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

Table of Figures

Figure 1 Dictionary - Photo taken by Jenni Blackman............................................................................4

Broadchurch (2013) Contextual Study – Week 3

Contextual study of Broadchurch

Class notes

Characters

Danny’s family:

Close average family, as well as a close town. Everyone knows each other and are close.

Two detectives:

Alec Hardy portrayed by David Tennant, known for many programmes which brings fans of him to the show.

Location

It’s a small innocent seaside town, known as an ‘idyllic place to live.’ The townspeople are close and ‘things like that don’t happen here.’ The reputation of the town is somewhat destroyed by the event that occurred.

Secrets

Small town life Everyone has secrets Familiar- police investigation, finding out the secrets.

Society

Society links to the location as the family are portrayed to be very familiar; society’s reaction is very real. Links to fear and earlier child abductions such as the disappearance of Madeline McCann

Technology and the role of the press

Technology plays a big part in Broadchurch; tweets and Google alert. The technology links to social media and the role of the press.

24 hour news Creating a story

Broadchurch is a British television programme that ran from 2013-2017. The first series focuses on an eleven year old boy’s death and the impact of the situation. Within the programme the death is suspected as child abduction. It looks at the media attention surrounding the town and the death as well as the impact of grief. Mutual suspicion along the residents of the town is also heavily focused on as well with two detectives investigating the death.

Some information on the programme-

Series one- aired 4 March 2013- 22 April 2013.

Creator and executive producer- Chris Chinball

Producer- Richard Stokes

There are 8 episodes, all written by Chris Chinball. It is co-written by Louise Fox in episode 6.

Production companies- Kudos film, shine group and imaginary friends.

As Broadchurch looks at the subject of child abduction, I personally believe that this can be linked to real life instances.

Child abduction

Madeline McCann

The disappearance of Madeleine McCann is one of the most well-known missing child cases. Madeleine McCann disappeared on the 3rd May 2007 in the evening, aged three years old. She went missing while with her family on holiday in Praia da Luz, which is a resort in the Algarve region of Portugal.

Madeleine was on holiday with her mother, father and two younger brothers. Also on holiday were a group of family friends, also with their own children. On the evening of her disappearance she was left to sleep with her two younger brothers in their hotel

room at 20:30. While Madeleine and her brothers were sleeping, her mother and father were in a restaurant which was 55 metres away from their hotel room.

Madeleine was discovered missing and hour and a half later at 22:00 by her mother. The disappearance of Madeleine is known as one of the most talked about and reported missing child cases to this date. Since the event and still currently, there are many reports, videos, images and general talk regarding the event.

I was able to look at news articles using the keyword ‘Madeleine McCann’, I used the timeframe from 2007-2012.

Figure 1- Google News

Figure 2- Google News

Figure 3 Google News

Multiple online sources appeared showing many articles over the disappearance of Madeline, there were 35 pages. These pages included multiple articles and this is just from looking at Google News alone.

Figure 4 YouTube- Madeleine McCann

Just using a quick search on YouTube, there are roughly 160,000 results when using the keywords ‘Madeleine McCann.’

I believe that the relevance of social media and the internet in the Madeleine McCann case relates to social media in Broadchurch. In the first episode we saw a reporter tweet out information regarding the missing boy, Danny Latimer. This was clearly an intrusion on the reporter’s behalf and I believe it shows what can happen in real life cases. News is 24 hours and never stops for anybody, some may debate that within the Madeleine McCann case the press and the media did not invade the family. However we can see the sheer amount of attention the family has acquired as well as the disappearance in general.

I also believe that the way Danny’s family are portrayed is realistic, which definitely helps when it comes to the subject matter. As his family are shown to be an average family, it definitely makes it a lot more relatable. This helps the audience to relate to Broadchurch and it makes the disappearance within the show believable. The parents are shown to take the news terribly, with their emotions running wild and the

townspeople are shown to be just as shocked. These reactions are definitely realistic as any parent would react irrationally, so Broadchurch worked well with creating a believable reaction to the situation.

