Rba l3 btec sow 2015 16

Scheme of Work 2015- 2016CTC St Mary’sCatholic Sixth Form College

Level 3 BTEC National 90 Credit Diploma in Creative Media Production

1: Pre-Production Techniques for the Creative Media Industries; 2: Communication Skills for Creative Media Production; 16: Editing Techniques; 22: Single Camera Techniques

Tutor: Rich Barton

Sept (3 weeks) – Boot Camp Induction Project

Planning shooting and group work – webisode as a class (multi-stranded narrative) – individual responsibility rated and paired tasks based on performance for Short Film

1. What makes a good short film (criteria) Storytelling: Narratives & Characters2. Shooting workshop (shot types, framing & composition) 3. Pitch idea to class4. Shoot 3 part B-M-E (3’s)5. Editing workshop 6. Crit & Evaluation worksheet + Directors commentary

Deadline 28th September

Assignment: Webisode Production

Scenario: https://www.youtube.com/user/KateModernLG15 https://en.wikipedia.org/wiki/KateModern

YouTube is a powerful tool for producers of digital media to exhibit their portfolio of work and create an audience.

In the last 10 years, this platform has seen a rise of prosumers working collaboratively to create their own content. This includes new formats such as ‘webisodes’ where aspiring filmmakers create their own low-budget stories, with input from the audience.

You will need to research into the format, looking at successful examples, niche audience, and current trends to create your own webisode. Your ultimate aim is to ensure your product has the potential to go viral with this audience.

You will then pitch your idea for your 3 minute webisode to your target audience – having decided the most successful you will then work collaboratively in groups of 3 to produce a pilot 3 episode run.

Having delivered your production to deadline, you will need to measure the success in meeting the brief by measuring viewing statistics and feedback on social networks, showing a written evaluation.

Criteria(Unit 22 A, C + Unit 19 C + Unit 2 3)

October – Nov Moving Image Unit 22 Single Cam Report A (3 weeks + Half Term)7. Portfolio Horror/Thriller Narrative, Formats*, Benefits/weaknesses 8. Single Cam ‘London Short Film Competition’ Website Video Presentation (2 weeks)9. Portfolio of practical shots (blocking, continuity & coverage tasks) 1 week

FSA1: 22.1, 2, (3 from the above Induction) Website

Assignment: Short Film Production

Scenario: You have been asked to create a short film of not more than 5 minutes for entry into the London Short Film Competition http://shortfilms.org.uk/. The genre of the film should be a Thriller/Drama shot using only a single camera. It must have suitable coverage using a variety of set ups, angles and shot types to create meaning and interest. It needs to maintain continuity and demonstrate the use of alternative narrative structures and perspectives to create mystery and suspense. The storytelling is up to you, but the content must conform to conventions of filmmaking and the Thriller genre. 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. You should consider a style for your film in terms of camera, lighting, mise-en-scene and editing to create the expected mood and atmosphere.

Analysis:

Unit 22 1

November – Dec Unit 16 Editing Techniques (6 weeks)1. Timeline & ‘London Short Film Competition’ website video (Unit 19 A) 2 weeks2. Editing Continuity & Alternative Portfolio and Long Take Task (Unit 19 B) 2 weeks3. Editing previous L3 Short Film (Unit 19 C) 1 week4. Ideas for Short Film5. How & what to research & why class workshop (Unit 2 A, B)

Research Primary: Audience/Vox Pops etc, Analysis of examples of short film in genre*

Secondary: Box Office, funding sources, kickstarter, exhibition & distribution, budgets, flashmobbing, deadlines

6. Presentation of Research Primary: Audience/Vox Pops etc, Analysis of examples*

Unit 16 1, 2, 3Unit 2 1, 2, 3Unit 1 1, 2, 3, 4

http://shortfilms.org.uk/

https://en.wikipedia.org/wiki/KateModern

https://www.youtube.com/user/KateModernLG15

Secondary: Box Office, funding sources, exhibitions, distribution, legal & regulation 1 week7. Production Viability report & Presentation8. Pitch assessment: ideas for film (audience, genre, location, non-linear narrative etc) (Unit 2

A+B) Videod 1 week9. Pre-production Practical workshops on recce/risk assessment, storyboarding, shooting

schedule, script formats (Unit 1 A P crit) 10. Individually Plan a single cam production 1 minute film (Unit 1 B, Unit 22 B) 1 week

CHRISTMAS BREAK – write up website Production Viability report

You need to begin by understanding the genre of single camera drama and its various types.

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).

Preliminary Skills Assessment:Having looked at single camera dramas, you now need to begin to think about your short film and therefore your own single camera film. You will start with an individual 1 minute film.

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.

