Thursday, 9 March 2017

Assignment 4: Music Video Production

Assessor: Keith Lawler
Hand-in deadline: 9th March 2017
Unit: 29 - Music Video Production
Scenario: After demonstrating your knowledge and understanding of music video production, and completed all pre-production tasks and planning tasks, you can now film and edit your music video production. Complete your music video production working within appropriate video conventions. 

TASK

Work as a team to complete your music video production to a near professional standard.

Managing Production:
  • Produce a production file to help with the production.
  • Create a production schedule and update where necessary.
  • Ensure all members of the team exchange roles.
  • Ensure everything is documented.
  • Maintain professional behavior and health and safety requirements at all times. 
Editing:
  • Each member of the team will edit their own section of the footage.
EVIDENCE REQUIRED: Individually edit and export the music video, as well as document a team production file.

MANAGING PRODUCTION 

01/19/17: On this day we have begun the animation of our lyric music video for The Weather Girls' "It's Raining Men". So far so good, as everyone has pitched in on editing footage, albeit in different ways and by their own accord. With this beginning we have the groundwork to move forward on creating our very own animated music video. 

01/20/17: Thus far we have produced our team production file and completed all of the necessary paperwork for our documentation. All members of the team have exchanged roles as editors and we are working well together. Today is just a bit of self reflection. Moving forward we need only focus on the editing of our music video and updating our process.

02/02/17: Today, we have allocated our separate clips among our five team mates (including myself). The song has been split in five parts for each individual to work on and edit to their desire. We first encountered problems in exchanging the sound file for the song across computers, trying various ways to sent it to team mates. We resorted to sending each individuals spliced audio to them to edit how they see fit. A continuity of sorts will take place, with the background going from dark to light blue (resembling the sky). As for me I will be working on the second to last clip of audio.

02/09/17: Jodie is on a trip to Paris, thus delaying her part of the editing. Nothing to worry about however, as we have all made good progress. I have sorted all my lyrics into the correct arrangement, now all that remains is editing them into a way that is not boring or mundane like any other typical lyric video. Rebecca has made good progress on on making transitions between lyrics, and it has helped us a ton, as she has shared this knowledge with the group. Mattie has made strides, sorting through the background and lyrics. As for Annie, she has also made efforts in her production.

02/16/17: as of now, Jodie and Annie have begun adding in their lyrics and are making an effort to complete their respective works. Mattie is continuing editing while Rebecca is almost done. Meanwhile, I need to add in animations for my lyrics to make them more flashy and appealing, and less plain and mundane.

02/17/17: thus far Rebecca has pretty much completed her part, with Mattie still behind, and Annie and Jodie getting on with help from Rebecca. As for me I am carefully trying to apply animations, and finish off the project. Rebecca has confirmed that her part of the music video editing is complete.

03/02/17: the original deadline. As of now, I Rebecca and Mattie have completed our part of the production. We will be assisting both Annie and Jodie in finishing theirs.

03/09/17: this is our deadline. Still awaiting Jodie and Annie's work to be finished. Jodie is confident it will be done and dusted; however, in contrast, Annie is not so certain. Help will be required. 


EDITING

Annie, Becca and Jodie have all pitched in and made efforts on our primary music video production, adding ideas and features to the product. Mattie and I have tried our hand at our very own music videos via Adobe Premiere, using the same song. I personally have been able to develop my thoughts and skills while working on my own project, and has helped me to time my edits right. I keep a little Word not journal to help document my edits, according to the time signatures.

As of now we have split the music track into 5 separate parts among our team mates. Each shall individually work on their own part and then come together to collaborate and put together our lyric video. The end result should see all individual's edits come together to make a full-fledged lyric video.

Assignment 4: Interview Production

Assessor: Gilly Hope
Hand-in deadline: 15th March 2017 (2:30 PM)
Unit: 36 - Interview Techniques for Creative Media Production
Scenario: You have been commissioned to research, plan and record a 4 minute interview to be broadcasted within the college, either radio/audio broadcast or a filmed recording.

