Level 3 Extended Diploma

Creative Media Production and Technology

Unit 9 – Characteristics and Contexts in

Media and Communication

And

Unit 10 – Engaging with and Audience in

Creative Media Production

CONTENTS

Broadchurch (2013) Contextual Study – Week 3.....................................................................5

Copy Transform Combine Scene 1 – Week 5........................................................................13

Project Review and Evaluation – Week 7..............................................................................14

Skins (2007) Target Audience Study – Week 8.....................................................................15

Own Choice Target Audience Study – Week 9......................................................................16

Copy Transform Combine Scene 2 – Week 10......................................................................17

Copy Transform Combine Scene 3 - Weeks 11 And 12........................................................18

Extended Skills.......................................................................................................................19

Week 1 – Framing and Composition................................................................................................19

APPENDICES........................................................................................................................29

Appendix 1.....................................................................................................................................29

How to Harvard Reference in Word and Creating a Bibliography..................................29

Appendix 2.....................................................................................................................................34

How to add pictures, graphs, etc to your Table of Figures in your Portfolio...................34

Appendix 3.....................................................................................................................................35

How to add to the Appendix in your Portfolio..................................................................35

Appendix 4.....................................................................................................................................37

How to embed videos into your portfolio.........................................................................37

Appendix 5.....................................................................................................................................41

Learning Outcomes and Criteria’s..................................................................................41

Appendix 6.....................................................................................................................................43

Allocation of Learning Outcome/Criteria to Contents......................................................43

Appendix 7.....................................................................................................................................44

Students Scheme of Work /Calendar..............................................................................44

Appendix 8.....................................................................................................................................46

Bibliography....................................................................................................................46

Bibliography...........................................................................................................................46

Table of Figures

Figure 1 Broadchurch :: Taken from BBC, 2013.....................................................................................5

Figure 2 Kudos Film and Television :: Taken from Kudos, 2005.............................................................5

Figure 3 Richard Stokes :: Taken from Hewitt, 2013..............................................................................6

Figure 4 Chris Chibnall :: 2016...............................................................................................................6

Figure 5 Jane Featherstone :: No date...................................................................................................6

Figure 6 Gender in the Police Force :: 2013...........................................................................................7

Figure 7 David Tennant's Character Alec Hardy :: 2013.........................................................................7

Figure 8 :: Madeleine McCann :: Taken from BBC, 2007........................................................................8

Figure 9 :: Google Maps location of Praia Da Luz :: Google, 2017..........................................................9

Figure 10 Google Mas Photo of Praia Da Luz :: Google, 2013................................................................9

Figure 11 The Landscape of Social Media Users :: Widrich, 2013........................................................10

Figure 12 Google Search Tool :: Taken from Google, 2017..................................................................11

Figure 13 Dictionary - Photo taken by Jenni Blackman........................................................................28

Broadchurch (2013) Contextual Study – Week 3

Within this week, I will be writing about the contextual studies of episode one of the television show, Broadchurch (2013) so that I can work out why Broadchurch could have been written the way that it was. Broadchurch was written mainly by Chris Chibnall, with help on one of the episodes from Louise Fox. The TV show is under a “Crime Drama” genre which you can instantly tell from the first few minutes of the first episode.

(Wikipedia Editors, 2013)

Figure 1 Broadchurch :: Taken from BBC, 2013

Production Company

Originally Chibnall pitched Broadchurch to Laura Mackie who was the head of Drama at ITV. She was very enthusiastic about the proposal and a few days after she finished reading the scripts, she suggested Chibnall to contact Kudos Film and Television which has quite a crime/drama genre to the Production Company’s name. Kudos Film and Television are known for producing shows for BBC, ITV and Channel 4 with series such as “Spooks”, “Life on Mars” (which Chibnall has also written episodes for), Ashes to Ashes etc. being voted in “Best Independent Production Company”. Mackie then brought the show to ITV’s Director of Television “Peter Finchman” and almost immediately, it was green-lit for airing in early 2013. Also Imaginary Friends with 9 episodes – Imaginary Friends being a one off company.

Figure 2 Kudos Film and Television :: Taken from Kudos, 2005

The Producer of the show is Richard Stokes, who stayed as the producer for the show between 2013 and 2015, producing a total of 16 episodes. He was previously known from producing shows such as Silk (2012), Law & Order (2009-2011), Torchwood (2006-2008) etc.

