Week 14 Prep Work over Christmas (due 8th Jan for FSA assessment)

Homework & prep: Total Duration 3 hours to complete
Use the hyperlinks supplied to help you research, you may look at other examples if they are appropriate

Scenario:
As an intern, you have been commissioned by the marketing consultant agency 'Don't Panic' to create a proposal for a 30 second YouTube Viral Advert to promote the ‘Random Acts of Kindness’ Pass-It-On 2016 Charity Campaign. The key demographic are urban youth 16-25.

"Once the client is confident that you understand key conventions and persuasive techniques of viral ads, you will conduct research into how to appeal to an audience, as well as look at existing successful charity viral campaigns to be able to generate at least 2 ideas, then refine and developing them to select the strongest. You will then create a proposal portfolio summarising your research, your ideas and pitch to the client. You will need to show you can work reliably, present confidently and collaboratively with others using digital presentation software, as well as thinking creatively."

Task 1: (20 minutes) annotate the brief (below & given copy in class) to highlight the specific purpose and requirements of the client

With a highlighter, find the information in the brief and add notes on purpose

a)    creating a specific audience reaction to the video

b)    promoting or increasing awareness

c)    persuading an audience

d)    platform, what will the product be and where will it be seen?

Task 2: Research (1 hour 15 minutes)

To achieve the criteria you must show that you are able to:

Conduct limited research into a digital media product.

Conduct adequate product and audience research for a digital media product

Conduct competent product and audience research for a digital media product.

"Include these illustrative examples in a series of summary reports to the Head of Creative at the agency via a blog portfolio to convince them you understand the following"

Section 1: Investigate the conventions of Charity Viral Video ad Campaigns, looking at a previous example (above) on Youtube and evaluating it's success (views, comments etc)

Section 2: Investigate how the audience consume digital Viral ads and on which platforms (ie Youtube Channels) you would find them on (caution this Youtube Channel has 18+ swearing)

Section 3: Investigate the use of Viral Buzz and Mode of Address to target the specific audience of 16-25 college & uni students, by looking at examples of other ads or Youth oriented Formats (eg BBC3)

Section 4: A critique of examples of random acts of kindness that would appeal or be suitable to this audience that have been posted on Youtube

Task 3: Who is the intended audience? (45 mins)

a)    age, gender, psychographic group, college students (use Thinglink to create a mood board profile of your typical audience member, their likes and interests)

b)    brainstorm ideas of how to appeal to them (use a mindmap site like Popplet)

Example of Audience Profile 1

Another example of an audience profile

Yet another example of an audience profile

Example of a Brainstorm Mind Map on Popplet with images

Task 4: Generate 2 ideas, (40 minutes) consider:

a)  What will happen in your advert? (Collect 5 images using Shutterstock to show the narrative or story sequence)

b)  How will it make the audience react[1]  as required[2]  by the client?

c)  How will the idea promote[3]  and persuade[4] ?

d)  How can you make it go Viral (6 types of Buzz)?

6 types of Buzz

Outline ideas which meet a brief for a digital media product, using basic verbal communication methods. #

Develop ideas for a digital media product using appropriate verbal and written communication methods. #

Develop ideas for a digital media product using clear and effective verbal and written communication methods. #

Develop creative ideas for a digital media product, using confident and accurate verbal, written and visual communication methods. #

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Don't panic viral advert assignment brief from ctkmedia

GP Day 3: Music Video Production Clor Storyboard

Graduate Program Day 3: Music Video Production

Your task is to reproduce as closely as possible the music video for Clor's Love and Pain. You will again be split into 2 teams, with each team having only 30 minutes to shoot their section of the video.

Team 1 will shoot and edit section 1: ("Intro" up to the "Instrumental Costume Change")
Team 2 will shoot and edit section 2: ("Instrumental Costume Change" to the end of "Outro")

The winning team will earn a reward.

What you need to organise:

1. Team roles (8 crew)

• Director (works with actors and ensures all visual aspects such as make-up and costume are correct)
• Choreographer & Make Up (directs the dance performance moves and applies the make up)
• PM - Producer (ensures the production stays on schedule/deadline, plays and pauses the Master Track for actors to perform to)
• Editor (edits and synchs the footage as per the structure of the song, sources the backdrop images whilst shoot is happening, studies how to do the effects with Youtube tutorials)
• Actors x 2 (wear make up, do the dancing and lip synching - sell the performance)
• Camera Operator (makes sure the shot is correct and framed appropriately for editor to use effects)
• Lighting Technician (works with the Camera Operator to ensure that the green screen and actors are lit correctly to use the Chroma Key effect)

2. Make up & Costume 

Look at the images below and organise who will source the required costume and make-up (good luck with the cat suit) for the day (I will not be provided any of this)

3. Schedule - 

8:50 - 9:10 roles registration, team name

9:10 - 9:30 rehearsals, cam and light set up

9:30 - 10 group 1 shoot

10 - 10:30 group 2 shoot/group 1 edit

10:30 - 10:50 group 2 edit/group 1 pick up shots

Team objectives: 

• To make a strong individual contribution towards the production of a Music Video 
• To demonstrate professionalism when working with a client (tutor)
• To visualise the song structure when editing images
• To be able to lip/performance synch and beat editing

Here is the video you will be reproducing:

