stages and development of Final Outcome of my Guides

Front cover of guide final:

Stage 1:

Stage 2:

Stage 3:


Middle page guide final:

Stage 1:

Stage 2:

Stage 3:

Back page guide final:

Stage 1:

Stage 2:

Stage 3:

Unit 1.4 Evaluation

In conclusion I am satisfied with my overall guide which I think attracts my target audience. I am pleased at my outcome and It looks visually pleasing. I had positive feedback from my class such as:
'It looks attractive, I would definatly take that guide'
'I love the ducks, it looks adorable and the inside of your middle page has the back of the duck which is really creative how did you do that?'
'I love the inside of your page especially the Experience The HQ&HD Cinema Entertainment. It looks really appealing'
'I like your back cover and how you created a small collage at the bottom so it doesn't look boring.'
'Your colours on your front, middle and back contrast. I think it's creative how you interacted with the audience by using: theres more. Your fonts are simple, clear and the colours on each page contrast with one another'

The positive feedback has shown that I have succeeded the brief, visually and communicationally. I am happy that the feedbacks are positive and there were no negative comments.
I have really enjoyed this project even though there were difficulties on posting my work onto blogger and the fact that I had other subjects to do. I have learn't new skills on Photoshop and more about how important the deadline is as I have found it quite difficult to keep up with it.

Unit 1.4 Drafts of a guide to the creative and media scene in the Southbank

The draft of my front cover, I have drawn is simple and appealing because of the colours I have chosen also I have added dates and events just like the graphics I have researched. I wanted to create a guide that was professional yet still have an impact on my target audience which is tourists. I have added a simple image as I was inspired by one of the Guides.

The draft of my middle page is attractive and eye-catching as it does not look too complicated and busy which might bore the reader if there is plenty of information. My draft is quite similar to the third southbank guide however the text does not collage infront of the image but the background is black which is what I planned before. Also I kept the misleading background colour just like the second draft did.

The draft for the back of my guide looks interesting as there will be useful information that might be needed for my target audience. I will included a Map just like the BFI guide so my target audience knows their way if they are interested in visiting the BFI IMAX. I decided to go with a different approad and set the background colour differently to see how it would look like however I think I would stick with my recent idea.

In conclusion I think my drafts are well drawn out and coloured to show a clear idea of my ideas that will soon be created and edited onto Photoshop ready to be presented. My drawings are simple and procise so it shows the basic things I would need to add when I create my real Guide. I like my drawings overall because of the colour scheme I have chose however once I start creating my official Guide, I might not like the colour or image so this would be something I would have to consider and develop when I start creating it.

Unit 1.4 Awareness of the target audience‏.

My guide is aimed at everyone especially tourists and I think I have succeeded in producing a guide that is suitable for tourist as there are no social issues associated in my guide. The colours I have used are simple and not too colourful which would look like it is aimed at children. The Images are taken by myself and I have not edited the photo's so the reader is not misleaded. The image is not too childish nor too professional which would attract tourists as the colours used are natural and artificial. The font and colour is simple and clear to be read so the target audience will know what the Guide is about. I think my guide would attract tourists because it looks professionally made and they wont be misleaded by the images. The information I added is useful such as the website which tourists can look up themselves if they want to know more. The back of the guide will show useful information if the target audience is out and about, it also has a map so if tourists wanted to visit the Southbank they can easily look behind the Guide. Overall I think my guide is suitable towards my target audience as it is appealing and attractive which does not mislead the reader as the guide has images that represent London.

Unit 1.4 Final outcome: Guide to the creative and media scene in the Southbank

My front cover of creative and media guide for the south bank:

My guide was based on appearance and by doing that i have created a collage. The reason why i added on The Big Ben is because it is the most popular tourist attraction in London, I also wanted the target audience to know that The Southbank is in London. There is no specific colour scheme as I want the front to look more realistic so it shows my purpose. The image of the duck abd the buildings were photo's taken by myself and the London underground logo was also created by myself using Photoshop.

Because I was trying to make it look realistic I added in people from a different Photo that I took while visiting the Southbank. Overall I think my front cover looks appealing and I am satisfied with the final outcome of my guide because It is not targeted to one audience but it is aimed at everyone.