Familiar location

As mentioned before, the setting of Broadchurch is portrayed as a quiet seaside town where everyone is shown to be close. It is known as a lovely place to live with one of the lowest crime rates, the event is shown to affect the town. I believe that this related to the real world because many child abduction stories have happened in similar places. It shows that terrible things can happen in nice places and not just in run down places, or places with a bad reputation. I think that this shows that terrible things such as child abduction can happen in your average area, especially to average families as well.

Secrets

Although the townspeople are shown to be affected by the terrible occurrence, they also have their secrets as well. I personally believe that these secrets are relatable to the Madeleine McCann case as many people believe that her parents, as well as the media are hiding something. Within the first episode we saw some of the character who may have potential secrets regarding Daniel. We saw Daniel’s friend named Tom who deleted certain text messages, Danny’s dad acts suspiciously and Danny’s sister is shown to have an older boyfriend.

Sources looking at Madeleine’s parents-

Figure 5- Independent news article

Figure 6- Independent news article 2

Figure 7- The McCann’s' abuse of power

Reflective LogWithin week three I have written a contextual report of the British television programme Broadchurch. This was my first time writing a contextual report so I didn’t have any previous knowledge on writing one. As it was my first time I wasn’t 100% completely confident with the task, however I still found it very successful and now I feel more knowledgeable within contextual analysis.

I feel like I have definitely learnt a lot from this task. Firstly I have learnt the stages of looking into a contextual analysis. For my work I firstly researched the questions ‘Why was Broadchurch made the way it was?’ Secondly I analysed throughout all of my research, picking out the relevant information. It was important to select the relevant information because my research needed to be precise and accurate. I then used my research to answer the main question.

Like I said before this was my first time writing a contextual analysis, I wasn’t completely sure about the format. Looking back within my work I feel as if I could have definitely been slightly more specific to my work. However as this was my first time writing a contextual analysis I wasn’t too worried, and I now feel more confident working with a contextual analysis.

Overall I definitely feel a lot more confident writing contextual analyses. I have learnt a lot from the task and I can use my skills that I have learnt within my future work.

Figure 8- 100 Reasons why Kate and Gerry McCann should be investigated

Own Choice Contextual Study – Week 4

Contextual study- My mad fat diary

General information on the show

Genre- comedy, drama

Based on the book ‘My Fat, Mad Teenage Diary’ by the author Rae Earl

Written by Tom Bidwell and George Kay

Directed by Tim Kirkby and Benjamin Caron

Production company- Tiger Aspect Productions

There are three series and sixteen episodes altogether.

Figure 9- My Mad Fat Diary group image (Channel 4)

Starring:

Sharon Rooney- Rae Earl (main character)

Jodie Comer- Chloe Gemell (best friend)

Nico Mirallegro- Finn Nelson (love interest)

Ian Hart- Kester (psychiatrist)

Dan Cohen- Archie (friend)

Ciara Baxendale- Izzy (friend)

Claire Rushbrook- Linda Earl (mother)

Jordan Murphy- Chop (friend)

Sophie Wright- Tix (friend)

Darren Evans- Danny two hats (friend)

My Mad Fat Diary is a British comedy- drama that had a run of three seasons consisting of sixteen episodes altogether. The three seasons ran from 2013-2015 and they were shown on the channel E4.

A synopsis of the show from IMDB:

‘Set in 1996 in Lincolnshire, the show tells the tragic and humorous story of a very troubled young girl, Rae, who spent four months in a psychiatric hospital for attempted suicide. After finally leaving the hospital, Rae reconnects with her best friend Chloe and her group, all who are unaware of Rae's mental health and body image problems and her four month stay in the hospital.’–IMDB

The programme looks at many different themes such as mental health, friendship, family issues and romantic relationships. The main focus of the show is Rae’s mental health and how it affects her life in everyday occurrences, particularly within her relationships including friendships and romance. The programme is definitely not afraid of looking at serious issues and portraying mental health. I personally believe that My Mad Fat Diary is successful in portraying mental health while still keeping the show light-hearted at moments with comedy.

