| Task 1: Rushes LogThis task will help you decide which clips will be most suitable to meet the clients brief. Rushes logs will show a full appreciation of the possibilities and limitations of shots. All paperwork will be clear and organised to a near-professional standard.You must check each rush and offer a description of the action in each clip. In your description you MUST use camera specific terminology to describe the shot. You must then decide whether this clip could be used in the final construction and give a reason as to why you have made that decision. |
Evidence will be the completed table.
CLIP
|
DESCRIPTION
|
DECISION
|
REASON
|
1.mp4
|
A tracking zoom shot of the rugby team scoring a try.
|
Maybe
|
The benefits of using this clip are to reflect what to expect if the audience chooses rugby as a subject.
|
00002.mp4
|
A close up shot of the food which are allowed from the café
|
No (so far)
|
The reason why mot is because the clip doesn’t really appeal much towards the audience. The promo is designed to attract the audience, whereas this clip does not.
|
00007.mp4
|
A close up shot of a teacher teaching what is displayed on the board in a science class
|
Maybe
|
The reason why I might choose the clip is because the clip reveals what to expect if the audience chooses science as a subject.
|
00008.mp4
|
A zoom in and out shot of displaying the menu of Costa café
|
Maybe
|
The reason why I might decided to choose this clip is because it shows what to expect if the audience decided if they’d want to go to the Costa.
|
00009.mp4
|
A focus shot of what to expect at the costa cafe
|
Maybe (No)
|
The reason why I may use his clip is because it reveals what to expect if the audience decided to go to the Costa cafe
|
000032.mp4
|
A zoom in shot of a student using a program in a music project
|
Maybe (Yes)
|
The reason why I may choose this clip to be in the promo is because it shows what to expect if the audience had chosen music as a subject.
|
00033(1).mp4
|
A close up shot student Showing the music pre production on a software program
|
Yes
|
In this clip it shows what to expect if the audience had chosen music as a subject.
|
00033(2). mp4
|
A close up shot of a lecture on how the respiration system works by a member of staff, informing the students
|
Yes
|
In this clip it shows what to expect If the audience had chosen Science as a subject.
|
00033.mp4
|
A panning shot of some of the students at the comfort room above the stairs
|
Yes
|
This clip doesn’t meet the requirements of the promo. It’s not very exciting nor does the room look sociable, giving a bad influence.
|
00034.mp4
|
A close up shot of a student who is getting told what to say for the previous promo.
|
No
|
This clip doesn’t meet the requirements of the promo. It’s not very exciting and it’s giving a bad influence.
|
00035.mp4
|
A close up shot of a student who is getting told what to say for the previous promo.
|
No
|
This clip doesn’t meet the requirements of the promo. It’s not very exciting and it’s giving a bad influence since there’s another student not acting as standards meet.
|
00036.mp4
|
A close up shot of a student who is getting told what to say for the previous promo.
|
No
|
This clip doesn’t meet the requirements of the promo. It’s not very exciting and it’s giving a bad influence
|
00038.mp4
|
A static shot which shows the audience some of the computers which are available in the college.
|
No
|
This clip doesn’t meet the requirements of the promo. It’s not very exciting it shows irrelevant content. Also there’s no activity towards them.
|
00053.mp4
|
A panning shot which pans across the girls football team whilst playing football.
|
Yes
|
This clip does meet the requirements of the promo I will be creating. This could influence the audience if they decided to take sport as a subject.
|
00071.mp4
|
A zoom in shot, which displays the rugby team demonstrating a scrum in rugby.
|
Yes
|
This clip does meet the requirements of the promo I will be creating. This could influence the audience if they decided to take sport as a subject.
|
00078.mp4
|
A panning shot which shows the gym of the college.
|
Maybe (yes)
|
The clip represents what to expect if the audience went to the college, with a local gym, the college seems more approachable if the client chosen sport or wanted to go to the gym.
|
00085
|
A close up shot of a student at the gym lifting a bar.
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Maybe (yes)
|
The clip represents what to expect if the audience went to the college, with a local gym, the college seems more approachable if the client chosen sport or wanted to go to the gym.
|
00087
|
A zoom in shot of the entrance of the college
|
no
|
The clip represents the college’s entrance; this is suitable since it’s shown what it looks like from the entrance perspective.
|
00088
|
A zoom out shot of the wobble machine at the college’s gym.
|
Maybe (No)
|
The clip represents what to expect if the audience went to the college, with the local gym. The clip is suitable but unnecessary at this point.
|
00096
|
A zoom in shot of a student lifting at the gym in accompany by a lecturer.
|
Maybe
|
This clip represents the gym and what to expect if the audience chosen sport.
|
00100
|
A zoom out shot of a student in a technology room on a machine.