My middle page of the south bank guide:

When i was creating my middle page I was inspired by other guides that I had to take as part of my primary research. The main purpose of my colour choices is to make my guide look appealing and attractive. The black background and the IMAX building was to give a night time feel because people would prefer to go to the cinema at night as it would have a better cinema experience. The ducks were to contrast with the front cover and take up space on the middle page so it looks busy and not too plain. I didn't add in plenty of information as it could bore the person which would cause them to lose interest this is why I added on the website so people can find out more if they're interested. I wanted the title and sub-heading to stand out and contrast with the black background. The reason why I made the background black instead of blue is to make the inside look interesting which would appeal to a variety of audience.

My back cover for the Southbank guide:

The back cover is blue to contrast with the front cover of the guide. I have used opposite colours such as the black and white so it contrasts together and make it stand out on the blue background also it balances out. I created a small collage so it is more creative and attractive. I not only added a popular tourist attraction at the back but I have also added one at the back which is the 'OXO Tower'. I also added on other attractions in the southbank and the map is to help my target audience (tourists) to find their way to the southbank if they are interested in visiting it. The information I added is to help my target audience if they are out and about. I have added sub headings to divide the information so the text is clearer for the reader. I was inspired to do the white outline on the 'OXO Tower' and the 'Nelson Mandela sculpture' by another southbank guide, this makes it look more like a collage including the cropped out lettering.

Overall I feel that I have created a appealing and attractive final Guide. I think my Guide looks professional and creative which is my main focus. I have included different graphical techniques so it looks busy and eye-catching. I feel that I have met the brief especially towards the target audience. If I was to do this project again I would have changed the front cover so it contrasts more together. As you can see from my drafts and outcome, there are a lot of differences and changes; there has been a change of colours, images and fonts.

Unit 1.4 Researching for creating a guide to the media scene in the Southbank

BFI Guide:


The BFI guide is Simple and procise. It is specific and understandable, as the text and image is clear. The front and back of the guide has a simple picture of an owl which is the main attraction in cinemas and the typography is easy to read and it is straight to the point so it does not mislead the reader. The back page of the guide show a map and information about the time, date, and other useful information. I like how the background is black to give a night time feel and it also contrasts/blends in with the front of the guide. The middle pages is very bold and appealing especially the owl image. Both middle pages connect with each other making it look like a poster. The text is simple and the sub headings divides the information to make it clearer to read also the pictures that are included show information about the film/picture.

Southbank Centre guide 1:

This is a Southbank guide which I collected when I visited the Southbank myself. I took this guide because the image attracted my eye and the orange is very bold and striking. The colours used contrasts which is also why it is appealing towards people such as tourists. The front of the guide has a simple yet creative image as it looks like it has been spray painted onto the cover. The typography again is very clear and understandable as the colours stand out. The back of the cover shows over 'events' and 'how to book' showing useful information and both parts of the guide contrast because the colour is the same on both sides. However the middle page is white which misleads the reader into thinking it would be orange. The sub-headings are clear and creative just like the front. The colour scheme is white, blue, red and yellow; these colours are also used in the front and back. The images show a clear image that the guide is about music and the creative effects also attracts the audience.

Southbank London Guide 2:

This guide shows a lot of information however it is only a few lines. The guide is a leaflet like a poster or map which can fold into 4. The colours are simple: Black, white and green; they are colours that work well together and is popular as it is used regularly by other people. Just like the other 2 Guides this one is set out differently however is it still clear and simple. The title is bold and big to stand out against the 'Southbank Centre' so people do not misunderstand what and where the title is. The text and sub-headings looks collaged so the information stands out more than the images. The subheadings and images are clear so people can read bits that they want to read.

I will use some of the ideas from each guide such as:
- The black background to give a cinema feel as my middle page will be about the BFI. Just like the first guide.
- I will use the different colours on the front and back, and middle. Just like the second guide.
- Because I like the collage on the text and lettering on the third guide, I will use that but change it to contrast and fit more with my Guide when I create it.