Jan – Feb Unit 1 & 22 & 2 Individual 1 Minute Film (6 weeks + Half Term)11. Final Submission of Production Viability Report on Funding, Genre, Budget, Audience,

Exhibition etc) via Website Promo page for Film FSA 2: Unit 16 A,B + Unit 2: A,B

12. Lighting Skills workshop13. Individually Shoot single cam production 1 minute film (Unit 22 B, Unit 1 B + C) 1 week14. Individual Edit 1 min film, sound and add titles via YouTube (Unit 22 B, Unit 2 B+C, Unit 19

B) 1 week15. Crit & improvements – peer evaluate (imaginative, narrative, lighting, coverage, angles &

shots) (Unit 22 C, Unit 2 C) 16. Allocate groups of 3 to develop idea workshop 1 week17. Final Group Pitch (Videod) (Unit 2 C) 1 week18. Complete full group preproduction for short horror or thriller (M-D) paperwork (Unit 1 B,

Unit 22 B) 2 weeksHALF TERM

Unit 22 2, 3Unit 2 1, 2, 3Unit 1 1, 2, 3, 4

March – April Unit 22 + 19 5 Minute Film (6 weeks)FSA 3: Unit 2: B, C, Unit 22: C, Unit 19: B

1. Shoot Group 5 minute Film (3’s) (Unit 22 B, Unit 1 B+C) 1 week2. Pick up shots3. Individual Edit (Youtube) (Unit 19 B+C, Unit 22 B) 4. Evaluate (Easter) (Unit 22 C, Unit 2 A+D) 1 week

Unit 19 3, 3Unit 22 2, 3Unit 1 2, 3

W/CTopic

Learning Outcomes

Teaching and learning (Including Differentiation) Assessment/Homework/Prep-

work

KEY SKILLS –literacy + GRACEs

Induction

Unit 1:1 Understand requirements for a specific media production

1. Set up YouTube channel2. Create an Ident for your channel in Final Cut (and production company – motion plus ins)

3. Students research what goes into planning a shoot – Crew Roles & kit practical workshop: production line (in studio explain what your job is) – video example (used later for short film- guerrilla guide to filmmaking) – create a profile for your preferred job (comes into pre-prod later like Mission Impossible)

AssessmentYoutubeBlogIdentVideo Role

Prep Work:Read the Brief & initial Ideas

Homework:Look at KateModern, LoL & Gaming gender one

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity – Importance of respect for all students in the group will be discussed. Students will look at equal opportunities in the work place.PLTS: Independent enquirers: planning and carrying out research into pre-production techniques.Functional Skills: ICT: Select and use a variety of sources of information independently for a complex task English: reviewing websites to find examples of pre production techniques. Student note taking.Numeracy – film budgets.

7.9 Webisode mini-brief

Unit 1:1 Understand requirements for a specific media productionUnit 22:1 Understand the features of single camera production

Introduction to Mini Brief.1 Enigma Codes & Binary Opposition – Drama, look at examples of webisodes

(cliffhangers etc)

2 Portfolio 1: Basic Camera skills, angles – variety of coverage (follow and object task) – lights in shot/sound etc – recreate – Blocking (annotate on blog) angles and CUs

3 Establish the criteria for a successful short story

Students assigned to groups to research & brainstorm webisode ideas.

Worksheet 1: Narrative structures, Todorov, Students work in their small groups to identify episodic, linear, nonlinear, restricted and omniscient

Editing workshop – retelling narrative

Worksheet 2: Series, serials & 1-off

Students select favourite idea and work on narrative.

Students encouraged to think creatively and to give their film a narrative twist or non-linear structure. Students to present ideas to the teacher for constructive feedback.

Assessment:Camera Skills PortfolioWorksheet 1 & 2List of successful criteriaBrainstorm

PrepMinipitch

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students will look at equal opportunities in the work place. PLTS:Independent enquirers: planning and carrying out research into pre-production techniques.Functional Skills: ICT: Select and use a variety of sources of information independently for a complex task English: reviewing websites to find examples of pre production techniques. Student note taking.Numeracy – film budgets.

14.9 Ideas, Pre-production & Production

Unit 13 Be able to apply pre-production planning for a specific media productionUnit 22:2 Be able to plan a single camera production3 Be able to apply single camera

1. Students present film ideas to class for feedback.

In small groups students devise their story idea into three acts – most likely following Todorov’s theory – equilibrium, disequilibrium, resolution.

Students individually to write a script each for their section of narrative.

2. Pre-production workshop: Storyboarding, recce & risk assessment, sign off

3. Plan & Shoot the production

AssessmentScriptMini-pitchPre-productionFootage

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students will look at equality and diversity when regulating TV and films including films/programmes banned for offending vulnerable viewers. Creative thinkers generating ideas and exploring possibilities when researching case studies Self-managers organising time and resources and prioritising actions when seeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands, responding positively to change, seeking advice and support when needed.

W/CTopic

Learning Outcomes


work


techniques in a production

Independent enquirers planning and carrying out research into pre production techniques including case studies for regulation. English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Numeracy – Film age certificates and box office figures.