|
Maybe (Yes)
|
This clip represents a clip of what to expect if the audience chooses Design technology as a subject.
|
00100.mp4
|
A low angle shot of a student on the same device in design technology.
|
No
|
This clip represents the same experience of what to expect if the client chosen design technology but, it’s not very suitable.
|
00104.mp4
|
A high angle shot of the same student in the design and technology room.
|
No
|
This clip represents the same experience of what to expect if the client chosen design technology but, it’s not very suitable.
|
00108
|
A close shot of the same student on the same device in the design and technology room.
|
No
|
This clip represents the same experience of what to expect if the client chosen design technology but, it’s not very suitable.
|
00109
|
A tilt down shot of a different student on the machine in design technology.
|
No
|
This clip represents the same experience of what to expect if the client chosen design technology but, it’s not very suitable.
|
00113
|
A close up shot of the laser cutting machine in design technology.
|
Maybe (yes)
|
This clip represents what to expect if the audience chosen DT as a subject.
|
00114
|
A zoom out shot of the laser cutter again in DT
|
Maybe (Yes)
|
This clip represents what to expect if the audience chosen DT as a subject.
|
00117
|
A close up shot of the laser cutter cutting a product out.
|
Maybe (Yes)
|
This clip represents what to expect if the audience chosen DT as a subject.
|
00132
|
A tracking shot of some students working on a science project.
|
Maybe (no)
|
This clip represents what the audience would expect if they chosen science as a subject in the is college
|
00146
|
A tilt down shot of a student working on his project at DT using a drill.
|
Maybe (yes)
|
This clip represents what to expect if the audiences choses DT as a subject in this college
|
00147
|
A high angle shot of a student-working o his project on a drill machine.
|
Maybe (No)
|
This is relevant to use for the promo but the shot was unappealing with the accuracy of the clip.
|
00149
|
A tilt down shot of a student working on his project using a drill.
|
Maybe (no)
|
This is relevant to use for the promo but the shot was unappealing with the accuracy of the clip.
|
ART.mp4
|
A static medium shot of a student working on his artwork.
|
Maybe (Yes)
|
This is a relevant shot to use for the promo, but the shot may bore Audience since its on for 46 seconds which is a ¼ of the promo duration
|
Awards evening 2015.mp4
|
A time-lapse promo of awards evening at the college.
|
Yes
|
This promo is relevant to use in the promo since its showing the awarded aspects of students
|
Capture4.mp4
|
A screen recording of the online enrolling process.
|
Maybe (Yes)
|
This clip is a segments of shots on how to enrol in the college, this is useful since its showing how to enrol to the college.
|
Capture 5.mp4
|
An point of view shot, which reveals the information, needed about the college and for parents.
|
Maybe (No)
|
This clip is eyelined to show the audience how to reach information about the college and parent information via online website.
|
Capture6.mp4 is the same as [Capture5.mp4]
|
X
|
X
|
X
|
Corporate logo.mp4
|
A match on action shot of the captioning and mottos of the college.
|
Yes
|
This clip reveals key slogans and captioning for the audience to represent the college and represent succession.
|
Costa.mp4
|
A tilted shot of costa coffee’s advertisement.
|
No
|
The clip was too fast to read the information making it irrelevant for the audience.
|
Costa2.mp4
|
A panoramic shot of the costa coffee at the college.
|
Maybe (Yes)
|
The clip was relevant for the audience. It showed what to expect if the audience came to the college and wanted to go to the Costa Coffee stand.
|
Lecture theatre
|
A panoramic shot of the lecture theatre with no one inside.
|
No
|
The clip shown was relevant to the audience but no one was in which defeats the benefit of revealing a safe sociable area.
|
Libaray5.mp4
|
A tilted down shot of the silent room sign.
|
Maybe (Yes)
|
This is relevant to the audience to show that there are quiet areas in the college, which can be beneficial for some of the audience.
|
Libaray2.mp4
|
A close up shot of a student at the library obtaining a book
|
Yes
|
This is relevant since it shows what to expect if the audience came here and needed guidance from the library or enjoys reading.
|
Libary3.mp4
|
An establishment shot of the same students getting a book from a different angle and distance.
|
No
|
This is relevant since it shows what to expect if the audience came here and needed guidance from the library or enjoys reading but the angle and distance is too much.
|
Libary4.mp4
|
A shot of the same students getting the book from the same angle of [Libaray3.mp4] but a close up.
|
No
|
This is relevant since it shows what to expect if the audience came here and needed guidance from the library or enjoys reading but the students were skipping pages, almost as it is set up wrong.
|
MVI_1034.MOV
|
A panoramic shot of a classroom of media.
|
Maybe
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject.
|
MVI_1035.MOV
|
A panning shot of the students in a media classroom.