Unit 1.4 Learning Log

Date: 21/01/11
Monitoring of progress log

Strengths:

• I have met the deadline for the client due to the fact that I had to work fast and hard within the time given.
  
  


• I have used my time well to plan which as been helpful when putting my work onto blogger.





• I have completed my work to a high standard and I am satisfied with my Guide because it looks appealing and attractive.

Weaknesses:

• I need to spend more time on the blog at home so more work will be done.
  


• I should have spent more time on my front page of the Guide to make it look more appealing.
  


• I should focus on my blog and keep making learning logs.
  

What I need to improve:

• I need to improve my time managment so I can move onto my next project.




• Also I need to improve on looking back at my work and redo any mistakes if I have time.
  
  


• I need to ask for help from the teacher when I need it.

Unit 1.4 Learning Log

Date: 04/2/11

Monitoring of progress log

Strengths:

- Before creating my leaflet I did some research to help with my planning. This helped me gain plenty of useful information. I looked at other leaflets, which are how I got my ideas from, and this is the reason why I think my work is pleasantly suited for the brief.

- I like how my leaflet has different colour schemes and images. This would bring interest towards the audience. Compared to my sketch and my finished outcome on Photoshop, I would usually like my planning sketch better however I preferred the outcome.

- My composition for my flyer is it looks attractive, imaginative and creative because of the way I neatly collaged my design. I think I set the brief because not only that it suits the target audience but it attracts others

Weaknesses:

- First weakness is that I did not make a big improvement on my Photoshop skills like I wanted to. I plan to improve Photoshop skills for my future needs and achievements.

- I should of searched up different styles of typography so I can have different ideas to my leaflet, making it more creative.

- I work too slow which can effect how much work I need to do based on the time I have available to do it.

Things to improve and why:

- Need to work faster and put my work on the blog so it is ready for assessment.

- Check my work and make any changes if needed to gain more marks and

- I need to catch up on other pieces of work so when I plan to post my work on Blogger I can do it quickly with ease if not then that would mean I have to post it at home which would mean less time for me to work on other school subjects.

Unit 1.4 Learning Log

Date: 26/11/10

Monitoring Of Progress Log

Strengths:

- I’ve written a good film review.

- I’ve learnt and found out more of the tourist attractions around London.

- I’ve been up to date with my work by adding on information on my work, which needs to be corrected.

Weaknesses:

- It was unfortunate that I wasn’t able to spend more time on my work at school and at home.

- I was quite distracted.

- I should look back at my work more often.

Things to improve and why:

- Add more information to make it more formal and professional.

- Look back at my work to improve any mistakes and make some corrections.

- I should spend more time at home to do some diploma work.

Unit 1.3 Research on developing a personal critical response to the film “THE HOLE”

IMAX cinema shows movies in High Definition including if you watch it in 3D, giving you a great IMAX experience with 500 seats available. The IMAX is a big attracting especially to tourists, when in opened in 1999 it was a unique building and become one of London’s famous Landmarks. The building is a circular shape surrounded with glass. The cinema screen is 20 metres high which is nearly the height of a double Decker bus and 26 metres wide. The IMAX shows the latest films in High definition and great surround sound, which will make you feel like you’re in the movie. IMAX 3D gives you a great reality experience which is why the IMAX is highly recommended.

I have visited the IMAX and they were showing the movie 'Dispicable me' so I decided to do some research and this is what I came across:

Dispicable me was released in the 15/10/2010. The movie is made in the USA lasting for 95 minutes and Universal pictures distribute the movie, which are one out of six successful major movie studios. Universal Pictures (Universal Studios) also distributing other famous films such as Shrek 2, Kung Fu Panda, Madagascar, How to Train your Dragon and many more.

The casts such as Steve Carell as Gru, Jason Segel as Vector, Russell Brand as Dr. Nefario, Julie Andrews as Gru’s mother, Will Arnett as Mr.Perkins, Miranda Vosgrove as Margo, Dana Gaier as Edith, Elsie Fidher as Agnes, Kristen Wiig as Miss Hattie and many more; they all play a lead part in the movie.

The links provided have helped me know more about the film 'Dispicable me'.