21.9 Assessment WeekInduction Project Unit 22:

3 Be able to apply single camera techniques in a productionUnit 19:3 Be able to edit moving image material

Practical Edit workshop:

1. assemble the webisode

2. Edit workshop: assemble the 3 part series

3. Crit & Evaluation

Students apply the mark scheme to peers and establish standards

Upload the webisode to YouTube and use social networks to make the meme go viral

Class discussion and feedback

Set brief

HomeworkAnnotate your webisode with results of feedback

Prep WorkResearch previous students articles on Single Camera Techniques for Quiz

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Team workers applying pre-production planning to a group-based media productiontaking a role within a group productionSelf-managers taking responsibility for implementing a pre-production plantaking responsibility for tasks which are crucial to the success of a group projectCreative thinkers finding creative solutions to identifying and sourcing requirementsReflective learners evaluating the success of the pre-production process for a projectEffective participators taking part in a production which responds to or benefits the community.

28.9 Introduction to SCT

Unit 22:1 Understand the features of single camera production

From studying class examples of single camera techniques in Short Films and TV Drama. Film and source your own examples of narrative structures and single camera set-ups and techniques.

Allocated class examples TV Drama Daredevil, Breaking Bad. Edit these clips into a Video Commentary

1. Introduction to the idea of single camera. Through powerpoint, variety of clips and related tasks. (Worksheet)

2. Group discussion and analysing clips – whole group activity – single or multi camera quiz & why

Quiz on Techniques

A class edited video guide explaining the benefits/limitations of Single Camera Techniques, and the purpose/meaning created by their use

Single camera techniques:180 deg ruleRule of 3rdsMatch on ActionMaster shotClose upEstablishing Shot2-Shot

AssessmentWorksheetSCT Portfolio

HomeworkEdit your Single Camera Techniques Video & annotate purpose

PrepKnow about Narrative techniques and find a story to be told using multiple narrative techniques

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and prioritising actions when producing projectsseeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions ICT – researching single camera formats and their audiences Bring together information to suit content and purpose analysing research findings on single camera productions and their audiences

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Learning Outcomes


work


Long ShotHigh and Low Angles

5.10 Narrative Structures


Classic Hollywood narrative session, Introduction of narrative theories including Todorov and Propp. In pairs students to research examples of their own films which can be applied to Todorov or Propp. Students to discuss findings with class looking at professional examples

1. An exploration of Narrative StructuresA class edited video guide explaining the benefits/limitations of Single Camera Techniques, and the purpose/meaning created by their use (Tell the same story from prep using…)

Linear (or sequential), Non-linear (or non-sequential), Flashback or Flash-forward Realist or anti-realist; Open or closed endings Restricted or Omniscient

AssessmentWorksheet on Narrative StructuresPortfolio of practical examples

HomeworkAnnotate examples to explain purpose and effect of the technicuqe – why you would use it with examples

PrepLook at exemplar blogs explanation of SSS-D on Yammer & comment Identify your own examples of serial, series and single drama

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and prioritising actions when producing projectsseeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions ICT – researching single camera formats and their audiences Bring together information to suit content and purpose analysing research findings on single camera productions and their Audiences

12.10 Formats & conventions of Single Camera


2. Through looking at a range of different Single Camera Productions, and using the key terms to guide you, analyse at least 3 different examples of formats (Series, Serial, Single Drama) and compare and contrast them – given resources

A. Annotated Thriller/Drama Genre Moodboard (Thinglink)

B. A worksheet on blog outlining: Narrative structures Formats (Series, Serial, Single Drama) Thriller/Drama Genre conventions

https://youtu.be/c_PkmZTRVMw https://youtu.be/HinUychY3sE

C. Present this on your websites

AssessmentMood BoardNarrative Structures PortfolioWorksheet

HomeworkComplete the draft report on 3 different examples of series, serials and single drama

Prep workWatch 3 Short films and complete worksheet on how they use technical areas to create mood and have an impact on the audience

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and prioritising actions when producing projectsseeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions ICT – researching single camera formats and their audiences Bring together information to suit content and purpose analysing research findings on single camera productions and their audiences Numeracy – Number of edits/camera shots.

19.10 Assessment Week Single

Unit 22:1 Understand the features of

Looking at 3 Short Films, discuss the technical aspects in terms of how they use cameras, lighting, sound and editing.

AssessmentSCT Website Report & Portfolio

Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and

https://youtu.be/HinUychY3sE

https://youtu.be/c_PkmZTRVMw

W/CTopic

Learning Outcomes


work


Camera Techniques 1

single camera production

Analyse the whole film and discuss how they have been constructed in order to appeal to and entertain the audience, using subject terminology.