"Love & Pain" by Clor 

I was in love but that was yesterday
Now I'm in pain and it's here to stay
I was the bird that buzzed the bees and stole the honey
The ones that you want they're the ones that get away
The ones that you need never wanted to stay
And there'll remain those few in-between ones, they are susceptible

Wide-eyed and open-mouthed
You look a little lost and found
You look a little
Wide-eyed and open-mouthed
You look a little lost and found
You look a little
You look a little

I was in love but that was yesterday
Now I'm in pain and it's here to stay
I was the bird that buzzed the bees and stole the honey
I was aloof
But still this fire's out
Even in spurts
Seen it all before
We get it on
If only to find
Our water unsuitable

Wide-eyed and open-mouthed
You look a little lost and found
You look a little
Wide-eyed and open-mouthed
You look a little lost and found
You look a little
You look a little

GP day 3 Music Video Clor Storyboard from ctkmedia

Week 13: Practical Assessment Unit 9C Prepare and carry out editing

Unit 9 c2&3 from ctkmedia

Homework: Complete you write up of your Editor's log to show your understanding of how and why Editors prepare to edit.

Here is a video of the type of comments you need to write to show your understanding of preparing to edit - (read the titles the students have added)

Deadline Wednesday 16th Nov - This is an official assessment for the Unit

Learning Aim B Video Guide Task 2 Criteria

Learning Aim B Video Guide Task 2 from ctkmedia

Learning Aim C: Edit Task

Learning aim C: Edit a moving image sequence following format conventions 

Topic C.1 Editing different moving image formats

● non-narrative (non-genre) film (demonstration video)
o unstructured external and internal edit 
o unstructured running time 
o style: montage/continuity/breaks continuity/surrealism 

Topic C.2 Preparing to edit a moving image product 
● understanding the brief (requirements of the client/director/audience) 
● organisation of timescale/schedule/deadline 
● viewing the rushes (raw material) 
● digitisation of footage (capture) 
● logging of scenes/shots/takes (e.g. clapperboard (scene/shots), time code, on screen, on paper) 
● storing and filing 
● labelling original and master material. 

Topic C.3 The editing process (must follow all steps)
● rough cut, e.g. rough edit of entire product/narrative to ensure all scenes are working and no omissions 
● external cutting (cutting or moving scenes around in narrative order) 
● internal cutting (cutting or changing shots within scenes) 
● pick-ups (extra footage needed to make the edit work) 
● fine cut (attention to detail, trimming shots to complete the edit) 
● visual effects (addition and rendering of any extra, visual techniques) 
● sound (addition of sound beyond that recorded at source) 
● titles/captions (addition of any text to the shots) 
● playout (final render, levels check and export to media platform, e.g. DVD, MP4).  

For L1Pass: 
Learners at this level will make limited preparations that will mainly consist of digitisation (capturing) of footage for non-linear editing. 

For L1Pass: 

Learners will be able to put a ‘rough’ cut together (external edits or an entire piece or sequence) but may attempt to disguise the basic nature of the editing (mismatches, unintentional jumps etc.) with music laid over the top. The intention of the piece may not be entirely clear. 

For Pass: 
Learners will make adequate preparations for the edit which will allow the editing to proceed with some level of organisation. Logging may be inconsistent or two or three steps may be missed, e.g. reviewing rushes, outlining a schedule/deadline for completion, but the digitisation of footage will be adequately done. 

For Pass: 
Learners at this level will be able to be able to edit a moving image production to an adequate standard whereby the intention of the edit is apparent but the external editing dominates internal editing. There will be many ‘one shot’ scenes and not a lot of variation of techniques; the editing style will be appropriate for the intended format

For Merit: 
Learners will make competent preparations for the edit which will allow the editing to proceed in an organised way. The brief will be considered and those supplying the footage will have been consulted about what they expect from the edit. Logging will be consistent but one or two steps may be missed, e.g. reviewing rushes/agreeing a deadline. The digitisation of footage will be competently done with footage organised into scenes or similar categories, which makes finding shots efficient. 

For Merit: 
Learners at this level will be able to be able to edit a moving image production to a competent standard whereby the intention of the edit is easy to interpret and the external editing has equal competency with internal editing. There will be some variation in the use of editing techniques and the editing style will be appropriate to the intended format, e.g. continuity editing in a short TV drama or sequence/alternative editing techniques for a TV advert or music video. 

For Distinction: 
Learners at this level will be able to edit a moving image production imaginatively whereby the intention of the edit is clear and itself adds meaning to the production. The internal editing may be more complex than the external editing and there will be variation in the use of editing techniques, which makes the production engaging and creative. In a music video this may be the synergy between the internal cuts and the beat or in a continuity piece. This may be the seamless nature of the sequence that allows for viewer immersion in the piece. (It should be noted that it is not only alternatively edited pieces with ‘visual editing’ that should be regarded as ‘imaginative’; seamless continuity that aids narrative should also be rewarded as imaginative). 

Resubmission Deadline 5pm Friday 4/12/15

Dear L2 students who need to resubmit last Unit.

I will be available from 4 until 5:30 Friday to assist with guidance on your resubmission due tomorrow,

Here are the questions broken down for you to achieve the Merit and the Video

Tip: for Narrative in Misfits you only need to look at 7minutes - 10 minutes in the video

Ensure you cover all sections under Fiction - and all questions from L1Pass through to Merit.

Good luck

Learning aim b questions from ctkmedia

Learning Aim A: Key Feature of Fiction from ctkmedia