They have useful information on: the plot, characters, film reviews, casts and other useful information.

http://www.imdb.com/title/tt1323594/

http://en.wikipedia.org/wiki/Despicable_Me

http://www.rottentomatoes.com/m/1214097-despicable_me/

However I decided to do a film review on the Hole.

Unit 1.3 A personal critical response to the film 'The Hole 3D'

The Hole 3D Review - Frightful SHOCK!

The mystery of a never-ending hole questions everyone’s mind to what is inside that deep hole. An ordinary family turns out to have an unordinary adventure.

You may think it’s possibly just a dark black hole, but once you’ve seen this movie a hole will never look the same to you again, Bold Films studio did it again!

The movie casts are Chris Massoglia whom you might be familiar with if you’ve watched Cirque Du Freak, he plays Dane whom is a moody teenager. Haley Bennet stars as Julie the next-door, Nathan Gamble as Lucas the annoying little brother, Bruce Dern as the person who previously lived in the home of Dane and his family. Finally old Teri Polo as Susan the mother of Dane and Lucas. I guess Joe Dante who Directed Gremlins chose the right actors. Despite the age to watch the movie being 12+, it sure does give you a scare, fright and a jump! An ordinary family of 3 are constantly moving homes and towns. The 2 boys are afraid of one thing and that fear will haunt them until it has been conquered.

After moving in their new and mysterious home they begin to experience new things for example the town, people and “The HOLE”. When both boys find a wooden trapdoor secured with padlocks under their basement, they immediately start to try and open the padlocks recklessly and once they open the trapdoor there is nothing but pure darkness so they start to investigate it. The boys decided to throw something down to see if there is a end to this ‘hole’ but they figure out there is no ending, this made the boys superstitious and they start to question themselves about the hole. When they’re examining the ‘hole’ Julie steps in and asks what they are doing so Lucas tells her before Dane tries to stop him. All three of them look into the hole and that’s when their lives started to turn around.

The music and sound effects build suspense, which makes you jump in the movie. The music was very dramatic, scary and built tension, this made it feel more real. I think the sound effects were brilliant because they worked like a charm towards the audience. There was only music at the beginning and end of the movie as during the film it was mostly only sound effects.

The characters did a good job as it made the cinema feel more realistic. The actors were professional; I was especially impressed with Bruce Dern because it’s difficult to play his role. However Teri Polo and himself had only a short part in the movie, this was disappointing. Chris Massoglia, Hayley Bennet and Nathan Gamble were also impressive. Nathan Gamble played his part well for such a young person like himself, Chris Massoglia gave the impression to the audience that he really is a moody teenager in real life but I doubt it. Lastly Hayley Bennet role was also outstanding even though her role was difficult.

The part I didn’t approve is the ending because throughout the movie it was frightening but the ending turned out to be happy which ruined the atmosphere and feeling you already had – being shocked. The Part I did like was the whole movie especially the humour. The emotion was terrifying and horrifying.

The movie will give you a great thrill and spook. The 92 minutes you spend watching the movie is worth it, I guarantee it! It’s not only horrifying but also quite humorous.

I would rate this movie 4/5 because the ending wasn’t as great as I expected it to be.

List of sources:

http://www.wikio.co.uk/article/hole-movie-trailers-cast-review-212777224

http://www.totalfilm.com/reviews/cinema/the-hole-1

http://www.guardian.co.uk/film/2010/sep/23/the-hole-review

Unit 1.2: Primary Research of Roles in Creative and Media Jobs

Case study

Paul Mardles – Journalist
Marcel Pusey - Bassistry + producer
Akala - Rap Artist + Newman Sony Hip Hop Shakespeare
Kevin Leo - Songwriter
Victoria Warwick – Radio advertising
Marcina Arnold – Voice coach

Akala is a rapper and is now going on tour. He mentioned a lot like who/what you need/meet on the way, song artists and his life. He gave out plenty of information on how to become an artist but not much information about himself but surprisingly he is the brother of Miss Dynamite who is a famous artist.