1. A 9-frame analysis web-report that explains the use of the following in the 3 Short Films

Narrative Genre Camera, Editing, Lighting, Sound, Mise-en-scene

Assessment Week for Web report Portfolio Peer feedback comparing grades to exemplars

1 1 to 1 Progress Tutorials of grades & feedback from Unit 222 Introduce Editing brief looking at contemporary examples

PrepWatch editing history video

HomeworkMake improvements to Report based on verbal feedback

prioritising actions when producing projectsseeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed. Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions ICT – researching single camera formats and their audiences Bring together information to suit content and purpose analysing research findings on single camera productions and their Audiences Numeracy – Number of edits/camera shots.

26.10 HALF TERM2.11 Introductio

n to History of EditingFSA 1: Unit 22 A+B + Mini Brief

Unit 16:1 Understand the development and principles of editing

An introduction to the development of editing from the very earliest films by the Lumiere brothers and Meliez, the early experimentalists such as Griffiths and Eisenstein. Starter 1: Principles: Rhythm, Time & Space – ellipsis activity ‘making a cup of tea’ mini edit task (Emmanuel’s footage)Practical Workshop 1: Long Take Children of Men: Follow the pound – create a story in 5 minutes and shoot – all members of the class. Watch and evaluate – why do we need editing (principles)Screening of Editing Documentary – students take notes on worksheet of key principles, films, techniques, purpose, technologyStarter 2: Create your own Kuleshov TechniqueStarter 3: Match on Action edit taskClass Timeline on the Development of editing with commentary and video/image examples (Timeglider) how editing has developed over time

Assessment Worksheet & Timeline contribution

HomeworkAnnotate Timeline on your website showing your understanding of the techniques and developments over 100 years

PrepExamine the 3 examples and describe the editing techniques used Quiz & their purpose (Yammer comments) Okay Go vs 99 Problems vs Gimme Love

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and prioritising actions when producing projectsseeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed. Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions

9.11 A history of editing (New American Cinema & French New


A study of the development of editing from Goddard & Eisentein to the mid-twentieth century Scorcese & Kubrik, and Goddard

New Wave cinema (Jump Cuts & non-continuity) 2001 Graphic Match Clockwork Orange Kuleshov

AssessmentLive contribution to PreziAnnotations on practical edit activities

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and prioritising actions when producing projects

W/CTopic

Learning Outcomes


work


Wave)

Goodfellas use of montage (time)Worksheet analysis of the purpose & principles.Practical remakes of these techniquesClass Timeline on the Development of editing with commentary and video/image examples (Timeglider) how editing has developed over time

Homework:Write up worksheet into a report on principles and purposes of editing

Prep:Prepare for Quiz on editing techniques

Practical lesson to remake

seeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions

16.11 A history of editing (contemporary/post-modernism)

A study of the development of editing to current practitioners in Music Videos, Documentary and TV Drama.

1. Practical Workshop 2: Synching footage & beat editing a Music Video (rhythm) Starter: Hard Day’s Night

Contemporary Editing - In groups of 3 (assigned) you will create a Prezi comparing contemporary examples from Fiction (TV Drama), Non-fiction (News Charlie Brooker Newswipe) and Advertising (Music Videos), sharing your individual information to present to the class

Worksheet 1: the principles of editing http://www.slideshare.net/phele1512/principles-and-purposes-of-editing-presentation

Worksheet 2: the purposes of editing

http://www.slideshare.net/katierothery/history-of-editing https://youtu.be/Xr-N3fSo62w https://youtu.be/6uahjH2cspkClass Timeline on the Development of editing with commentary and video/image examples (Timeglider) how editing has developed over timePlenary: how has editing (principles, purpose & techniques) developed over time? (M – extent) - list

AssessmentWorksheetsClass Timeline updateAnnotation

HomeworkWrite up your worksheet into a report format with visual examples on the blog

Prep:Look on YouTube at the various editing techniques and reason for using the – quiz on terminology next lesson

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and prioritising actions when producing projectsseeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions

23.11 Editing Techniques practical portfolio


Quiz – editing techniques & terminology (name the etc)

Students will investigate YouTube examples of editing techniques and practically shoot and edit examples of each as a video Portfolio of class collaborative techniques and upload to BFI website’:

a) You will source mix of archive and practical captured examples of editing 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; match on action

b) Editing Techniques practical video

c) Annotation explaining the purpose and uses of eachhttps://youtu.be/FinhQb3jiAs

AssessmentAnnotated video portfolio of editing techniques grouped by style (ie continuity, alternative)

HomeworkAnnotations on your clips

Prep workRevise worksheets, clips and last 4

Equality and Diversity –Students to explore ideas around ethnicity in gender within short films.Self-managers organising time and resources and prioritising actions when producing projectsseeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into existing single camera productionscarrying out research to develop ideas for their single camera productions

https://youtu.be/FinhQb3jiAs

https://youtu.be/6uahjH2cspk

https://youtu.be/Xr-N3fSo62w

http://www.slideshare.net/katierothery/history-of-editing

http://www.slideshare.net/phele1512/principles-and-purposes-of-editing-presentation


W/CTopic

Learning Outcomes


work


https://youtu.be/7LXQg6t4q2A

weeks for controlled assessment – compare your content to that of exemplar reports provided