(Hewitt, 2013) - Photo (IMDb, No date) - Text

There are a couple of different Executive Producers within the show, these are Chris Chibnall (who is also the writer of the show) and has been since 2013 to this current day. As well as writing the majority of Broadchurch, he is also known for Malaterra (2015), 5 episodes of Doctor Who (between 2007 and 2012) which could’ve linked David Tennant’s part within Broadchurch, 2 episodes of Life on Mars (2006 to 2007) etc. (IMDb, No date)

Figure 4 Chris Chibnall :: 2016

The other Executive Producer for the show is Jane Featherstone, again from 2013 to this current day. She is known for shows such as Hunted (2012), The Hour (2011-2012), Ashes to Ashes (2008-2010), Life on Mars (2008-2009) etc. I feel her being an Executive Producer for Life on Mars (which is also what Chris Chibnall worked with for 2 episodes) could’ve resulted in her knowing of Chris Chibnall, despite not working at the exact same point in time.

Figure 5 Jane Featherstone :: No date

Figure 3 Richard Stokes :: Taken from Hewitt, 2013

Characters

There are quite a lot of suspects and mysteries within the show, but straight from the intro to the show, we are introduced to a variety of different cameras which help support a lot of different points, and how the film/television world has been changed from a simple gender role-change.

The first major character within the show is Ellie, who we find out straight at the beginning is a Female Detective Sergeant which is quite unusual to see. For a start, you’re unlikely to see one that often, however the simple twist straight away brings in a wider audience, as well as a twist on the real world. Within the time this show was created (2013), according to the official government site under section 5.1 “Gender”, it states “There were 35,471 female officers out of 129,956 officers in the 43 forces of England and Wales”. That shows that only just over a quarter of officers were female, which would also impact how unlikely you would be to see a female officer.

(Government, 2013)

Figure 6 Gender in the Police Force :: 2013

Alec Hardy is one of the other main characters within the show as well. He is played by David Tennant and has the role as a Detective Investigator. Straight away from both his accent and the way he looks, we gain an understanding that he is an outsider as he’s not from the area and you can tell he’s done a lot in his past (as the character) as he looks quite scruffy and like he needs a good shave/wash. The reason David Tennant is one of the main characters within this show is because he is the main baggage for the show – he already had a big fandom from Doctor Who whilst he was in it, and a huge poprtion of his fanbase from there will end up watching Broadchurch, literally just because it is him! That’s one of the only reasons why David Tennant would have been cast (other than being a great actor and could bring his own character to life within the show.

Figure 7 David Tennant's Character Alec Hardy :: 2013

Within the show as well, we are also introduced to Danny’s Family – They are seen as just an average family which is shown and proven to be similar to someone within the audience as straight away it would be familiar to us. This could be because most people get up in the morning, go to work/school/whatever they actually do and then they go back home. When the mother finds out that there’s been a child death at the beach (which again links with being a family location) after her son has been missing, her emotional reaction is very realistic to the audience, which would build a connection to see the distress that could’ve occurred throughout someone’s life, or could be upcoming. As it’s so realistic, the audience can instantly feel her pain and how distraught she is over what she’s about to find out.

Madeleine McCann

These could also link to the 2007 Madeleine McCann mystery that is still going on to this day – almost 11 years later. As the child had gone missing, could it have originally been classed as a child abduction? Or could it be that the parents have done something and tried to hide the body? Nobody knows for certain at this very time, especially as a body had never been found, maybe she could still be out there. The whole idea of child abduction for an audience perspective produces a sense of fear into the audience, and would make them feel exactly how the mother could link in with the show.

Linking in with the actual story of Broadchurch, there was a complete international search for Madeleine McCann and many different people were

being questioned throughout the day, however detectives were not finding and significant clues.

(BBC, 2007)

Location

One of the Major points to do with Broadchurch is the location. The reasoning for this is because it’s set at a beach, in a simple town where everyone knows everyone. The beach is seen as a happy place as for a start it’s quite a family-orientated place, as well as the location being familiar to everyone, not where you would expect to find a body. There’s also a sense of innocence within the show as well from the location, especially as one of the quotes within the first episode after they find the body, there’s a question which is “Are suicide’s common around here?” and the response – “No, things like that don’t happen here”. As it’s quite an idyllic place to live (I’m sure a lot of people would love to live near the beach), and as it’s a place that you would unlikely find something like that happen at, it produces a sense of Fear. Which will especially link in with the real world.