|
No
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject but overall it never looked professional.
|
MVI_1036.MOV
|
A pull focus shot of the student doing his work in media.
|
No
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject but overall it never looked professional.
|
MVI_1044.MOV
|
A zoom in shot of a student doing their work in a media classroom.
|
Maybe (yes)
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject.
|
MVI_1046.MOV
|
An interview shot of a student on why he likes media and what he’s currently doing in the subject.
|
Maybe
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since its showing a student prospective of the course of media.
|
MVI_1047.MOV
|
An interview of two students what their opinion is on media.
|
Maybe
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since its showing a student prospective of the course of media.
|
MVI_1048.MOV
|
An interview of two students what their opinion is on media.
|
Maybe
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since its showing a student prospective of the course of media.
|
MVI_1056.Mov
|
A tracking sot of students on the media course doing table work.
|
Maybe (Yes)
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since its showing a student taking part as groups making it less individual.
|
MVI_1057.MOV
|
A panoramic shot of students doing work on tables.
|
Maybe (Yes)
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since its showing a student taking part as groups making it less individual.
|
MVI_1067.MOV
|
A close up shot of students doing their work on the IMacs.
|
Maybe (Yes)
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since it showing that using the latest technology is valid here.
|
MVI_1068.MOV
|
A panoramic shot of a wall with students work in media.
|
Yes
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since it showing students work is rewarded.
|
MVI_1085.MOV
|
A close up shot of two students on the IMacs.
|
Maybe (yes)
|
This is relevant since it shows what is expected if the audience chooses to take media as a subject this can influence the audience since it showing students work is not jut hand written etc.
|
MVI_1086.MOV
|
A close up interview of a student giving his preference to the media subject.
|
No
|
There was a lot of stuttering but information on his preference was good if less stutter.
|
MVI_1087.MOV
|
A close up interview of a student.
|
No
|
There wasn’t any information on courses a student had noting to say.
|
MVI_1088.MOV
|
A close up shot of the same student.
|
Maybe (yes)
|
Little information but describes that the course had made him developing skills in image software such as Photoshop.
|
MVI_1089.MOV
|
A close up of interview of a student.
|
Yes
|
Information of the subject was shown and gives a positive attitude over the course; this can influence the audience to come here to choose a subject.
|
MVI_1101.MOV
|
A panning shot of a student interviewing another student on their work.
|
No
|
There I no sound towards the clip.
|
Stuttershock_v4218346.mp4
|
An explosion edits.
|
Maybe
|
Can be used as a transition towards the promo.
|
Student_help2.mp4
|
A close up clip of the student support.
|
Yes
|
Can be used since its showing guidance and success towards a subject.
|
Student_help5.mp4
|
A clip of a zoom out shot of employability skills.
|
Yes
|
Can be used in the promo since its showing how to be employed with guidance from skills.
|
Student_help1.mp4
|
A zoom out shot, which shows the staff of student achievements tutors.
|
Maybe
|
Can be used since its shows who the staff are for achievement tracking etc.
|
Student_help3.mp4
|
A close up of student support.
|
Yes
|
Can be used since its showing staff helps students if needed, this shows the community are helpful which can influence parents and school kids.
|
Video test2.mp4
|
A transition of the logo of the college.
|
Yes
|
It represents the college logo; this will show who the college is and where they should attend.
|
Image0019.mov
|
My recording of the comfort zone.
|
Yes
|
It shows the comfort room of the college, which is sociable, and relaxing, this can show that he college is friendly and welcoming.
|
Task 2: Marking up a script
Potential Script for Video
00:06
Welcome to Hartlepool Sixth Form College, we are the only specialist sixth form college in the Hartlepool area.[M1]
Starting logo.