TASK

Research and produce your own interview with anyone. Plan the structure of the interview and identify purposes. You must think of:
  • the purpose of the interview - inform; educate; entertain.
  • the plans - location; date and time of recording; setting; recording methods; interviewee.
  • the structure - question formulation; interviewing style; introduction; summary.
  • the preparations - consent; copyright issues; agreements; dealing with talent.
You must then conduct the interview according to your plans, as well as make note of any changes made. Finally, you must then record your interview for broadcasting.

- Address the criteria -
Ideas:
  • Interview my girlfriend about hairdressing?
  • Chat with a lecturer concerning coursework?
  • Discuss stuff with a class mate?
  • Maybe an interview with my brother? 
  • Perhaps interview someone after a viewing, giving a sort of interview-review angle to the broadcast?
  • Nate Anderson - interview a wrestling trainee?
I have come to the conclusion that I shall interview my lecturer, Gilly Hope, on her work at the BBC. Initially, I had a deal to work and interview with aspiring wrestler Nate Anderson; however, due to disclosure agreements in his contract, I was unprivileged to do so.
The Purpose

To become more informed on the topic of works that the interviewee is involved in, as well as ask opinions she may have about her work or what it concerns. Questions will concern work in the BBC and here in Bede campus. 

The Plan

Location: Sunderland College, Bede Campus
Date: 03/09/17
Time: 11:45 am - 12:05 pm
Setting: a quiet, closed-off area (preferably an empty classroom)
Recording Device: camera
Interviewee: Gillian Middleton a.k.a Gilly Hope

The Structure

Formula - the following are the questions:
  1. Did you work firstly for the BBC or here at Bede?
  2. When did you first decide you wanted to work within the media industry?
  3. How did you get into the media industry yourself? How did you apply yourself into the BBC and get work here in Bede?
  4. Is it at all what you expected? 
  5. What are you working towards: continuing your career path in the BBC or in education?
  6. Do you have any regrets regarding your choice in career path?
  7. Speaking on your current occupation as a morning radio weather broadcaster, do you hope to expand your range by venturing into other forms of broadcasting?
  8. Concerning mainstream media news, do you think it often times gets a bad reputation or is well earned by audiences?
  9. Are there recent events that have either encouraged or discouraged you into delving further into broadcasting?
  10. What are your favorite parts about working in education and in media?
Style: laid-back, informative and personal; non-confrontational 
Introduction: to be shown via title cards following video editing
Summary: an interview with Gilly Hope a.k.a Gillian Middleton on her work at both Bede College and the BBC.

The Preparations

Consent

I have discussed this with Gilly and she has agreed to the interview, and there shall be a written form of consent signed. 

Copyright Issues 

No issues will be made out of copyright. All material used is original and of my own use. Audio material will be uploaded and edited from a voice recording device.

Agreements 

A form of written consent shall be made before the interview is made. The following screenshot below is the consent form.



Dealing of Talent

Talent will be notified at a determined time for when the interview will take place. This must occur before 15th March hand-in deadline, and preparations must be made on the part of the producer. 

Factual Program Research (homework)

NEWS REPORTING

News, particularly that of the mainstream flavor, has long followed a set of codes and conventions that keep with the programs theme, setting and forward momentum. This enables a program to flow fluently without its audience being lost along the way.

News Reporting in the U.S.

Link - Donald Trump elected president
Codes & Conventions:
  • Wolf Blitzer of CNN standing in the forefront with a graphic declaring the finally result of the U.S. general election of 2016.
  • Commentates over footage of the Trump family at their HQ in New York. 
  • Dressed sharply and informative of the event, standing stoutly and announcing the result.
  • More action driven and focused based off of the focus on the family and the emphasis of the Trump win.
News Reporting in the U.K.