Figure 8 :: Madeleine McCann :: Taken from BBC, 2007

Figure 9 :: Google Maps location of Praia Da Luz :: Google, 2017

As well as this, linking back in with Madeleine McCann, she went missing at a holiday resort in Praia Da Luz, Portugal – a beach. This could have also created some ideas for an ideal location (as horrible as it might be to think of) for the location where Danny within the TV show is found.

Figure 10 Google Mas Photo of Praia Da Luz :: Google, 2013

Secrets

Within the show as well, we get to understand that there are quite a lot of secrets, and hardly anybody knows the secrets – not even the audience. This is because there’s quite a small town life, where everyone is going to have a secret, and even your best friend there could have a secret that nobody (not even yourself) knows at all. This is also to produce an effect of tying people together, and links into the real world as there are many different police investigations, and as well as this produces a realism effect that any police investigations that occur, their main role is to try and find out these secrets to try and find some form of justice which is just what detectives do in the real world.

Role of the Press

Within the show, we can see one a big impact to do with the press. This is because the press has always been quite intrusive and always want more and more information as they need to try and make stories to keep their sources alive. Some ideas within this are to represent how 24-hour press coverage started to become more popular and not just within a certain timeframe, as well as showing how much distress the press can create to someone’s life. In the first episode, we can see the reporter takes the teddy that Danny’s sister left for a “memorial”, and we then see moments later a reporter taking the teddy, showing a straight-forward intrusion of privacy and causing distress to the sister, putting their own news story before someone else’s wellbeing.

As well as this we see within the show the idea of a boy being “wrong profile”. This simply means that because he is a male that is found, he’s not as important as if a female was found/went missing, because females are generally seen as more “pretty” to the public eye, and because they’re female it’s seen as more worrying, whereas stereotypes will say “a boy is strong and shouldn’t go missing”. As an example, how many male stories do you see when they go missing compared to female ones? Not as many – this could link into the Madeleine McCann situation simply because if a boy was to go missing, it wouldn’t be seen as important by the press because they won’t get as many viewers for their articles. The idea of being “wrong profile” produces an idea that just because a boy is found, that boy’s life was meaningless and not as important, which links onto my point about Social Media…

Role of Social Media

In total within 2013, Social Media was starting to get a much bigger “boom”. On average, there was about 67% of internet users across the world using different Social Media platforms, and Twitter (which we see in the show) was one that was starting to rise, however definitely not the most popular within the time period. Twitter was being used more than Pinterest, Instagram and Tumblr, however this was only statistics for people over the age of 18 and under the age of 29.

Figure 11 The Landscape of Social Media Users :: Widrich, 2013

There was a rising issue with Social Media during this year, which started having both false news stories shared around. This could’ve also been an influence simply because within the show there’s a tweet that’s sent out completely disrespecting the family’s privacy. Within an article from huffingtonpost, they state that “Social media creates excessive drama. This is because positive messages are read as more neutral than they are intended to be; neutral messages are read as more negative as they are intended to be”. This could have been some form of influence simply because a simple tweet can be seen as one of the most negative things in the world, despite only being 140 characters long.

(Greenberg, 2013)

Reflective Log At first I found it quite difficult to find specific articles from before 2013, however I ended up finding a useful Google Search tool which allowed me to work out how to set a custom range for dates of an article, being from the early 2000’s to 2013 helping me find a lot more information that would be relevant to the task.

Figure 12 Google Search Tool :: Taken from Google, 2017

Overall, I feel that this task was quite a challenging one to complete, as you had to look very carefully at specific details within the TV show to find out what you needed to research to try and find the context behind why it was created, and I feel that I did quite a good job at some of the things that I found out, because of how difficult the task could be at times. One of the major improvements I could say for myself would be spending a bit more time on each section to try and find out even more information that what I already knew/found out and stretched some of my points a bit.