Marcina Arnold is a Voice coach and she teached us how to use our voice better by teaching us different voice techniques for example how to high pitch and low pitch your voice. Firstly she teached us a technique called the tonic sol-fa this consisted of saying doh, re, mi, fa, sol, lah, ti, doh. This technique is mostly used in Spain, Portugal, Romania and many more.

Kevin Leo is a Songwriter and he previously worked for JLS. He said songs have deep meaning and once you put your mind to it then you will start getting the hang of writing song lyrics. Afterwards he set some activities for the class practising using our voice and writing lyrics.

Victoria Warwick whom is a Radio advertiser. She told the class that when she was in college she had a part time job in a Radio advertisement company. She firstly started making tea and made her way up into the company and that’s how she got her job.

Marcel Pacey created software called the O-generator and he has a band called the Bassistry. The most things he talked about were money, profit and budgets. Afterwards he finished talking, he set us a group activity. The task was to write about what you need to create a band/artist and we had a 10 grand budget.

Paul Mardles whom is a journalist talked about what life is like in a company and what journalists do.

Unit 1.2 Research on the creative and media employment roles and requirements in the Southbank.

Graphic design:

http://en.wikipedia.org/wiki/Graphic_design

http://www.myjobsearch.com/careers/graphic-designer.html

Architecture:

http://www.architecture.com/EducationAndCareers/BecomingAnArchitect2/QualificationsAndSkills.asp

http://www.architecture.com/EducationAndCareers/BecomingAnArchitect/Becominganarchitect.aspx

Dancer:

http://www.bls.gov/oco/ocos094.htm

http://www.ludusdance.org/training/careers-in-dance/getting-started/dance-qualifications

Session Musician:

http://www.myjobsearch.com/careers/session-musician.html

http://en.wikipedia.org/wiki/Session_musician

Journalist:

http://www.journalism4schools.com/qualifications.html

Actor:

http://www.ehow.com/about_6588677_qualifications-training-become-actor.html

http://www.bbc.co.uk/schools/studentlife/careersandchoices/dreamjobs/mediaandentertainment/actor_actress.shtml

Other useful links:

http://www.cwjobs.co.uk/JobSearch/JobDetails.aspx?jobid=49156402

http://www.cv-library.co.uk/cgi-bin/jdb_view_vacancy.cgi?jobref=113470844&s=100076

Unit 1.2 Written report on the creative and media employment roles and requirements in a chosen region

There are varieties of jobs available in London that people might not have known of such as:

- Graphic designer
- Architecture
- Dancer
- Session music
- Journalist
- Actor

In London there are a variety of universities to offer for students who want to study further. This summary is about qualifications needed for the job listed above and the salary.

Graphic Designer
The qualification needed to be for a graphic designer are 5 A-C GCSEs including doing A-levels and going university for 3-4 years for a better status in the job and degree. You would have to be creative and imaginative, you should also set the brief and meet the deadlines. You would also need to be good at explaining your ideas; you would need to be able to use software’s such as Photoshop. The average salary is £35,000 in London.

Architect
The qualifications needed to be an architect are at least 3 GCSEs including Maths, English and Science. A-levels are also needed. Once you get into university the amount of time you would spend there is 7 years. 1 year in a degree program, another year working in a architect office, 2/4 years for a diploma or higher degree and lastly 1 more year of work experience followed by a professional practice exam. The annual salary is £65,000.

Dancer
There are no qualifications to be a Dancer required. You could take a BTEC course at post-16 they can be equivalent to 1 or 4 GCSE’s or an A-Level. If you want to take a dance course for example performing arts, it would be a good idea as it can increase your advantages in further opportunities because you will have more ideas and passion in dancing. Dancing is a physical expression of emotion for example dynamic can mean power. Dance can be beautiful and most people find it easier to express their emotion through dance.

Session Musician
Qualifications are not particularly important to be a session musician. You would need to find the correct people to hire for instance, an agent and manager. However the qualifications needed depends on the school you attend but you should gain at least 5 graded GCSEs A*-C. Afterwards you can either choose to study A-levels or BTEC. The salary for a session musician depends on how many hours worked.