Mental health and eating disorders in My Mad Fat Diary

My Mad Fat Diary portrays the harsh realities of mental health and shows just what Rae goes through. Rae suffers from an eating disorder and spent four months in a mental hospital after a suicide attempt. The hospital plays a big part in the series as it’s here we see Ray’s therapy sessions with another main character; Kester. Kester is Rae’s therapist and these therapy sessions also play a large part in the series as we see many of them. In these scenes we see Kester delving deep into Rae’s mind and exploring just how she feels. Here is a scene of one of these therapy sessions-

Figure 10- My Mad Fat Diary clip 1 (E4)

In this short clip Rae is talking to Kester about self-confidence, Kester then begins a word association game. It ends with Rae associating herself with the word ‘fat’ in an excessive matter, showing how she feels about herself. In my opinion this clip is very successful in showing just how much Rae’s weight and eating disorder affects her self-esteem and view of herself. It shows just how much it has gotten into her head and how she is obsessed with the word ‘fat.’ I also believe that this clip is also successful in showing that an eating disorder not only affects your body but your mind as well, as it can really put a strain on your mental health and wellbeing.

On the topic of self-confidence we can also see how her self-esteem is being affected in this clip here-

Figure 11- My Mad Fat Diary clip 2 (Channel 4)

In this scene from season two, Rae is talking with her boyfriend Finn. She tells him show ‘you’re an eleven and I’m a four,’ showing how she seems to believe that he is

too good for her. In this context it is implied that Rae is talking about Finn in terms of ‘attractiveness’ and how she feels he is too ‘attractive’ to be in a relationship with her. She also talks about how she doesn’t understand how Finn could possibly like her. Just like the clip before, this clip also shows how eating disorders can affect a person’s mental health as well. We can see how Rae is deeply insecure in terms of her appearance and how she views herself as a person. In my opinion Finn’s response to Rae displays how in terms of having insecurities, they can all be in your head. Finn responds by saying that what Rae has said is untrue and that he does like her, and that no one (including her) has a say on who he likes.

As mentioned before, I personally believe that My Mad Fat Diary tackles the issues of mental health successfully. Mental health is prevalent when it comes to teenagers and I believe the programme is fantastic at showing mental illnesses in a younger age group (Rae is sixteen.) In my opinion there aren’t that many shows that focus on mental health in teenagers and younger adults in the way My Mad Fat Diary does. I feel that many programmes and even films as well may try to make the situation lighter, whereas My Mad Fat Diary explores the harsh reality of mental illness. The show does not hold back and I believe that this makes it a lot more relatable to the audience.

Rae

I believe that the way the characters are portrayed makes them relatable to the audience, I especially feel this way about the main character; Rae.

I believe that the way Rae is portrayed is not unrealistic which helps the audience members connect with her. Rae Earl is sixteen years old and goes to sixth form and lives with her mother and her mother’s boyfriend. These two things alone already portray Rae as an average teenage girl who lives with her family and attends a sixth form, just like any other teenager would. I also believe that her appearance in the

Figure 12- Rae mmfd

show is realistic as well, as she looks like an ‘average’ teenager. Especially within her clothing as she is usually dressed casually in jeans and t-shirts.

Another way that I believe Ray to be portrayed realistically is the way she acts within her friendship group. Series one focuses heavily on her trying to ‘fit in’ with her new group of friends. Rae to be ‘cool’ and wants to be around ‘cool’ people. I personally believe that this is a circumstance that many teenagers can relate to, especially at age sixteen. It’s an age where you are becoming older but yet you are not an adult, and you are still trying to find yourself.

Insecurity

Within the second series there becomes a point where Rae feels so insecure that she stops attending college. Looking deeper into this I found an article that displays this in real life.

Figure 13 Rae and Archie mmfd

I

feel that My Mad Fat Diary is successful in incorporating issues teenagers face in real life within the programme, especially with this particular issue.

I found this part from the article extremely interesting as it says ‘particularly at risk were girls who are obese, who are 78 percent less likely to attend college than non- obese girls.’ This statement shows that the way Rae is acting within the programme does have a lot of truth behind it, and it isn’t just used for the show. Shown by the article there are many girls who are obese that are less likely to attend college, which allows the audience to connect with Rae even further. I definitely feel that throughout all of the characters, Rae is the most relatable. Whether it’s her personality, her clothing or her explored issues, she is truly portrayed as an average teenager who the audience can relate to on an emotional level.