Own Choice Contextual Study – Week 4

Reflective Log

Copy Transform Combine Scene 1 – Week 5

Reflective Log

Project Review and Evaluation – Week 7

Skins (2007) Target Audience Study – Week 8

Reflective Log

Own Choice Target Audience Study – Week 9

Reflective Log

Copy Transform Combine Scene 2 – Week 10

Reflective Log

Copy Transform Combine Scene 3 - Weeks 11 And 12

Reflective Log

Extended Skills

Week 1 – Framing and Composition

Within this week we are reflecting on our Framing and Composition Skills with a small addition of lighting as well. Our task for this week was to watch a scene from Episode 1 of BBC’s “The Game” titled “What is Operation Glass?”, and for every shot we needed to try and re-create it as best as we could. This included trying to re-create some lighting methods using only the light sources we had, and trying to re-create the different aspects of the scene as best as we could with what we had with us (e.g. water bottle instead of a vodka bottle).

(BBC, 2015)

The first shot within this scene we can see a light within the background, and our re-creation is using the background light as our main key light, whilst using a slight reflector as the fill light towards the camera more to try and remove some of the shadow. I feel this shot was probably one of the best

ones that we got because it quite accurately represents what was shown in the first shot of the scene, and matches up quite nicely. The only difference is the background has a little bit more light and same with the character having more of a white light, whereas most of ours are quite orange which could be because of the white balance settings or just simply the position of our lighting. Overall though for this shot I am happy with how it turned out as it is quite accurate to the original image, both with the framing and composition of the character.

This shot I don’t feel went too well with the lighting side, however I feel the framing of it works slightly. The lighting overall is very poor which again could be because of the white balance, as well as the positioning and strength of the LED light that we used and the positioning of it. The chair was also just out of frame which originally should’ve been within the frame, however you can just about see the top of it in our photo. The position of the character works quite nicely in it (well, what you can see of the character), and I feel that is probably one of the best parts about this one – the positioning.

This shot I feel is quite a nice one due to the colouring, however within ours there’s a clear error for the framing – we’ve got the character positioned to the right of the screen whereas the real one is right in the centre of the screen. I feel the colouring within ours is quite nice as a contrast to the original one as you can clearly see light on one side of the screen, and a little bit towards the

background from another smaller LED producing some light which is evident on the arm of the shirt of our character.

This one here I feel also worked quite nicely with a contrast to the original image, however an error that started appearing from here was that the closest side to the camera might not have had a reflector within this shot, which is evident because you can’t see much light on this side, however it still works quite nicely as the original is quite shaded on this side. Again I do like the lighting position in the background and the framing and composition of the character, as it quite accurately still produces a similar image within the two pictures.

Within this image we can see a similar effect to the previous one from this position, however this time I feel the framing and composition worked quite nicely simply because it’s pretty much a similar position for them both. One issue I have is you can’t see fully what he is pulling and can only suspect it’s a chair – this can be both due to the darker chair colour on our end or that there wasn’t enough light again within the scene, which is quite evident within this particular one.

Within this shot I feel like it could’ve been quite a bit better, both with the lighting so you can actually see what is happening, and so that you can see the shot within a lot more detail than what you already can, as our original light is being covered up now by the character that has just sat down. You can just about see the light from the glasses, however if I was looking at the image I wouldn’t even be able to tell someone else is sitting there to start with. Again with these shots I do particularly like the framing more than anything as it’s almost accurate. This one I would’ve just said there would need to be a bit more body movement within the characters left shoulder and bringing that in a little bit further.

This photo I think went quite well because of the framing of the shot, we tried to replicate it as much as possible and keep the continuity within the shot (the bottle in our case) and I feel that the framing of the character worked quite nicely as it showed a similar expression. I also feel the lighting worked

a bit better within this one as it was evident we used a reflector within this one to act as the fill light, and it added less of a shadow on the side for once.

This shot also worked quite nicely as it replicates the original quite nicely with the character towards the back in focus and the one closest to us not in focus, with the light reflecting off of the glasses etc. however again, I feel like the fill light wasn’t used as much within this shot which can obviously be a major improvement for next time.

This photo I feel is quite nice with the framing and composition side towards it, however I feel the angle within the shot isn’t accurate simply because it seems more like a slight high angle shot that’s been zoomed in and some of the positioning of the second character (which you can hardly see, but they’re at the bottom right of the shot) makes it seem like it’s not really an over the shoulder shot, and more just a random shot. The lighting starts to get a little bit better, however it’s still not as accurate as it could have been.

This shot I feel didn’t go as well as we originally thought it did. The reasoning for this is simply because it is way too dark (once again), the positioning of the closest character to us isn’t correct, and some of the positioning of the original character isn’t that close either except for looking down. I feel this one could’ve gone a lot better,

however I can see a slight bit of resemblance just due to the looking down of the character and the placement of some items such as the light and the bottle.