30.11 How editing has developed over time – Assessment Week


Controlled Assessment: As a group you will compile the resources you need for your footage and build your edit - similar to that above for the BFI website (as an individual transcript with images and Titles in Final Cut) how editing has developed over time

Individually - using worksheets, learners will produce a script for an audio commentary on the video about editing (using a mixture of stock footage, images and) You will discuss in your commentary:

the principles of editing http://www.slideshare.net/phele1512/principles-and-purposes-of-editing-presentation

the purposes of editing how editing has developed over time

http://www.slideshare.net/katierothery/history-of-editing https://youtu.be/Xr-N3fSo62w https://youtu.be/6uahjH2cspk

HomeworkPeer Assess grades for Controlled Assessment and what they have done well and self-assess comments

AssessmentVideo Commentary

Prep:Revise short cuts on Final Cut

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Independent enquirers presenting information orally and in writing using reasoned arguments andevidence, and providing supporting evidence planning and carrying out research which involves gathering information from written sources Reflective learners presenting ideas, inviting feedback and dealing positively with praise, setbacks and Criticism Self-managers organising time and resources to create effective reports or pitches responding positively to change, seeking advice and support when needed.

7.12 Practical Assessment - Short Film Edit (procedure & techniques) Deadline for Unit 19 Editing Report & Portfolio

Unit 16:2 Be able to prepare moving image material for editing3 Be able to edit moving image material

Students complete edit of previous year’s best short film, demonstrating continuity and adjusting footage to construct a non-linear narrative

1. Edit a given Short Film from previous L3 Btec footage (Import, Organise footage, Editing Logs, Rough Cut, Sound)

2. Build Portoflio + Crit Evaluation of decisions with screen captures

Students will record the organisation and preparation of the footage

Assessment2 x 5 minute Short Film edits Annotation

Prep Work:

Homework:Submit Unit 19 Web Report

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Independent enquirers presenting information orally and in writing using reasoned arguments andevidence, and providing supporting evidence planning and carrying out research which involves gathering information from written sources Reflective learners presenting ideas, inviting feedback and dealing positively with praise, setbacks and Criticism Self-managers organising time and resources to create effective reports or pitches responding positively to change, seeking advice and support when needed. Team workers providing constructive support and feedback to others during focus groups and presentations. ICT - Select, interact with and use ICT systems independently for a complex task to meet a variety of needs using ICT to plan and prepare oral and written presentations in a variety of formats, using the internet to conduct research and find content for presentations and written work Manage information storage to enable efficient retrieval storing research information, screen-shots and web pages

14.12 Research, Report & Ideas

Unit 2:1 Be able to extract information

1 to 1 Tutorial Feedback IV improvements Unit 19 Homework

1 minute film brief – understanding requirementsStudents investigate and develop ideas for 1 minute film, looking at examples online.

AssessmentMini-pitchMind mapResearch Portfolio

Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts making valid contributions to class production

https://youtu.be/6uahjH2cspk

https://youtu.be/Xr-N3fSo62w

http://www.slideshare.net/katierothery/history-of-editing



https://youtu.be/7LXQg6t4q2A

W/CTopic

Learning Outcomes


work


from written sourcesUnit 1:1 Understand requirements for a specific media production

(flashmobbing starter case study)

1. Primary research into your audience and their expectations of the genre or style of film that you are producing. Question & Video’d – social networks for short films

Who watches Short Films?Investigate who the audience is for this competition Vox pops or interviews with your target audience that have been analysed to show your understanding of them

2. Develop an idea for a 1 minute short film plot and characters – you need to show the process of ideas generation that you have gone through with a personal diary or log. Mind Map, Present mini-pitch

3. Research worksheet: the elements that would be needed for a production – this is both background research to inform your Thriller story and research into the elements that you will need to produce it such as:

Key Urban Drama/Thriller examples you are basing this on – intertextual references Real-world influences – current social affairs that will influence your narrative Criteria for successful short film (Induction) Budget, (how much does low budget film production cost?) Location, (recce video/collage) Costume, props, lighting (collage & lighting examples)

HomeworkWrite this up your first section of the report with the proposal for your 1 minute production idea

PrepRevise Narrative Ideas (non-linear) and Thriller conventionsPrepare response to film brief – research Vox pops or interviews with your target audience

documentation. Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Independent enquirers presenting information orally and in writing using reasoned arguments andevidence, and providing supporting evidence planning and carrying out research which involves gathering information from written sourcesReflective learners presenting ideas, inviting feedback and dealing positively with praise, setbacks and criticism Self-managers organising time and resources to create effective reports or pitches responding positively to change, seeking advice and support when needed.Team workers providing constructive support and feedback to others during focus groups andpresentations.