Link - US Election: Moment Ohio was called for Donald Trump - BBC News
Codes & Conventions:
  • A panel of broadcasters with practical background exhibiting graphics of polls.
  • All dressed appropriately and smartly, as expected with news broadcasters.
  • Commentaries over footage in addition to an interview being done. Multi-tasked.
  • Progressed more with informative news as well as a need to focus on what is next. 
DOCUDRAMAS

A drama is the deportation of an exciting, emotional, or unexpected event or circumstance. A documentary is a film or television or radio programme that provides a factual report on a particular subject. Combined, docudramas can be more often or not based on true events, the hypothetical or even fictitious projects.

Example of U.S. Docudrama

Link - The Day After
Codes & Conventions:
  • Bigger budget, Hollywood-like.
  • More recognizable cast.
  • Better special effects 
  • More up front and out there in is less subtle in story telling.
  • More hopeful of the future.
Example of U.K. Docudrama

Link - Threads
Codes & Conventions:
  • Lower budget, local actors + relatively unknown.
  • BBC made film with minimal budget.
  • Less special effects, more practical.
  • Subtle in it's story yet informative and factual.
  • Very grime outlook on the future for humanity.

Thursday, 2 March 2017

Unit 27: Factual Programme Techniques

LEARNING OUTCOMES
  1. Understand issues relating to factual programming for television.
  2. Understand codes and conventions of factual programming for television.
  3. Be able to plan and research a factual program for television.
  4. Be able to produce a factual program for television. 
UNIT CONTENT

Understand issues relating to factual programming for television:
  • Issues - accuracy; balance; impartiality; objectivity; subjectivity; opinion; bias; representation; access; privacy; contract with viewer etc.
Understand codes and conventions of factual programming for television:
  • News - studio news readers; field reporters; links to studio; mode of address to viewer; interviewing; experts and witnesses; report structure; actuality footage etc.
  • Documentary - documentary formats (expository, observational, interactive, reflexive, performative); realism; dramatisation; ëarrativisation etc.
Be able to plan and research a factual program for television:
  • Genres - news; documentary, eg docudrama, docusoap, infotainment, ‘reality’ TV, educational, wildlife, special interest, makeover; magazine; discussion; review; chat show.
  • Develop ideas - program concept; target audience; development techniques, eg creation of narrative, scenario, synopsis, research process, interview questions.
  • Research - primary sources, eg contacts, interviews; secondary sources, eg broadcasts, reviews, internet, archives; checking information.
  • Legal and ethical considerations - filming in public; clearances and permissions; privacy; libel and defamation; requirements of the Broadcasting Act 1994; BBC producers’ guidelines; Ofcom.
  • Planning - production organization  roles and responsibilities; schedules; interview and contacts appointments; location recess; budget (planned, evolving); risk assessments; documentation.
  • Proposal: subject idea; format; genre; style; audience; intended aim; budget.
Be able to produce a factual program for television:
  • Production techniques - filming (general views, interviews, cut-aways); graphics; scripted pieces to camera; studio; location; public space; sound (ambient sound, wild track, interviews, presenter’s descriptions, studio sound).
  • Production management - monitoring progress; identifying and solving problems; production organisation, eg call sheets, equipment booking, location management, logistics management
  • Editing: creating narrative; conveying meaning; illustrating topic.
Source: https://boadigital.files.wordpress.com/2011/09/unit-27-factual-programme-production-techniques-for-television.pdf

Examples of factual programs are shown in clips below.