This shot I thought was quite a good one as it allowed us to clearly work on an extreme close-up so we could get quite a lot of details within the character, and as well as this you can see a similarity just through the way that the character is looking. I feel the lighting in this one worked a little bit better as well as one side of the face is quite lit up whereas the other side isn’t, however I feel that a

lighter reflector could have been used as originally it’s not completely pitch black on one side of the characters face, but I feel the framing of the character is quite close, however it should’ve been placed more into the left third rather than the centre.

I feel that this shot didn’t go all too well again because of the lighting, however you can see that a slight reflector was used on this side to try and fill the shadowed side a little bit, however it didn’t add too much light into the shot which was a shame, but it did work to an extent.

This shot, as the same as the previous one seemed to go okay, not great but okay – the reasoning for this one is because the positioning of the character/camera is completely off, the lighting isn’t that great however it does cover the side that we wanted covered, just could’ve done with a bit more of the face.

This

shot I feel accurately represents the original, however once again it could’ve done with a bit more light within the shot. One issue that I have noticed other

than the lighting is again the over the shoulder section and part of the persons head clearly isn’t shown within this shot, however the positioning of the main character in the shot is still in the correct location and the “prop” bottle is still in the right position as well.

This shot I feel is quite close to the original, except for the positioning of the character closest to the cameras head, which should be slightly further back (or a simple camera movement away and to the side a little bit more) however I feel this one went quite nicely.

This shot, whilst using our props I feel that it went quite well, as you can clearly see a resemblance to the original shot, and you can see how the positioning of the character works quite effectively. In the bottom right corner you can just about see a shoulder, but we would’ve needed more of a silhouette effect for the character and for that character to be within the shot a little bit more to make it even more accurate, however I

feel that it works quite nicely.

This shot I feel is one of my favourite ones out of all of them so far, as you can see quite accurately what is happening within the shot, and you can see that it is quite accurate to the original. The main difference in this one is that the lighting has been raised a little bit which makes it a bit easier to see for a start, and as well as that I like how the background works as it looks quite accurate to the original for the curtain change. The positioning of the character is quite close to the original which I

feel makes it one of the best so far.

This shot I feel worked quite nicely as it was quite planned out, we positioned someone for our character to look at to make it look like he was looking roughly in the same location, and we made

sure that the hand positioning was quite similar (however it’s not as seen). One of my only improvements to this shot would be using the fill light a little bit more.

This shot I feel is quite a nice shot, as you can instantly see that he seems a bit more powerful and stronger because it’s more of a low angle shot, which quite accurately represents the original photo nicely. The lighting seems to work quite nicely in this (but again with the fill light being used). Overall though I feel this one is quite close to the original.

I

like how the extreme close up was used within this shot to try and replicate the original, however the character’s placement could have been a little bit better, because despite having the character in the correct third and location, the head positioning isn’t accurate, as originally he’s looking up, whereas in this one he’s just looking down with not much “fear” within his character. Otherwise I like how it was positioned. Other than that I would say it would need a bit less of an orange lighting.

This shot I feel could have done with a little bit more lighting towards it, however other than that you can see it’s acting as quite a low angle shot to make the character look more powerful which I feel we’ve achieved within this one, and the characters positioning and facial expressions are quite similar to the original. Again, my only improvement for this would be to try and make it brighter next time, as it’s very dark – this could be using more of a fill light, a back light and turning the brightness in the key light up (three-point lighting).

Reflective Log

Overall, I feel this task was quite effective as it allowed us to recap and refresh our memory on Framing & Composition, which allowed us to work on how we can recreate a scene using just pictures of different shots. A major improvement for myself for next time would be trying to get the lighting a bit better, as well as trying to frame some of the shots a little bit better as well so they were all in the correct location, otherwise I feel that this task worked quite well for us.

Who am I? Myers Briggs Research

Figure 13 Dictionary - Photo taken by Jenni Blackman

APPENDICES

Appendix 1

How to Harvard Reference in Word and Creating a Bibliography

Go to the REFERENCES tab – open it

Change the style to Harvard

For inserting in a reference in a text – correctly called a citation - at the point where you want the citation to go……

Go to INSERT CITATION and then click on ADD NEW SOURCE

Change this to whatever type of source is relevant, ie. Book, web etc and then answer the questions

And click ok and it will in correctly reference your quote or picture etc at the point in the text you need it to be i.e. (Blackman, 2016)

It also puts it in your Bibliography! –hurrah!