CHRISTMAS BREAK4.1 Research,

Report & Ideas

Unit 2:1 Be able to extract information from written sourcesUnit 1:1 Understand requirements for a specific media production

1 minute film brief – understanding requirementsStudents investigate and develop ideas for 1 minute film, looking at examples online. (flashmobbing starter case study)

4. Primary research into your audience and their expectations of the genre or style of film that you are producing. Question & Video’d – social networks for short films

Who watches Short Films?Investigate who the audience is for this competition (ie not young people)Vox pops or interviews with your target audience that have been analysed to show your understanding of them

5. Develop an idea for a 1 minute short film plot and characters – you need to show the process of ideas generation that you have gone through with a personal diary or log. Mind Map, Present mini-pitch

6. Research worksheet: the elements that would be needed for a production – this is both background research to inform your Thriller story and research into the elements that you will need to produce it such as:

Key Urban Drama/Thriller examples you are basing this on – intertextual references Real-world influences – current social affairs that will influence your narrative Criteria for successful short film (Induction) Budget, (how much does low budget film production cost?) Location, (recce video/collage) Costume, props, lighting (collage & lighting examples)

7. Refine ideas into using the techniques learned in lessons about narrative – i.e Todorov’s

AssessmentMini-pitchMind mapResearch Portfolio

HomeworkWrite this up your first section of the report with the proposal for your 1 minute production idea

PrepAllocated video tutorials: Making of behind the scenes of short film production

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity – Students encouraged to explore themes of ethnicity and gender researched when analyzing short films. Creative thinkers generating ideas and exploring possibilities when devising single camera productions, and using conventions and techniques to create meaning connecting their own and others’ ideas and experiences in inventive ways by studying existing productions to inform their own work 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. Reflective learners setting goals with success criteria for their production work inviting feedback on their own work and dealing positively with praise, setbacks and criticism evaluating their experiences and learning to inform future progress

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Learning Outcomes


work


theory, Barthes Enigma and Action Codes and Propp’s stock characters, twist ending

Team workers if working in a group to produce a single camera drama, taking responsibility for their own role managing discussions to reach agreements and achieve results. ICT Select, interact with and use ICT systems independently for a complex task to meet a variety of needs using digital video editing software. Manage information storage to enable Literacy Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts discussing single camera production formats and audiences in groups, presenting plans for a single camera production

11.1 FSA 2: Unit 16

Extracting information and writing a production report

Unit 2:1 Be able to extract information from written sources2 Be able to create a report in a media production contextUnit 1:1 Understand requirements for a specific media production

Students collaboratively research into understanding the requirements for a short film production, then present in a series of ‘specialist’ stations carousels. This is presented on your Film Website as series of posts towards the Production Viability report

Students shown Charlie Brooker clip on production, students to complete worksheet with detailed notes

1. Kit required (video explaining what the kit will be needed for)& crew required and their roles (practical youtube video on roles)

2. Research into logistics of shooting in and around London – shoot licences and legal requirements for filming in public (weapons etc)

3. 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 – Complete class worksheet (Kickstarter starter activity)

4. 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. Complete class worksheet

5. Research Short Film festivals, why they exist, distribution & sectors, Online and how it relates to working as a filmmaker (examples of background)

6. 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).

Create a written Production Report to be presented to a producer 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

AssessmentA YouTube video or you explaining the role of essential crew members on your shoot

A document or presentation about funding for films with examples

A document or presentation about regulatory bodies and the rules that you would need to comply with.

A document or presentation about the copyright issues and what you would need to do.

A document about Short Film festivals

HomeworkCreate a presentation to accompany your pitch

Prep:Prepare your pitch

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity – Students encouraged to explore themes of ethnicity and gender researched when analyzing short films. Creative thinkers generating ideas and exploring possibilities when devising single camera productions, and using conventions and techniques to create meaning connecting their own and others’ ideas and experiences in inventive ways by studying existing productions to inform their own work 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. Reflective learners setting goals with success criteria for their production work inviting feedback on their own work and dealing positively with praise, setbacks and criticism evaluating their experiences and learning to inform future progress Team workers if working in a group to produce a single camera drama, taking responsibility for their own role managing discussions to reach agreements and achieve results. ICT Select, interact with and use ICT systems independently for a complex task to meet a variety of needs using digital video editing software. Manage information storage to enable efficient retrieval, uploading and logging video clips when editing Literacy Speaking and listening – make a range of contributions to discussions and

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Learning Outcomes


work


looking at examples of good and not so good

make effective presentations in a wide range of contexts discussing single camera production formats and audiences in groups, presenting plans for a single camera production

18.1 Pitch, Pre-production

Unit 2:3 Be able to pitch a media production proposal using appropriate technologyUnit 1:2 Be able to prepare pre-production documentation for a specific media production

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

Pitch

1. Pre-production Portfolio workshop: Format of scripts, storyboards (angles, close ups etc), recee & risk assessments

2. Complete individual pre-production (P) Treatment Storyboard Shooting Schedule Recce Script Casting Diary/Log

o Influences (Research into your story)3. Lighting Skills workshop (M)

AssessmentPitch, presentation & report

Homework: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.