Figure 14- UT News Article

Reflective LogThis week I have written another contextual analysis, this time I chose the programme. I chose the programme My Mad Fat Diary (2013-2015) for the contextual analysis. As I had written a contextual analysis the previous week, I had previous knowledge for this piece of work.

As I had previous knowledge I felt confident going into the task. I used the same process as I had used the previous week for my work as well as using my previous skills. I chose this programme to work on as I personally enjoy the programme and I believe it is an interesting topic to write about.

As I have worked on this task before I do not have too much to reflect on. However I definitely feel a lot more confident writing a contextual analyses now after writing two of them. Over time I can improve even further and learn even more.

Copy Transform Combine Scene 1 – Week 5

I filmed a short scene from the British television drama Broadchurch. My scene is from season one episode one and it is roughly twenty seconds long, so it is a short scene. Within the scene the two main detectives are in a car, they are talking about the family of the boy whose death is being investigated. They are conversing about approaching the family and how to speak to them about their son.

I decided to film this scene because there were many things that I personally liked about it. Firstly, I liked that the scene was set in a car because I find it to be an interesting location which includes some equally as interesting angles and shots. The camera is behind the two main characters and it switches between the two when they are talking. Another factor which contributed to be choosing this particular scene was the lighting. I like the lighting in the scene because although it is quite basic, it works well for the atmosphere of the scene. Within the scene the lighting isn’t particularly out of the ordinary or bright as the scene is in broad daylight. This factor is one of the main reasons why I chose to film the scene as it was achievable with the resources and equipment I had.

Finally I chose to film a scene from the first episode simply because I enjoy it. I find the episode to be very gripping and I like the setting as well as the shots of the episode too. I also like the atmosphere of the episode, so with all of these factors I decided to film a scene from Broadchurch.

Looking back at my completed video I am mostly pleased with the outcome. Looking back at the original scene and mine I am pleased with the way the shadowing looks in my filming compared to the original episode. While the two characters are talking the lighting is darker on certain portions of their face. I feel that I have achieved this

lighting within my own production as when my characters were talking there was certain shadowing on their face just like the original scene. I feel that although some of this lighting may not have been completely perfect, it was still successful in certain shots and worked well.

One thing that I am not completely satisfied with is some of the shots. Within the original scene the camera focuses on both characters on all times, keeping them both within the frame. Throughout certain shots one of the characters in particular is not completely in shot, the usual error their head is slightly cut off from the top. However this did not dissatisfy me too much as it wasn't in every single shot and I found that it didn't affect my production too much.

Within my production the main thing I was trying to achieve was to focus on the lighting in the original scene, then incorporate it into my own production. The other aspect I was focusing on to a lesser extent was the narrative of the original scene. 

While working on my own scene I used the same narrative from the original scene, however some lines were slightly different. Within some lines they were shortened to make it simpler for the production, as the actors didn't have too long to recite their lines. Shortening the lines also helped with my production because it helped to avoid any unnecessary added dialogue. 

If I were to work on this task again there are a select few things that I would do differently. Firstly I would have used a microphone to record the audio instead of using the build in microphone on my camera. I would do this because looking back on my completed video; the audio is quite low at some points. Using a separate microphone would allow me to have sound of a higher quality and it would also help my audio levels as well, so the viewer can fully understand what the characters are saying.

I would also work on the camerawork slightly in my scene as well. While I watched my completed edit I realised that the camera angles are slightly off in some parts. The main angle that wasn’t correct was when the camera was focusing on the character on the right hand side, the camera was pointed slightly too low down which cut off the top of their head. If I were to work on this again I would ensure that I worked on my angles and that both of the characters were properly in frame at all times.

There were a few contexts that affected my production. Firstly as I am a student; I only have access to a certain amount of locations. For example I definitely do not have as much access to locations that someone in the film industry would most likely have. So with this I knew that I had to choose somewhere reasonable and realistic to be able to film my production.

Linked to the location of my production is the amount of time I had to film. I had one day to film for my production so I couldn't waste too much time on debating where it was going to be filmed. As I was using one day two film and the other college day to edit, I knew that I had to have filmed within the day I chose to. I believe that this

context may have affected my production as if I had filmed over maybe two days, it might have turned out differently. However this context didn't affect me too much as the scene I filmed was only short and not too time consuming.