BIBLIOGRAPHY

To do this you go to the BIBLIOGRAPHY TAB, which is in the drop down from the REFERENCES tab

Click on the top list – it says Bibliography

And hey presto…

You have a bibliography! - Try it! it is magic! And you will never ever get it wrong ever again! And when you do another citation it adds it to your bibliography and if you only want something in your Bibliography

If you are just putting an entry into the Bibliography

Go to REFERENCES

Then go to MANAGE SOURCES

This drop down then appears, as you can see it already lists my citiation that I have already done.

Go to the NEW

This drop down then appears, and fill in all the questions

And then Go to Bibliography, click on the top box and there is your Bibliography!

Bibliography

B, J., 1990. Cats and Dogs. First ed. London: Fred.

Blackman, J., 2016. Cats Rule. First ed. New York: Routledge.

Appendix 2

How to add pictures, graphs, etc to your Table of Figures in your Portfolio

To make your portfolio even more professional than it already is, and to be correct, academically, you can add pictures, graphs etc to the already created Table of Figures.

This is how you do it …..

Add your picture/graph etc at the point you want it to be.

Right click on the picture/graph etc

Click on – Insert Caption

At the top of the box there is a line saying Caption

It will automatically tell you if it is Figure 1,2,3 etc – DO NOT ALTER THAT

Then put in the citation for the bibliography (after the Figure 1,2,3 ) and what you want to call it i.e. Focus Group Graph.

Click – Close

Remember to note the layout, so you do the same for each figure i.e.

Figure 1 : Hello Project – photo by myself

Figure 2 : Focus Group Graph

Figure 3 : (Fred, 2013) Green Screen Examples

Then go to the Table of Figures (at the bottom of the Contents Page at the front of the Portfolio)

Highlight it

Right click

And click on update field

Click on update whole Table ……. And it is done!

Appendix 3

How to add to the Appendix in your PortfolioAn appendix is a place to add extra information that may help the reader of your portfolio with background information, additional info etc. It is a good place to load your Daily Production Diary for example.

This is how you do it.

This is what it looks like now…..it is right at the back of the portfolio

APPENDICES

Extended project in creative media production Learning Outcomes and Assessment

And the criteria are here.

Step 1 - Type in – in bold – what it is you want to say e.g.

Appendix 2 – Daily Production Diary (for example) and then

Step 2 - Highlight it

Step 3 - Go to References in the top menu

Step 4 – Click on Add Text

Step 5 – Click on level 2 – so it now looks like this

APPENDICES

Extended project in creative media production Learning Outcomes and Assessment

Then your criteria are here.

Appendix 2

Daily Production Diary

Then cut and paste your production diary here

Step 6 – Add Appendix 1 to the Criteria, so it looks like this

APPENDICES

Appendix 1

Extended project in creative media production Learning Outcomes and Assessment

Then your criteria are here.

Appendix 2 – Daily Production Diary

Step 7 – Go to the Contents Page, highlight it

Step 8 – The update table menu comes up, click on update whole table and it is done.

Appendix 4

How to embed videos into your portfolio

From YouTube

Step 1. Find your video, right click on it whilst the cursor is over the video

Step 2 click on Copy embed code

Step 3 – Go to your portfolio

Step 4 – Click on insert – top menu bar

Step 5 – Click on Online Video

Step 6 – paste in the embed code and click on the inset tab and voila, it is there!

From Vimeo

Click on the Paper Plane

Then highlight this code

Appendix 5

Learning Outcomes and Criteria’s

UNIT 9 : Characteristics and Context in Media and Communication

Learning Outcomes Assessment Criteria

Understand the characteristics and context for a chosen media and communication

Unit 9 LO1 1.1

Analyse the characteristics and context for a chosen media and communication

Unit 9 LO1 1.2 Interpret research activity to develop ideas for creative production.

Be able to use knowledge of the characteristics and context of a media and communication activity.

Unit 9 LO2 2.1 Use knowledge of characteristics and context to plan and develop creative solutions for a chosen media and communication activity.

