BTEC Creative Media Production: Unit 8: Responding to a Commission

Unit Specification

Unit type: External
Guided learning hours: 180

Unit in brief

This unit considers the commissioning process and how media producers respond to clients by generating ideas using a range of skills.

Learning aims

AO1 Demonstrate knowledge and understanding of media production processes and related considerations when responding to a brief

AO2 Apply knowledge and understanding of media production processes in context, demonstrating how constraints affect decisions and the ability to adapt to changes in requirements

AO3 Analyse and interpret information related to purpose, technical and logistical requirements of the brief and evaluate solutions for implementation with appropriate justification

AO4 Be able to respond creatively to a brief demonstrating the ability to synthesise a range ideas

Pearson Documents

Mr Rose 'Top Tips from The Board'

Pearson Unit 8 Specification

Pearson Unit 8 Answer Booklet

Pearson Unit 8 Exemplar Work

Pearson Unit 8 Examiner Report 2017

Pearson Unit 8 Support Guide

Pearson Part A Sample

Pearson Part B Sample

Pearson Part B 2017 Paper

Mark Scheme

Activity 4 (plus information on the justification sheets)

Our Part A Brief

STUDY GAP

STUDY GAP is a charity that promotes volunteering opportunities for students taking a gap year (a year out of study usually between sixth form and university). The charity wants to raise awareness of the benefits of volunteering on a gap year and wants to encourage more young people to take this option.

PRESS RELEASE from STUDY GAP

STUDY GAP is an independent charity. It has started to make young people aware of volunteering opportunities, both in the UK and abroad, and to encourage young people to have volunteering placements while on a gap year.

The benefits of taking a volunteering gap year are significant. Recruitment and Human Resource specialists believe it can make a big difference to an applicant’s prospects of getting a job.

Students who take a gap year are seen to be more independent, have better team working and problem-solving skills and appear to have a broader experience than their peers.

STUDY GAP wants to make volunteering during students’ gap years attractive to under-represented groups (for example students outside of the South East of the UK, male students and students with English as an additional language).

STUDY GAP want young people and their parents/carers to be aware of the opportunities available for volunteering in the UK and abroad.

STUDY GAP are an independent charity and need donations from tourism industry partners and other volunteering charities to support our activity.

STUDY GAP are commissioning a set of products for a media campaign to promote awareness of volunteering opportunities for young people.

Other potential issues the brief may cover...

Binge drinking
sexting
sexual harassment
fake news
global warming
piracy
online bullying
equality
Brexit
Drug and substance abuse
Natural disaster support
Disability
Poverty
Cyber bullying
Young carers
Learning disabilities
University (for/against) -fees
other

Commission 1 – Promotional video
~~Commission 2 – Website~~
Commission 3 – Audio podcast
Commission 4 – Leaflet
~~Commission 5 – Digital game~~

Learning Aim:

To deconstruct the codes and conventions of the ‘Gap Year’ advert..

To deconstruct and analyse the specifications of the provided video production brief.

To begin pre-production preparations for the video production brief.

Learning Outcome:

By the end of the lesson all students WILL

be able to identify a gap year advert
have analysed the terminology from the specification, and deconstructed the aims and purposes of the brief.
have drafted 2-3 initial pitches for a proposed solution to the brief

By the end of the lesson some students MAY

have started a draft response in the mock Part B booklet.

Commission 1 – TV ADVERT

STUDY GAP needs a TV advert (30 seconds long) aimed at young people. The advert should make young people aware of the benefits of volunteering while on a gap year.

We want the advert to be released when schools and colleges start the next academic year so you will need to consider the timescales and logistics involved.

You need to know that we have sent this request to a number of media producers so you will have to persuade us that your idea is worth taking into production.

We look forward to working with you.

NOTE!

ADVERT NOT 'VIDEO PROJECT'
ADVERT FOR TV SPECIFICALLY
BUT DON'T BE NAIVE TO THINK THIS WONT ALSO GO ONLINE

Real world 'Gap Year' videos from your competitors...

What are the codes and conventions of this kind of advert?
What will audiences expect?
What MUST you include? What is the 'perfect recipe' for a gap year advert?
What features do you notice about the adverts that you WILL be able to include in your video?
What features will you NOT be able to include?
What are possible alternatives?
How could you get round this problem?

Create a storyboard that shows the opening sequence of video over the first 30 seconds. You may submit a maximum of three storyboard sheets plus three justification sheets.

Pearson Storyboard Template

Amended Pearson Storyboard Template Google Docs

Storyboard Micro Language Hit List

Codes & Conventions of a Gap Year Advert

Jumpcuts
Upbeat, non-diagetic soundtrack
Young people
Go-pro footage, fish eye lenses
Variety of exotic locations
Dynamic body language
Facts and rhetorical questions

Codes & Conventions of a Public Service Announcement

Purpose to inform, educate, and/or persuade
Purpose not usually to entertain
Will take advantage of shock tactics
Will take advantage of emotional transfer
Will take advantage of personal identity
Usually made by charities or government organisations
As a result, may have small, finite budgets
Therefore will take advantage of viral marketing
Shock tactics and emotional transfer will increase likelihood of video being shared on social media
Aimed at certain demographics (gender and age, sometimes class)
Often focus around social realism
Mise-en-scene (in particular costume, location and body language) will be very important
Post Production technical codes, such as slow motion, colour saturation and editing will be very important
Take advantage of stereotypes because they are familiar
Stereotypes provide a shortcut as they are usually short and have finite time to establish narrative
Will end with facts and figures
Will usually have a rhetorical slogan at the end

Student Work

FILMING TASK

Storyboard and shoot a short PSA that highlights the emotions and experiences of someone who may be feeling isolated and vulnerable.

Use creative and experimental camera angles to help the audience experience that of the character.

You should aim to include...

low angle shots
high angle shots
match cuts
dutch tilt
360 arc shot
shots through objects
POV shots

Image result for vulnerable camera angle