Prep:Organise your shoot resources

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity – Students encouraged to explore themes of ethnicity and gender researched when analyzing short films. Creative thinkers generating ideas and exploring possibilities when devising single camera productions, and using conventions and techniques to create meaning connecting their own and others’ ideas and experiences in inventive ways by studying existing productions to inform their own work 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. Reflective learners setting goals with success criteria for their production work inviting feedback on their own work and dealing positively with praise, setbacks and criticism evaluating their experiences and learning to inform future progress Team workers if working in a group to produce a single camera drama, taking responsibility for their own role managing discussions to reach agreements and achieve results. ICT Select, interact with and use ICT systems independently for a complex task to meet a variety of needs using digital video editing software. Manage information storage to enable efficient retrieval, uploading and logging video clips when editing Literacy Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts discussing single camera production formats and audiences in groups, presenting plans for a single camera production

25.1 Pre-production

1 to 1 Tutorial feedback on Pitch & Report & Pre-production (storyboards, scripts and contingency plans)

4. Make changes (evidence) to second draft of report

AssessmentPre-production portfolio

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity – Students encouraged to

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Learning Outcomes


work


5. Complete individual pre-production (P)

Treatment Storyboard Shooting Schedule Recce Script Casting Diary/Log

Influences (Research into your story)

Homework:Complete production report final draft

PrepBring resources for 1 minute film shoot (observational) ASSESSED

explore themes of ethnicity and gender researched when analyzing short films. Creative thinkers generating ideas and exploring possibilities when devising single camera productions, and using conventions and techniques to create meaning connecting their own and others’ ideas and experiences in inventive ways by studying existing productions to inform their own work 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. Reflective learners setting goals with success criteria for their production work inviting feedback on their own work and dealing positively with praise, setbacks and criticism evaluating their experiences and learning to inform future progress Team workers if working in a group to produce a single camera drama, taking responsibility for their own role managing discussions to reach agreements and achieve results. ICT Select, interact with and use ICT systems independently for a complex task to meet a variety of needs using digital video editing software. Manage information storage to enable efficient retrieval, uploading and logging video clips when editing Literacy Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts discussing single camera production formats and audiences in groups, presenting plans for a single camera production

1.2 Deadline Production ReportShoot

Unit 1:2 Be able to prepare pre-production documentation for a specific media production

Final Submission of Production Viability Report on Funding, Genre, Budget, Audience, Exhibition etc) via Website Promo page for Film

Shooting week 1: by scheduleProduction LogsTeacher observation – carrying out the pre0production Shoot 1 minute film sequence (P & M)Photograph your set-ups for your blog & annotate on decisions (continuity role)

AssessmentWitness statement of individual production set up (SCT set ups 180 deg rules, lighting etc)

Homework:Shoot pick up shots and B roll (location)

PrepAnnotate decisions

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity – Students encouraged to explore themes of ethnicity and gender researched when analyzing short films. Creative thinkers generating ideas and exploring possibilities when devising single camera productions, and using conventions and techniques to create meaning connecting their own and others’ ideas and experiences in inventive ways by studying existing productions to inform their own work adapting ideas as circumstances change whilst working on single

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Learning Outcomes


work


from location photographs

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. Reflective learners setting goals with success criteria for their production work inviting feedback on their own work and dealing positively with praise, setbacks and criticism evaluating their experiences and learning to inform future progress Team workers if working in a group to produce a single camera drama, taking responsibility for their own role managing discussions to reach agreements and achieve results. ICT Select, interact with and use ICT systems independently for a complex task to meet a variety of needs using digital video editing software. Manage information storage to enable efficient retrieval, uploading and logging video clips when editing Literacy Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts discussing single camera production formats and audiences in groups, presenting plans for a single camera production

8.2 Edit workshop 1 min film & Crit

Unit 222 Be able to plan a single camera production3 Be able to apply single camera techniques in a productionUnit 16:2 Be able to prepare moving image material for editing3 Be able to edit moving image material

Edit Week 2: by schedule Students Shoot, Edit & evaluate their individual 1 minute film (to Pass/Merit) - Tutorials

Individually Editing 1 minute Film single cam production + pick up shots

Production Logs

Screening Crit & Feedback/improvements (imaginative, narrative, lighting, coverage, angles & shots)Voting & allocation (strongest 3 concepts & effort based)

Self Assessment against criteria for Unit 22 B/C and Unit 1 2/3

AssessmentCompleted edit 1 minute filmSelf Assessment assignment feedback worksheetProduction LogContribution to crit

HomeworkGet into groups & assign crew rolesBrainstorm ideas to develop strongest story

Prep: Yammer notes on advanced examples

Genre Cinematog

raphy

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity – Students encouraged to explore themes of ethnicity and gender researched when analyzing short films. Creative thinkers generating ideas and exploring possibilities when devising single camera productions, and using conventions and techniques to create meaning connecting their own and others’ ideas and experiences in inventive ways by studying existing productions to inform their own work 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. Reflective learners setting goals with