Unit 9 LO2 2.2 Apply practical skills, knowledge and understanding of characteristics and contexts to produce creative solutions for a chosen media and communication activity.

Be able to use evaluation in support of creative media production

Unit 9 LO3 3.1 Critically evaluate creative solutions against identified characteristics and context for a chosen media and communication activity..

Unit 9 LO3 3. 2

Critically reflect on learning to inform personal development

UNIT 10: Engaging with an Audience in Creative Media

Learning Outcomes Assessment CriteriaUnderstand the audience for a chosen creative media production activity

Unit 10 LO1 1.1 Analyse the characteristics of the audience for a chosen creative media production activity

Unit 10 LO1 1.2 Interpret research activity to develop ideas and creative proposals for a chosen audience.

Be able to plan and implement a creative media production activity for an identified audience.

Unit 10 LO2 2.1 Demonstrate independence in decision making in planning and developing creative solutions.

Unit 10 LO2 2.2 Select appropriate media and processes to communicate ideas for an identified audience

Be able to use evaluation in support of creative media production for an identified audience.

Unit 10 LO3 3.1 Critically evaluate creative solutions against identified audience characteristics.

Unit 10 LO3 3. 2

Critically evaluate and reflect on learning to inform personal development

Appendix 6

Allocation of Learning Outcome/Criteria to Contents

Broadchurch Contextual Study Unit 9 LO 1 1.1

Own Choice Contextual Study Unit 9 LO 1 1.1

Copy Transform Combine - Scene 1

Unit 9 LO 1 1.2, LO2 2.1 & 2.2, LO 3 3.1 & 3.2

Skins Audience Study Unit 10 LO1 1.1

Own Choice Audience Study Unit 10 LO 1 1.1

Copy Transform Combine - Scene 2

Unit 10 LO 1 1.2, LO2 2.1 & 2.2, LO 3 3.1 & 3.2

Copy Transform Combine - Scene 3

Unit 9 LO 1 1.2, LO2 2.1 & 2.2, LO 3 3.1 & 3.2

And Unit 10 LO 1 1.2, LO2 2.1 & 2.2, LO 3 3.1 & 3.2

Appendix 7

UAL Film and Television Year 2 2017-2018

Students Scheme of Work /CalendarUnit 9 Characteristics and Contexts

Unit 10Engaging with an Audience

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LM A

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TELE

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PR

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Who

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Unit 11 Preparing for Progression

Week 1w/c 4.9

Induction Week

Week 2w/c 11.9

Show – Copy Transform Combine Videos - discuss

UCAS – guidance

Intro to key words i.e. analyse, characteristics and contexts.

Week 3w/c 18.9

Contextual Study 1(Guided) Unit 9 1.1

Personal Statement workshop 1.2 and 2.1

Week 4w/c 25.9

Contextual Study 2(Students Choice) Unit 9 1.1

Continue with UCAS – sourcing university courses

Week 5w/c 2.10

Film scene (or elements of it) Unit 9 2.1 and 2.2 and 3.1 and 3.2

Completing of 1st draft of personal statement

Week 6w/c 9.10

Intro to key words i.e. characteristics of the audience

PS Completed.

Week 7 Progression Week Self Directed Study Week

Unit 9 Characteristics and Contexts

Unit 10Engaging with an Audience

ADVA

NCE

D SK

ILLS

FO

R FI

LM A

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TELE

VISI

ON

PR

ODU

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Who

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Unit 11 Preparing for Progression

Week 8w/c 30.10

Audience Study 1(Guided) Unit 10 1.1

Evaluate own strengths and ambitions 1.1

Week 9w/c 6.11

Audience Study 2(Students Choice) Unit 10 1.1

Investigate skills and progression routes (courses etc) that may need to be developed or completed to achieve ambitions detailed in week 2 1.2

Week 10w/c 13.11

Film Sscene (or elements of it) Unit 10 2.1 and 2.2 and 3.1 and 3.2

Produce a career timeline1.1

w/c 20.10 Community Week Week 11 w/c 27/11

Students produce their own scene combining their knowledge of characteristics, context and audience, using an existing scene and therefore demonstrating their understanding of Copy Transform Combine. Sk

ills

Investigate progression routes 1.2 (referring to Timeline)

Week 12w/c 4/12

Week 13w/c 11.12

Dedline for all work completed and posted and in Portfolio.