Within this process I feel that I have learnt a lot. Firstly I learnt first-hand about filming in a small location. For my scene I was filming in a small car which I personally hadn’t done before, filming in this location definitely was a learning experience. As there wasn’t too much space surrounding myself; I definitely had to be aware of my surroundings when filming. For example I was originally going to use a tripod for the camera; however there was not enough room. I know now that from filming in a small location I should choose my equipment carefully as well as being aware of my surroundings.

I have also learned the importance of having good audio quality. When I was filming I used the built in microphone on the camera, however this meant my audio wasn’t the best quality. However it could have been of better quality if I had used a separate microphone, with this I now know that using a separate microphone will help my productions.

 

 Reflective Log

Within week five I worked on copy, transform, combine. This included taking a scene from a television programme and recreating it. I chose a scene from the programme Broadchurch (2013-2017) and recreated it myself. Within my video I was mainly focusing on the lighting.

Within this task I most definitely learnt a lot while working on my production. Firstly I learnt about what goes into a production and how much work it takes. Even though I was only creating a thirty second video, a lot of planning and work went into making the scene.

I also learnt about recreating a scene as I haven’t particularly worked on the subject that much. Within my scene I re-created the dialogue from the previous scene with my two actors. I realised that actors definitely need a good amount of time to remember their lines, even if it is in a short scene.

Overall I definitely learnt a lot this week. It was my first time working on copy, transform, combine and I definitely learnt from it. From the production aspects, to time management and working with equipment; I can use my skills from this task in future work.

 

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

Revisiting Framing and Composition

Within this week’s work I revisited framing and composition. I have previously worked on these subjects last year, so I already had knowledge surrounding them before starting on this week’s task. In the task this week I worked in a group with three others and we re-created certain shots from a scene. While re-creating the shots we were incorporating the lighting. The scene we were using was from the television programme ‘The Game’ (2014.) Here is the clip-

Figure 15- The Game clip

Image 1

In this shot the camera is focused on one of the main characters holding a cup, with the vodka to the left of him. The lighting is shining mainly on the left side of his face, while the other side is noticeably darker. There is also an over the shoulder shot in the image. To re-create this image we used a light with a reflector board so we could reflect the light onto the left side of his face, like the original image. Looking at the two images together I think that the lighting matched well with the original image and the lighting matches the same side. We also managed to incorporate the over the shoulder shot successfully in our image as well. Looking back I can tell one small mistake that we made is that the cup the character is holding is in the other hand.

Figure 16- The Game image 1

Image 2

In this image the majority of the light is on the right side of his face and the other side is darker. A cup is shown on the table in front of him and you can see the bottle of vodka. Like the first shot you can see the other character in the shot and we made sure to include that in our image. Like the previous image a reflector board was used to reflect the light on the right side of the face and we used props for the items on the table too. Looking back at this picture I can see that the light was slightly too bright on the face and it should have been turned down slightly.

Figure 17- The Game image 2

Image 3

This next image is a close up and although the light isn’t too bright, you can tell it is lighter on the right side of his face. Just like the previous two images we used a reflector board to position the light on the right side of the face. I think the light is just slightly too bright in this image and it is slightly out of focus. However I think ultimately the lighting and the image as a whole worked well.

Image 4

Figure 18- The Game image 3

This next image is a cutaway and it focuses on a different character. He is listening in on the other characters and is looking down at his notepad. The light isn’t too bright but we can see the light is mainly on the right side of his face. We used the reflector again to put the light on the correct side. We did not recreate the light in the background due to our resources and work area.

Image 5

Figure 19- The Game image 4

Figure 20- The Game image 5

In this image the character is standing up and although there isn’t too much light there is slightly more on his right hand side. While recreating this image we used the reflector yet again to move it onto the right side. Looking back in our image the ye direction was slightly different to the original image and the stance was slightly off, however apart from that I think it was a success.

Image 6

Figure 21- The Game image 6

This sixth image is another close up and the lighting is quite noticeable. The light is more relevant on the left and noticeably darker on the right hand side. As usual we used the reflector board to create the light on the left hand side and made sure to make the other side darker. Looking at the pictures I feel that we made the right side slightly too dark when compared to the original image, however apart from this I am happy with the way this image turned out.