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Learning Outcomes


work


Narrative Lighting

success criteria for their production work inviting feedback on their own work and dealing positively with praise, setbacks and criticism evaluating their experiences and learning to inform future progress Team workers if working in a group to produce a single camera drama, taking responsibility for their own role managing discussions to reach agreements and achieve results. ICT Select, interact with and use ICT systems independently for a complex task to meet a variety of needs using digital video editing software. Manage information storage to enable efficient retrieval, uploading and logging video clips when editing Literacy Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts discussing single camera production formats and audiences in groups, presenting plans for a single camera production

HALF TERM22.2 5 minute

film brainstorm, proposal & pitch & roles

Unit 222 Be able to plan a single camera productionUnit 2Be able to pitch a media production proposal using appropriate technologyUnit 12 Be able to prepare pre-production documentation for a specific media production

Allocate groups of 3 to develop idea workshop

1. Idea development/extention and improvement of 1 minute film idea – working on lighting, uise of costume and location, narrative creativity in storytelling (to M Non-Linear, Multi-stranded, Parallel – complete Narrative Worksheet)

2. Final Group Pitch (Videod) based on individual notes to improve allocated sections w/presentation (M)

3. Deconstruct best examples of cinematography (angles, movement etc) and editing (advanced techniques & continuity) Assessment:

BrainstormProduction Diary/Meeting Minutes

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students will look at equality and diversity when regulating TV and films including films/programmes banned for offending vulnerable viewers. Creative thinkers generating ideas and exploring possibilities when researching case studies Self-managers organising time and resources and prioritising actions when seeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands, responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into pre production techniques including case studies for regulation. English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Numeracy – Film age certificates and box office figures.

29.2 Pre-production 5 min film

Unit 222 Be able to plan a single camera production

Group Pre-production workshop – include Test Footage etcStudents complete contribution towards full group preproduction for short thriller (to M-D) paperwork (Unit 1 B, Unit 22 B) Director, D.O.P, Producer

Script

AssessmentTest Footage

HomeworkShoot film

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students will look at equality and diversity when regulating TV and films

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Learning Outcomes


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Unit 12 Be able to prepare pre-production documentation for a specific media production

Storyboard Shooting Schedule Recce, location release & shooting licence Casting/resourcing actors (app) & auditions Costume & Props sourcing & budget Call Sheet Kit Booking (inc lights) Contingency Plans Test Footage Crew roles & Profile

Ensure production schedule & call sheets are updated & contingency planning is fully present

Advanced D.O.P lesson – using the track, through walls, whip pans, perspective, depth of field etc, dominance of close ups and angles

Update production report (images on location – evidence contribution)

Prep:Organise resources

including films/programmes banned for offending vulnerable viewers. Creative thinkers generating ideas and exploring possibilities when researching case studies Self-managers organising time and resources and prioritising actions when seeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands, responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into pre production techniques including case studies for regulation. English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Numeracy – Film age certificates and box office figures.

7.3 DEADLINE Pre-productionFSA 3 Unit 1 + Unit 22 + Unit 19 Final Mark 5 minute film

Unit 13 Be able to apply pre-production planning for a specific media productionUnit 223 Be able to apply single camera techniques in a production

Group Shoot & Edit 5 minute film (by schedule)Rough Cut + FeedbackPick up shotsFinal Individual Cut Export & Upload to YouTube/embed to blog

AssessmentIndividual cut of 5 minute film

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students will look at equality and diversity when regulating TV and films including films/programmes banned for offending vulnerable viewers. Creative thinkers generating ideas and exploring possibilities when researching case studies Self-managers organising time and resources and prioritising actions when seeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands, responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into pre production techniques including case studies for regulation. English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Numeracy – Film age certificates and box office figures.

14.3 Crit & AssessmentOrganise Portfolio

Unit 22 Be able to create a report in a media production

Crit & peer assessmentProduction Log & Evaluation Report Unit 21 to 1 Tutorial Feedback, Signing off Assessment Sheets

Mixed ability grouping – peer support. More able to show greater understanding, less able may have more limited knowledge – can build on both.Equality and Diversity –Students will look at equality and diversity when regulating TV and films

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Learning Outcomes


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for submission

contextUnit 13 Be able to apply pre-production planning for a specific media production

including films/programmes banned for offending vulnerable viewers. Creative thinkers generating ideas and exploring possibilities when researching case studies Self-managers organising time and resources and prioritising actions when seeking out challenges or new responsibilities and showing flexibility when priorities changedeal with competing pressures, including personal and work-related demands, responding positively to change, seeking advice and support when needed.Independent enquirers planning and carrying out research into pre production techniques including case studies for regulation. English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Numeracy – Film age certificates and box office figures.

21.3 SPILL OVER

Workshop Week

Education

Rba l3 btec sow 2015 16