Appendix 8

Bibliography

BibliographyAnon., 2005. Kudos Film and television. [Online] Available at: http://logos.wikia.com/wiki/Kudos_Film_and_Television[Accessed 20 9 2017].

Baker, N., Lockett, J., Harper, P. & Mullin, G., 2017. What happened to Madeleine McCann, what are the theories about her disappearance and how many alleged sightings have been reported?. [Online] Available at: https://www.thesun.co.uk/news/2238940/madeleine-mccann-disappearance-conspiracy-theories-portugal-age-sightings/[Accessed 20 9 2017].

BBC, 2007. Madeleine rewards rises to £2.5m. [Online] Available at: http://news.bbc.co.uk/1/hi/6649951.stm[Accessed 20 9 2017].

BBC, 2013. Episode 1 | Broadchurch | BBC America. [Art] (BBC America).

BBC, 2015. What is Operation Glass? - The Game: Episode 1 Preview - BBC Two. [Online] Available at: https://www.youtube.com/watch?v=WlKb-z4nkyU[Accessed 19 9 2017].

B, J., 1990. Cats and Dogs. First ed. London: Fred.

Blackman, J., 2016. Cats Rule. First ed. New York: Routledge.

Brown, B., 2013. Is David Tennant Going to Make It Back to 'Broadchurch'?. [Online] Available at: https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwiK7-PygLzWAhWRa1AKHRuxAxUQjhwIBQ&url=http%3A%2F%2Fwww.bbcamerica.com%2Fanglophenia%2F2014%2F01%2Fdavid-tennant-going-make-back-broadchurch&psig=AFQjCNHVZn5YzLsdW1CuYrnqkS3KB7KX[Accessed 22 9 2017].

Chris, 2016. Chris Chibnall - Yay or Nay. [Online] Available at: https://burrunjor.com/2016/04/09/chris-chibnall-yay-or-nay/[Accessed 20 9 2017].

Editors, W., 2013. Broadchurch - Wikipedia. [Online] Available at: https://en.wikipedia.org/wiki/Broadchurch[Accessed 18 9 2017].

Google, 2013. Praia Da Luz - Google Maps. [Online] Available at: https://www.google.co.uk/maps/@37.0865982,-8.7254545,3a,75y,251.67h,93.63t/data=!3m8!1e1!3m6!1sAF1QipMQn571fASNkM1PGAQenJgvfvBtxhSeobH5jMIN!2e10!3e11!6shttps:%2F%2Flh5.googleusercontent.com%2Fp

%2FAF1QipMQn571fASNkM1PGAQenJgvfvBtxhSeobH5jMIN%3Dw203-h100-k-[Accessed 20 9 2017].

Google, 2017. Praia Da Luz - Google Maps, Portugal: Google UK Ltd..

Government, 2013. Police workforce, England and Wales, 31 March 2013. [Online] Available at: https://www.gov.uk/government/publications/police-workforce-england-and-wales-31-march-2013/police-workforce-england-and-wales-31-march-2013#data-tables[Accessed 19 9 2017].

Greenberg, B., 2013. 8 Problems with Teens and Social Media. [Online] Available at: http://www.huffingtonpost.com/barbara-greenberg/8-problems-with-teens-social-media_b_3472816.html[Accessed 20 9 2017].

Hewitt, S., 2013. Broadchurch - Chris Chibnall and Richard Stokes' Twitter Q&A - Full Transcript. [Online] Available at: https://www.david-tennant-news.com/broadchurch-chris-chibnall-and-richard-stokes-twitter-q-a-full-transcript/[Accessed 20 9 2017].

IMDb, No date. Chris Chibnall. [Online] Available at: http://www.imdb.com/name/nm1163823/?ref_=ttfc_fc_wr1[Accessed 20 9 2017].

IMDb, No date. Richard Stokes. [Online] Available at: http://www.imdb.com/name/nm0831379/?ref_=ttfc_fc_cr4[Accessed 20 9 2017].

Pictures, S., No date. Jane Featherstone. [Online] Available at: http://variety.com/exec/jane-featherstone/[Accessed 20 9 2017].

Widrich, L., 2013. Social Media in 2013: User Demographics for Twitter, Facebook, Pinterest and Instagram. [Online] Available at: https://blog.bufferapp.com/social-media-in-2013-user-demographics-for-twitter-facebook-pinterest-and-instagram[Accessed 18 9 2017].