Planet Earth - Documentary 


Newsnight - News


How Television Works - Educational


The Specials - Docusoap


Threads - Docudrama

Thursday, 16 February 2017

Internet Safety for IT Users

Glossary of Terms
  1. Spam - electronic junk mail.
  2. Chatroom - a location online that allows multiple users to communicate electronically with each other in real time, as opposed to delayed time as with e-mail.
  3. Adware - a form of malicious code that displays unsolicited advertising on your computer.
  4. Piracy - the practice of using the internet to illegally copy software and pass it on to other people.
  5. Spyware - a general term for a program that secretly monitors your actions. While they are sometimes sinister, like a remote-control program used by a hacker, software companies have been known to use spyware to gather data about customers.
  6. Cyberbullying - when someone is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another teen or person using the Internet, interactive and digital technologies, or mobile phones.
  7. Phishing - a type of online fraud, where someone tries to trick the victim into revealing sensitive details, such as a username, password, or credit card details by masquerading as a trustworthy entity in electronic communication.
  8. Social networking - a website where one connects with those sharing personal or professional interests.
  9. Cookie - a piece of information about your visit to a website that some websites record automatically on your computer. By using a cookie, a website operator can determine a lot of information about you and your computer. cookies are not always bad. For example, a cookie remembers that you prefer aisle seats in the front of the plane.
  10. Discussion boards - also called Internet forums, message boards, and bulletin boards. These are online sites that allow users to post comments on a particular issue.
  11. Scam - a dishonest scheme; a fraud.
  12. Identity theft - in this crime, someone obtains the vital information (e.g., credit card, social security number, bank account numbers) of another person, usually to steal money. E-mail scams, spyware, and viruses are among the most typical methods for stealing someone’s identity.
  13. Malware - stands for malicious software or code, which includes any harmful code—trojans, worms, spyware, adware, etc.—that is designed to damage the computer or collect information.
  14. Twitter - a social media site that lets its users send short messages (or “tweets”) to a network of connected users online. Twitter is similar in form to features on other social networking and instant messaging sites that allow users to update their “status” or leave an “away message” to let their friends know what they are up to in real-time, all the time. On Twitter, this is also called “micro-blogging”; individuals have 140 characters to let the world know what’s on their mind or to send a tweet about something they care about.
  15. Firewall - a security system usually made up of hardware and software used to block hackers, viruses, and other malicious threats to your computer.
  16. Flaming - a hostile, strongly worded message that may contain obscene language.
  17. Patching - a patch is a piece of software designed to update a computer program or its supporting data, to fix or improve it. This includes fixing security vulnerabilities and other bugs, with such patches usually called bugfixes or bug fixes, and improving the usability or performance.
  18. Pharming - pronounced ‘farming’, this is a method by which scammers try to get personal/private information from users by directing them to false – or ‘spoof’ – websites which look legitimate in your browser.
  19. Pop-up - pop-up ads or pop-ups are often forms of online advertising on the World Wide Web intended to attract web traffic or capture email addresses.
  20. Trojan - type of malware that gives an unauthorized user access to a computer.
  21. Virus - a self-replicating software program that typically arrives through e-mail attachments and which multiplies on the hard drive, quickly exhausting the computer’s memory. A trojan is a variation that allows unauthorized users access to the computer, from which they can send infected e-mails or spam.
  22. Troll - Internet slang, a troll is a person who sows discord on the Internet by starting arguments or upsetting people, by posting inflammatory, extraneous, or off-topic messages in an online community (such as a newsgroup, forum, chat room, or blog) with the intent of provoking readers into an emotional response or of otherwise disrupting normal, on-topic discussion, often for the troll's amusement.
  23. Encryption - the conversion of digital information into a format unreadable to anyone except those possessing a “key” through which the encrypted information is converted back into its original form (decryption), making it readable again.
  24. Worms - an internet worm is a program that spreads across the internet by replicating itself on computers via their network connections. In the 1980s, researchers were seeking ways of managing the growing internet remotely, using programs that could distribute themselves automatically across it.
Sources:
www.learnmyway.com - Internet Safety course must be completed and evidence file submitted.


Online Dating

Websites: match.com, plentyoffish.com and elitesingles.co.uk

Dangers: individuals may be prone to harassment, sexual assault or threats made either online or in the real world. Harassment experiences can be reported to various online forums or even the dating sites themselves. Police can be brought into the situation as well for additional investigation.

