Microbudget, 3rd Edition (Pocket Essentials, 2008) ISBN
978-1842433010
·
Jones
C and Joliffe G – The
Guerilla Film Makers Handbook, 3rd Edition (Continuum, 2006) ISBN
978-0826479884
·
Kindem
G and Musburger R – Introduction
to Media Production: From Analog to Digital, 4th Edition (Focal
Press, 2009) ISBN 978-0240810829
·
Logan
J and Schellhardt L – Screenwriting for Dummies,
2nd Edition (J
Wiley, 2008) ISBN 978-0470345405
·
Millerson
G – Video
Production Handbook, 4th Edition (Focal Press, 2008) ISBN
978-0240520803
·
Musberger
R – Single
Video Camera Production, 4th Edition (Focal Press, 2005) ISBN
978-0240807065
·
Roberts-Breslin
J – Making
Media: Foundations of Sound and Image Production, 2nd Edition (Focal
Press, 2007) ISBN 978-0240809076
·
Thurlow
C – Making
Short Films: The Complete Guide from Script to Screen, 2nd Edition (Berg,
2008) ISBN 978-1845208042
|
Websites:
– BBC
information about film making
– roles
in the media industries
– free
pre-production software
– information
about film production techniques
–
online resources for practising communication skills
–
government website with links to online courses
–
free online tools which help you discover and develop essential communication
skills
and
techniques
– a
project management site with useful resources
–
Skillset’s pages on the role of a project manager
–
First Light exists to encourage film making amongst young people and has
links to Skillset and the UK Film Council
–
BKSTS (British Kinematograph Sound & Television Society) organises events,
courses, and new equipment demonstrations)
–
Shooting People, a film making forum
|
Unit:
|
1: Pre-Production
Techniques for the Creative Media Industries
|
Assessment and Grading Criteria
In order to pass this unit, the
evidence that you present for assessment needs to demonstrate that you can meet
all the learning outcomes for the unit.
The assessment criteria for a PASS
grade describe the level of achievement required to pass this unit.
To achieve a PASS grade your work must
show that you are able to:
|
To achieve a MERIT grade your work
must show that, in addition to the PASS criteria, you are able to:
|
To achieve a DISTINCTION grade your
work must show that, in addition to the PASS and MERIT criteria, you are able
to:
|
P1 outline
requirements and sources of requirements for a specific media production [IE]
|
M1 explain
in some detail and competently present requirements and sources of
requirements for a specific media production
|
D1 comprehensively
explain and present to a quality that reflects near-professional standards
fully detailed requirements and sources of requirements for a specific media
production
|
P2 generate
outline preproduction documentation for a specific media production with some
assistance
|
M2 generate
competent, carefully presented and detailed pre-production documentation for
a specific media production with only occasional assistance
|
D2 generate
thorough and comprehensively detailed pre-production documentation for a
specific media production, working independently to professional expectations
|
P3 apply
pre-production planning to a specific media production working with some
assistance. [TW, SM]
|
M3 apply
pre-production planning to a specific media production competently with only
occasional assistance
|
D3 apply
pre-production planning to a specific media production to a quality that reflects
near-professional standards, working independently to professional
expectations
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Unit:
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2: Communication
Skills for Creative Media Production
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Assessment and Grading Criteria
In order to pass this unit, the
evidence that you present for assessment needs to demonstrate that you can meet
all the learning outcomes for the unit.
The assessment criteria for a PASS
grade describe the level of achievement required to pass this unit.
To achieve a PASS grade your work must
show that you are able to:
|
To achieve a MERIT grade your work
must show that, in addition to the PASS criteria, you are able to:
|
To achieve a DISTINCTION grade your
work must show that, in addition to the PASS and MERIT criteria, you are able
to:
|
P1 use
appropriate techniques to extract relevant information from written sources
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M1 use
appropriate techniques to extract information from written sources with some
precision
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D1 use
appropriate techniques to extract comprehensive information from written
sources
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P2 present
a media production report which conveys relevant information [IE]
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M2 present
a structured and detailed media production report which conveys information
and explains conclusions with clarity
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D2 present
a well-structured and substantial media production report which conveys
information with precise exemplification and justifies conclusions with
supporting arguments
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P3 review
reports to make changes with occasional beneficial effects [RL]
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M3 review
reports to make changes with frequent beneficial effects
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D3 review
reports to make changes with consistently beneficial effects
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P4 deploy
and manage appropriate technology to pitch a media production proposal [SM]
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M4 deploy
and manage technology to pitch a media production proposal effectively and
with some imagination
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D4 deploy
and manage technology to pitch a media production proposal with creativity
and flair and to near-professional standards
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P5 employ
appropriate forms of address in a media production pitch to communicate
ideas. [CT]
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M5 employ
forms of address in a media production pitch to communicate ideas effectively
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D5 employ
forms of address in a media production pitch with flair to communicate ideas
with impact
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