Reflective Log

Overall I am pleased with the images we took. Within some of the images I feel that the light is slightly too bright and the darkness also too dark sometimes. Some of the placement of characters and props were slightly out of place as well. Apart from this I believe the images were a success. As this task was revisiting Framing and Composition I already had an understanding of the subject which definitely helped when working on this task.

I definitely feel that I have learned even further into Framing and Composition and I feel a lot more confident on the subject as a whole. I feel more confident using the equipment such as the camera, the lighting and the reflector boards. As I have learnt a lot of new skills I can add these to my knowledge of Framing and Composition that I already had.

I can definitely use my new skills and knowledge and incorporate them within future work.

Who am I? Myers Briggs Research

What is the Myers Briggs assessment?

‘The Myers-Briggs Type Indicator (MBTI) is an assessment that is believed to measure psychological preferences in how people perceive the world and make decisions.  According to the Myers-Briggs test, there are 16 different types of personalities. The test consists of a series of questions, and your answers determine what type of personality you have and provides general assumptions about how your personality type is best suited for success in terms of careers, communication, etc.’- Sitepoint (www.sitepoint.com)

I took the Myers-Briggs test at https://www.16personalities.com/personality-types, the test consisted of multiple questions such as this-

Figure 22- Myers Briggs image 1

After I finished the test it gave me my result-

Here are some of my results-

1. ‘Mediator personalities are true idealists, always looking for the hint of good in even the worst of people and events, searching for ways to make things better. While they may be perceived as calm, reserved, or even shy, Mediators have an inner flame and passion that can truly shine. Comprising just 4% of the population, the risk of feeling misunderstood is unfortunately high for the Mediator personality type – but when they find like-minded people to spend their time with, the harmony they feel will be a fountain of joy and inspiration.’

Within this first section of the ‘Mediator’ personality type, I agree with most of the claims. I definitely feel that I am always looking for the hint of good in even the worst of people and events. I also agree that I am a shy and reserved person and that I do have an inner passion. The statement that I agree the most with is ‘The risk of feeling misunderstood is unfortunately high for the Mediator personality type.’

Figure 23- Myers Briggs image 2

2.

Figure 24- Myers Briggs image 3

I also agree with a lot of the points within these statements. Firstly I agree that I focus my attention on just a few people, rather than a large group. I also agree that I drift into deep thought and enjoy the hypothetical and philosophical.

‘Left unchecked, INFPs may start to lose touch, withdrawing into “hermit mode.”’ I also agree with this statement as I tend to forget the outside world and daydream. Finally, I agree that affection, creativity, altruism and idealism will always come back. I feel this way because this is true, after a while I become back to normal and start to connect with the outside world again.

There are 8 different sections to a personality type, they are:

1. Introduction

2. Strengths & Weaknesses

3. Romantic Relationships

4. Friendships

5. Parenthood

6. Career Paths

7. Workplace Habits

8. Conclusion

While reading throughout these eight different sections, I realised I agreed with almost everything it was telling me. I felt that I could definitely relate to all of the personality traits and that it really understood who I am as a person. Before I took the Myers Briggs test I was slightly sceptical on whether it would be credible or not. I believed that the test was somewhat more for ‘fun’ rather than an analysis of who you are as a person. However when I looked throughout the website and looked through my result, I thought completely differently.

I personally have taken ‘personality tests’ before and haven’t really found anything relatable. However within the Myers Briggs test I found it completely different to those types of tests and I can fully relate to it. It definitely felt a lot more analytical and in depth compared to these other tests, and the results definitely proved this to me. The results I received had multiple pages and went into depth of who I am as a person and my interactions with other people.

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 1,2,3etc – 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 /Calendar

Unit 9 Characteristics and Contexts

Unit 10Engaging with an Audience

ADVA

NCE

D SK

ILLS

FO

R FI

LM A

ND

TELE

VISI

ON

PR

ODU

CTIO

N

Who

am

I re

sear

ch, M

yers

Brig

gs e

tc.