Examples of online horror stories: https://www.reddit.com/r/AskReddit/comments/2jzpgh/okcupid_plenty_of_fish_tinder_users_what_have/ - cried about stolen jewelry; ruined date. 

Grooming

How does it happen?

Usually occurs within social media forums or platforms, often an older individual enticing an underage child with gifts in exchange for personal affection or sexual desire.

Five devices a child might use: phone, tablet, laptop, computer and consoles

Five games/apps where they may experience grooming: Xbox live, Facebook, PSN, Twitter and Watsapp.

Signs of child grooming?

Constant messages, usually checking up on the individual and requiring favors or perhaps even exchanges or meet-ups, in return for gifts. Usual or susceptive behavior, perhaps even consistent or harassing tone would apply.

How can child grooming be avoided?

Online safety measures such as privacy and security settings should be checked, as well as inform a parent or guardian, so that they may contact services or the police.

Sexting

Who partakes?

Two individuals, usually sexually activate, curious and excited teens who are in a relationship.
What are the dangers?

Dangers of sexting could be one of the individuals being underage and thus not legal to partake. In addition, these private messages may leak and cause public embarrassment.

Impacts on relationships?

Sexting can initially be a positive way of two courting individuals to engage in talk of sexual activates, so long as they are both comfortable with the subject. However, should they ever be leaked or one of the individuals be underage, it would raise emotional and legal concern, respectively.

The law concerning sexting?

An individual under the age of 16 is considered unsuited to be engaging or partaking in sexting.

Revenge Porn

Famous cases: 
Tula Paulina "Tulisa" Contostavlos - in March 2012, a six-minute sex tape of Tulisa and her former lover Justin Edwards emerged on the internet.

Bria Michelle Kam - in June 2015 it was reported that the YouTube star from the United States, was pursuing a civil suit against her British ex-boyfriend who posted sexually-explicit videos taken without her knowledge or consent to Facebook where they were repeatedly shared.

The law concerning revenge porn?

In February 2015 it was announced that the Criminal Justice and Courts Act 2015, which has a specific amendment dealing with such actions, had received Royal Assent. Section 33 of the Act makes it an offence in England and Wales to disclose private sexual photographs and films without the consent of the individual depicted and with the intent to cause distress. There is a maximum sentence of two years’ imprisonment.

Actions to be take in case of the victim?

A legal lawsuit may be made on the case of the victim, such as taking the perpetrator to court over the leak of the tapes without consent.

How to avoid victimization?

Do not take or send nudes or even videos highlighting one in an overtly sexual manner.

Personal Information Online

56% off adults surveyed do not actively think about the consequences of their online activities. 14% have experienced negative consequences as a result of others during their online activities. These are the list of privacy settings on Facebook:

Selecting an Audience for Stuff You Share
Manage Settings for How You Connect
Reviewing Stuff Others Tag You In

Research conducted by Microsoft found the following:

“research.. suggests adults and children may want to be more mindful of how their digital activities impact their online reputations. Only 44% of adults and children aged 8 – 17 years old surveyed think about the long-term impact of their online activities on their personal reputation, and only 38% of adults and 39% of children think about the long-term impact of their online activities on the reputations of others. The research also indicates those who don’t think about the consequences of their online activities are less likely to actively manage their online reputations or create positive influences on their reputations through their online activities. It’s possible that people who don’t actively think about the consequences of their activities also might underestimate how much they can impact their own online reputations and those of others.”

They continue:

“Less than half (43%) of parents surveyed help their children manage their online reputations. Children 8-14 years old are twice as likely to receive parental help as children 15-17 years old (66% vs. 33%). It may be risky to assume that older children need less help – especially since the reported incidence of harm from online information is higher for the older group (19%) than for younger children (16%).”

LIBEL

In terms of law, libel is defined as a published false statement that is damaging to a person's reputation; a written defamation OR defame (someone) by publishing a libel.” It can be viewed as the written version of slander, which is the action or crime of making a false spoken statement damaging to a person's reputation OR make false and damaging statements about (someone).” These can be both difficult to prove and be taken out of context.