Journalism
The annual salary can go up to £85,000 for Journalism depending on how many years you stays in the career. For most journalist courses you need 5 GCSE's grade C or above, and one of these needs to be English.
The subjects recommended for A-levels are English Language and Literature, History, Sociology, Media Studies. The career can be stressful as it involves competing with other publishers and it includes working long hours with late shifts.

Acting
Acting includes Learning lines, rehearsing, attending auditions, attending castings, performing, with an agent and studying acting techniques. A majority of actors earn less than £10,000 and only a tiny amount earn over £30,000. The relevant qualifications are: A levels, GCSEs and BTEC diplomas in subjects such as English, Drama and Performing Arts. The skills needed is to be good on stage and screen, the ability to create another character and engage with an audience, good understanding of dramatic techniques, having confidence, energy, dedication, motivation and a creative insight.

Unit 1.2 Careers in the Creative & Media industry (Mrs dowdie presentation)

Creative and Media

An overview of the creative and media industries sector

The creative and media industries combined make one of the fastest growing sectors in the UK economy.

It can be divided into four broad sub-sectors - content, design, performing arts, and heritage and tourism. The sectors in this industry include:

- advertising

- architecture

- art and antiques

- computer and video games

- crafts

- design

- fashion design

- film and video

- music

- performing arts

- publishing

- software

- television and radio

Key drivers in the creative and media industries sector

The government aims to make the UK a global hub for the creative and media industries. Efforts have been focused on improving seven areas which drive productivity in the sector:

education

competition and intellectual property (IP)

technology

business support (including access to finance)

diversity

infrastructure

evidence and analysis

The emergence of new technologies has changed the nature of market opportunities in the sector. For example, digital delivery has altered hugely the way content in the music, software, television and radio sub-sectors is supplied to consumers. New media is increasingly a key area of focus for growth.

Careers in Media

In the creative and media industries, every sector organises itself differently, but all individuals and teams share one common aim: to create successful products.

Jobs in Pre-Production

Art Director

Designer

Character Designer

Prop Designer

Background Designer

Colour Stylist

Clean Up Artist /Design Assistant

Casting Director

Casting Assistant

Jobs in Production

Assistant Director

Animation Director

Key or Lead Animator

Background Painter

Animator

Junior Animator

Key Clean Up Artist (Animation)

Assistant Animator

Lighting technician

Live mixer

Line Test Operator *

Runner *

Production Secretary

Jobs in Post-Production

Special Effects Animator

Digital Compositing Supervisor

Editor

Editing Assistant

Other Media

Broadcast Journalist

Presenter

Researcher

Editor

Editorial Assistant

Careers in Design

Graphic Designer

Designer

Web Designer

Web Developer

Interactive Media

Corporate Identity Designer

Editorial Designer

Multimedia Designer

Exhibition Designer

Packaging Designer

Print Designer

Product Designer

Careers in Music

Composer

Music Supervisor

Music Agent

Record producer

Artist’s Manager

Performer

Careers in Art

Drapesmaster

Art Department Coordinator

Story Board Assistant

Draughtsmen [ responsible for drawing up set design]

Graphic Artist

Set Decorator

Assistant Production Buyer

Prop Maker

Prop dresser

Prop storer

Photographer

Costume Design

Wardrobe supervisor

Defining the creative media industries

Skillset is the Sector Skills Council for Creative Media and works to raise skills levels in every sector of industry within its remit.

Skillset subdivides the creative media industries into ten sectors:

- animation;

- computer games;

- facilities (which includes post production, studio and equipment hire, special physical effects, outside broadcast, processing laboratories, transmission, manufacture of AV equipment and other services for film and TV);

- film;

- interactive media;

p class="MsoNormal" style="MARGIN-LEFT: 43.5pt; TEXT-INDENT: -18pt; LINE-HEIGHT: normal">- other content creation (pop promos, corporate and commercials production);

- photo imaging;

- publishing (books, journals, magazines, newspapers, directories and databases, news agencies, and electronic information services);

- radio; and

- television.

Unit 1.2 Careers and Courses in the Creative & Media (Ms dowdie presentation)

Producer

Producers are highly self-motivated individuals, who have the final responsibility for all aspects of a film's production. He or she is frequently the first person to become involved in a project; they participate directly in all the main producing phases; and see the project through production, to post-production, marketing and distribution. The Producer's is role to turn story ideas into profitable cinematic entertainment, and to persuade others to share in his or her commercial and creative vision. Producers usually report to the production company, or to the Executive Producers appointed to supervise the production on behalf of the financiers and Distributors.