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

ND

TELE

VISI

ON

PR

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Who

am

I re

sear

ch, M

yers

Brig

gs e

tc

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 Scene (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

Week 3-

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BBC (2015) What is Operation Glass? - The Game: Episode 1 Preview - BBC Two, 21 April, [Online], Available: HYPERLINK "https://www.youtube.com/watch?v=WlKb-z4nkyU" https://www.youtube.com/watch?v=WlKb-z4nkyU [18 October 2017].

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E4 (2014) Rae Reveals Uncomfortable Truths With Kester | My Mad Fat Diary, 7 February, [Online], Available: HYPERLINK "https://www.youtube.com/watch?v=XyUnTzl_Fg8" https://www.youtube.com/watch?v=XyUnTzl_Fg8 [18 October 2017].

Google (2007-2012) Google News, [Online], Available: HYPERLINK "https://news.google.com/news/headlines?hl=en-GB&ned=uk" https://news.google.com/news/headlines?hl=en-GB&ned=uk [18 October 2017].

Havern, J. (2010) 100 reasons why Madeleine McCann was not abducted, [Online], Available: HYPERLINK "http://gerrymccan-abuseofpower-humanrights.blogspot.co.uk/2010/07/100-reasons-why-madeleine-mccann-was.html" http://gerrymccan-abuseofpower-humanrights.blogspot.co.uk/2010/07/100-reasons-why-madeleine-mccann-was.html [18 October 2017].

IMDB (-) My Mad Fat Diary, [Online], Available: HYPERLINK "http://www.imdb.com/title/tt2407574/" http://www.imdb.com/title/tt2407574/ [18 October 2017].

IMDB Broadchurch, [Online], Available: HYPERLINK "http://www.imdb.com/title/tt2249364/?ref_=nv_sr_1" http://www.imdb.com/title/tt2249364/?ref_=nv_sr_1 [18 October 2017].

Kelsh, S. (2015) ‘My Mad Fat Diary’ Season 3 Episode 3 review: A perfectly satisfying finale, 7 July, [Online], Available: HYPERLINK "http://cultbox.co.uk/reviews/episodes/my-mad-fat-diary-s03e03-season-3-episode-3-review" http://cultbox.co.uk/reviews/episodes/my-mad-fat-diary-s03e03-season-3-episode-3-review [18 October 2017].

Lusher, A. (2017) What happened to Madeleine McCann? Five possible scenarios explained, May, [Online], Available: HYPERLINK "http://www.independent.co.uk/news/madeleine-mccann-disappearance-latest-what-happened-scenarios-a7716436.html"

http://www.independent.co.uk/news/madeleine-mccann-disappearance-latest-what-happened-scenarios-a7716436.html [18 October 2017].

Roberts, R. (2017) 48 questions Madeleine McCann's mother refused to answer reemerge as father slams 'fake news', April, [Online], Available: HYPERLINK "http://www.independent.co.uk/news/uk/home-news/48-questions-kate-mccann-refused-to-answer-madeleine-disappearance-portugal-a7710111.html" http://www.independent.co.uk/news/uk/home-news/48-questions-kate-mccann-refused-to-answer-madeleine-disappearance-portugal-a7710111.html [18 October 2017].

UT News (2011) Teenagers Who Feel Like They Don't Fit In Less Likely to Attend College, Sociologist Finds, 4 April, [Online], Available: HYPERLINK "https://news.utexas.edu/2011/04/04/sociology_crosnoe_teens" https://news.utexas.edu/2011/04/04/sociology_crosnoe_teens [18 October 2017].

Wikia (-) Rae Earl, [Online], Available: HYPERLINK "http://mmfd.wikia.com/wiki/Rae_Earl" http://mmfd.wikia.com/wiki/Rae_Earl [18 October 2017].

Wikipedia Disappearance of Madeleine McCann, [Online], Available: HYPERLINK "https://en.wikipedia.org/wiki/Disappearance_of_Madeleine_McCann" https://en.wikipedia.org/wiki/Disappearance_of_Madeleine_McCann [18 October 2017].

YouTube (-) YouTube, [Online], Available: HYPERLINK "https://www.youtube.com/results?search_query=madeleine+mccann" https://www.youtube.com/results?search_query=madeleine+mccann [18 October 2017].