In the UK, defamation is the expression of an untrue insinuation against a person's reputation. Defamation is split into two legal bases that a person can sue for: slander and libel. Slander is defamation of a person through a transient form of communication, generally speech. Libel can be a tort, which is a civil wrong and so not a criminal offense  So, defamatory statements can be dealt with in the civil courts whilst in fact libel can occur in two criminal forms: defamatory libel and seditious and obscene libel.

If you meet the requirements for a civil action, you can sue someone for defamation, whether libel or slander, if they have written or said something bad about you. However, you must be able to prove the necessary elements of a defamation suit if you wish to collect damages.

Thursday, 9 February 2017

Assignment 3: Interview Techniques & Magazine Article

Assessor: Gilly Hope
Hand-in deadline: 8th February 2017 (2:30 pm)
Unit: 36 - Interview Techniques for Creative Media Production
Scenario: You have been commissioned to produce a magazine article for "BROADCAST MONTHLY".

TASK 1

Understand interview purposes and techniques:
  • Produce a magazine article to show your understanding of interview purposes an techniques used by professional interviewers/journalists.
  • Include examples and use correct subject terminology.
  • Explore techniques of either TV, radio, online or print - choose three. 
  • Give journalistic context.
Techniques of interviews concerning TV, radio, online and print must be explained.

TASK 2

The purposes of interviews; choose three:
  • Research - enhance understanding for the audience.
  • Informational - presenting information.
  • Interpretive - explaining or expressing of an opinion.
  • Justification - accountability.
  • Emotional - allowing audience insight to a situation.
  • Entertainment - entertain an audience. 
Research, include and explain the following interview techniques:
  • Open/closed questions
  • Single questions
  • Multiple direct
  • Suggestive question
Research, include and explain the following interview styles:
  • Hard news
  • Combative/aggressive 
  • Promotional entertainment 
  • emotional
Types of structures:
  • Intro
  • Developmental questions
  • Key questions
  • Soundbites
  • Summary
  • Wind up
Communication skills:
  • Building confidence 
  • Body language

- Explain thoroughly and give examples -

This assignment will be completed via Microsoft Word and be both emailed and printed off for hand-in.

Friday, 27 January 2017

Assignment 3: Guide to Development within TV & Film Industry

Assessor: Alan Sill
Hand-in deadline: 2nd February 2017 - via Turnitin
Unit: 8 - Understanding the TV and Film Industries
Scenario: You have been approached by a student magazine to produce a comprehensive guide to the television and film industry that provides information and debate. Within your guide you must include elucidated examples and consistently use subject terminology correctly. You must target the guide at students considering studying or working in the television and film industry.

TASK 1


You will comprehensively explain recent changes in technology within the industry and the impact of these developments, providing elucidated examples illustrated with appropriate images. This section will be entitled “Developing Technologies in Television and Film”. You must include the at least 8 of the following areas of developing technologies:

  • satellite and cable
  • analogue and digital
  • film-based
  • interactive
  • internet
  • high definition and ultra high definition
  • consumer products
  • streaming content
  • on-demand viewing
  • digital recorders
  • pay-per-view
TASK 2 - Getting to Grips with the Industry

You will:

  • Research ownership and funding of the TV and film industries 
  • Produce an powerpoint slideshow explaining their findings.
For each case study outline the following:
  • Ownership - public service; commercial; private; corporate; independent companies; global companies; vertical and horizontal integration; monopoly.
  • Funding - license fee; subscription; pay per view; sponsorship; advertising; product placement; private capital; financial aid; development funds. 


- Explain thoroughly and offer examples -
This assignment has been completed with both the help of Word and PowerPoint. Task 1 was completed via Word document, with Task 2 completed with the use of PowerPoint. They are to be submitted via Turnitin.