Responsibilities

Producers have overall control on every aspect of a film's production, bringing together the Screenwriters, Director, cast, finances and production team. Their primary responsibility is to foster an environment in which the creative talents of the cast and crew can flourish - Producers are therefore ultimately accountable for the success of the finished film. Producers many responsibilities span all four phases of production:

· Development - Producers are often responsible for coming up with the underlying premise of a production, or for selecting the screenplay. Producers secure the necessary rights, select the screenwriter and story editing team, raise the development financing, and supervise the development process.
· Pre-production - Producers typically bring together the key members of the creative team, including the Director, Cinematographer and principal cast..
Post-production and marketing - Producers are expected to liaise personally with post-production personnel, including the Editor, Composer, and Visual Effects staff. They then consult with all creative and financial personnel on the production of the answer (or final) print, and they are usually involved with the financial and distribution entities in planning the marketing and distribution of the finished film.

University Courses

Ravensbourne College of Design and Technology

CONTENT DEVELOPMENT

AND PRODUCTION

BA (Hons)

Two Year Fast Track Degree Course

The BA (Hons) Content Development and Production is a practical,

vocational production course that focuses on generating and

developing ideas into professional and creative content for

traditional broadcast programmes and multiplatform content.

The course is a two year fast track degree course that has been

running successfully for over 10 years and with a solid record

in gaining meaningful employment for its graduates.

The course focuses on developing production skills in programme

making for television and other platforms – for the web and

IPTV, interactive TV and mobile.

Entry Requirements

5 GCSEs (A-C) or equivalent

(preferably including English,

Media/Technology), and at

least one of the following or equivalent UK

2 A Levels (A-C);

4 AS Levels (A-C);

2 vocational A Levels (A-C);

Level 3 Foundation Diploma

or National Diploma; Advanced

Diploma (A-C) or International

Baccalaureate (24 points or

above). Also, an interview and

a portfolio, showreel or other

indicator of creative or technical

practice where appropriate

Camera Operator

Camera Operators usually begin work at the end of pre–production and, if the budget allows, attend the technical recces with other Heads of Department..

Camera Operators ensure that the camera and associated equipment are prepared for the required set–ups, always keeping alert for any last–minute changes. They must be able to multi–task, and to watch, listen and think on their feet while carrying out complex technical tasks. They liaise closely with the Director, fine–tuning the exact details of each shot, which often involves suggesting creative improvements or alternatives. They supervise the logistics of moving the camera, and oversee the Camera maintenance work carried out by the Focus Puller and the 2nd AC.

Camera Operators work closely with performers, guiding them on what can and cannot be seen by the camera. As it is now common for DoPs to also operate the camera on smaller films, many Camera Operators specialise in the operation of other precision equipment, such as Remote Heads or Steadicam, and most also work on commercials, promos and television drama. On bigger budget films, the role of the Camera Operator remains a crucial link between the creative ambitions of the Director, and other major departments, including Art, Hair and Make–Up and Costume.

University Courses

Brunel University

BA Film and Television

Entry requirements; 3 A levels BCC 240 points IB 24 points

The BA (Hons) in Film & Television Production is a practical production-based course which allows students to focus on developing the skills demanded of planning, managing, shooting and editing films of various genres and for different audiences. The theory that is embedded within the course is delivered within the context of production.

Broadcast Journalist.

Broadcast Journalism is the collection, verification and analysis of information about events which affect people, and the broadcast and publication of that information in a fair, accurate, impartial and balanced way to fulfil the public's right to know in a democratic society. This involves a variety of media including television, radio, the Internet and wireless devices. Broadcast Journalists working in television work in a variety of genres including news, current affairs, or documentaries. They may be employed by broadcasting companies, or work on a freelance basis.

Broadcast Journalists may be studio or office-based, or work in regional, national or international broadcasters' offices. They may also work from home, utilising broadband and other technology to interface with broadcasters and other employers. When working on news items, they must be prepared to travel, sometimes long distances, at any hour of the day or night, to gather the relevant information. They are responsible for generating ideas, and for assessing the value and accuracy of ideas and information from other sources, researching background data, and presenting items for consideration by Editors, Commissioners, or other decision makers

University Courses

University of Leeds

BA Broadcast Journalism

Entry requirements: 3 Alevels BBB. IB: 32 points overall.

A hands-on course for prospective journalists that features

intensive practical broadcast training alongside academic

scrutiny of the media business. You will learn how to research,

report and produce news in the fast-changing multimedia age,

developing stories for Radio,Television and Online output.

Documentary production skills are taught, and you can choose

to specialise in sports or science journalism during one final

year module.

Transmission Engineer

Transmission Engineers (sometimes known as Operations Managers) supervise the transmission of all genres of television programmes, working in the Master Control Room (MCR). They are responsible for the overall, day-to-day management of broadcasters' transmission facilities. This is a supervisory role, overseeing all incoming feeds from Outside Broadcasts and other sources, and all outgoing transmissions. They are usually employees of broadcasting companies.

Transmission Engineers work in MCRs, managing all staff in transmission areas, scheduling shifts and work patterns, and recruiting and selecting freelance personnel when required. They are responsible for effective communication between line management and transmission personnel. They liaise with other departments about scheduling workflow, and to negotiate the use of facilities and equipment. They ensure that safety plans and risk assessments have been prepared, and are adhered to, in the transmission areas. Transmission Engineers also work with other MCR personnel to train new operational staff.

University Courses

Queen Mary University of London

BEng Electronic Engineering

Entry Requirements;

A levels 260-280 for BEng programmes. IB 34 points BTEC DMM

Make Up Artist

Make-up and Hair Designers usually work on feature films and high budget television dramas and must be proficient in both make-up and hair techniques. Make-up and Hair are key elements in the overall design of films or television productions, creating a look for the characters in relation to social class, and time periods, and any other elements required to create the desired illusion. Make-up and Hair Designers are responsible for the overall design, application, continuity and care of make-up and hair throughout the pre-production an Increased multi-skilling in the UK film and television industries has meant that personnel are required to be proficient in both make-up and hair, and the departments are often merged. Make Up and Hair Designers' responsibilities vary depending on production needs.

University Courses

The Arts Institute at Bournemouth

Make Up for Media and Performance

2 year full-time Foundation Degree

Entry requirements 1 A Level

Unit 1.1 Research on the range and types of creative and media activity in the Southbank.

Tate Modern website: http://www.tate.org.uk/ - The Tate Modern website gave me plenty of useful information about themselves and their work. I have successfully because i was writing about Tate Modern it was good that they had their own website however the website had more information on their projects/work than they did on themselves.

Hayward Gallery website: http://www.southbankcentre.co.uk/find/hayward-gallery-visual-arts - I found it more difficult finding information about them on their website. The website was mostly based on their project work however their were very useful information about themselves on the Hayward Touring.


http://www.southbankcentre.co.uk/find/hayward-gallery-and-visual-arts/hayward-touring.

The Globe Theatre: http://www.shakespeares-globe.org/ & http://www.shakespearesglobe.com/ - There were several links to the Globe Theatre which helped me gain plenty of information however on the main Globe Theatre there wasn't much information based on the Globe so i had to search somewhere else. It took quite a long time to get some decent information however the http://www.shakespeares-globe.org/ was useful.

IMAX London (BFI) : http://www.bfi.org.uk/whatson/bfi_imax - The BFI website was useful towards me as it had simple and useful information that i needed. This made it easier for me to do less researching like the other places i researched. The website also had specific information based on which website you would wanted to watch.

The Royal Festival Hall: http://www.southbankcentre.co.uk/venues/royal-festival-hall & http://en.wikipedia.org/wiki/Royal_Festival_Hall - I had more information on Wikipedia than i did on the main website however i still gained plenty of good information which i can use later on; the main website had more information on what was happening in the Royal Festival Hall.

Extra Information: Primary research & http://www.wikipedia.org/