(00:061 - 00:15)
Our teachers are qualified specialists experienced in teaching and examining 16–19 year olds, on both academic and vocational study programmes.[M2]
(00:17 – 00:27)
We have an extensive range of advanced level 3 subject choices available, we also offer a Level 2 Advanced Bridging Study Programme to support students who need to re-sit GCSE’s in English, maths or Science.[M3]
Entrance of College
(00:29 – 00:41)
Whether you are studying at Level 2 or Level 3 we can create a study programme that will meet you individual needs and future aspirations. All of our students progress to either university or into employment, many following apprenticeship programmes[M4]
Screen shots and videos of subjects
(00:43 – 00:59)
Enrichment opportunities are unique in helping you to develop additional skills and knowledge. You will have many opportunities to take part in college productions, live music gigs, competitive sport and pre professional courses which include teaching placements, and preparation for careers in medical sciences, or business. [M5]
Gig type promo
(1:06 – 1:28)
Whether you are on a traditional academic study programme or a vocational study programme, your teachers will expect you to achieve the highest results possible. This will involve setting agreed challenging yet realistic targets for your study programme and to support your longer term learning aim. Tutors will be on hand to offer support when needed, and will follow up where they have concerns about underperformance.[M6]
The facilities at the college are award winning and have been specifically designed to support a purposeful working environment, whilst allowing students time to relax with friends.[M7]
Comfort room with Duncan
Student help 1,2,3,4,5
At Hartlepool Sixth Form College we have built into your study programme Academic Support Tutorials, which allow teachers to work with a small group or individual students each week, in aspects of their study that they are finding too demanding.[M8]
We also have the Study Zone, which is a dedicated working area that has 50 computers to allow students to complete additional work or research in their study periods. There is also a Student Study Skills Support team who are based at the back of the Library. This specially trained team help students who need academic support, including research skills, referencing and how to structure written work to name but a few skills that they provide help with.[M9]
Study Zone
For students who join the college with at least 5 A grades at GCSE we have the Honours Programme. This is a bespoke enhancement programme that will give you opportunities to achieve at the highest level in all of your subjects, visit the top universities, and complete an additional academic qualification, the Level 3 Extended Project. All of which will help you to gain a competitive edge throughout the UCAS and job application processes.[M10]
If you are studying either Business or Economics you will have the opportunity to apply to be part of the Career Academy. This is a 2 year commitment and you will have access to a Mentor from industry to support you during your time at college; this also includes a paid internship during the summer holiday between Year 12 and Year 13.[M11]
Sport Clips
If you compete at a high level in Sport you can also apply for an Elite Sport Scholarship, which would be Gold, Silver or Bronze depending upon your ability level and potential.[M12]
Each year an increasing number of students study at Hartlepool Sixth Form College because they want to achieve at the highest level academically, but also in their chosen field of sport. Our Sport Academies are growing and include Men and Women’s Rugby, Men and Women’s Football and Netball. We also have a successful Basketball team who are working in partnership with the Newcastle Eagles.[M13]
At the end of your first year at college you will complete the HSFC Community Week, which is a well-structured programme that has been designed to support your transition from Year 12 to Year 13. Embedded within this week are lessons from your chosen Year 13 subjects, access to Employers and Universities to help you to make a more informed progression decision about your longer term learning aim and preferred destination – this includes Apprenticeships, Employment and University.[M14]
Throughout the time that you are at college you will have a Personal Tutor who will support you throughout your academic studies but also from a student well-being perspective. You will be set targets to achieve in each of your subjects and your progress will be monitored at each key MAP Assessment point throughout the year. Both your Personal and Subject Tutors will help you to achieve at the highest level and fulfil your potential.[M15]
Some of our students choose to study at the next level with us and enrol onto one of our Foundation Degree or HND Programmes. We are working with Sunderland University and hope to offer Foundation Degrees in Law, Sport, and Computing from September 2016.[M16]
· Go to our website hpoolsfc.ac.uk
· Click on the ‘enrol’ icon at the top right hand corner of the screen
· Complete your personal details as indicated
· Click on the ‘submit’ icon at the bottom of the page
You will then be sent a username and password which means that you have access to your own form and you can update your details and information throughout the year, should they change.
For entry requirements into your preferred study programme please look at either the college prospectus or individual subject information, as detailed on the college website.
Enjoy Year 11 and work hard, also make sure that you access all of the support available to you in school and secure good GCSE results in all of your subjects.
Good luck and we look forward to seeing you at one of our Open Evenings and the Bridging Course at the end of the summer term. [M17]
[M4]More information on program choice showing: Apprenticeships, University and employment are available at the college.
[M6] Teachers will help you to achieve your target grades and offer support when needed]
Student help 1,2,3,4
[M9] Local areas which shows that students have access to the library for revision and also computers if extra work needed to be done.
[M10] The college offers an enhancement opportunity where students have 5a’s at GCSE can visit the top universities and have an additional academic qualification through out the UCAS system.
[M11] If students chose business or Economics, they will have an opportunity to have a paid internship during the summer holiday.
[M13] Information on the sports choice as a subject and information on how both genders can get involved with sports.
[M14] At the end of the first year you will attend a programme which is designed to support the transition of progressing through the college years. At year 13 your program is represented to industries and employment.
[M15]Through both years you receive a college personal tutor. Who will support you throughout your academic studies but also from a student well-being perspective. The tutors also track your progress, achievements and can give you employment support.
Task 3 Editing Decision list
(Other Word Document)
Task 4: Clarifying the purpose of the work with a client or director
In this task you will provide evidence of you meeting with the client to clarify the purpose of the work.
I had met the client, Craig Beattie on Friday 20th November. We had interviewed Craig Beattie to discuss what he had wanted for the promo that I will be creating for the college.
The first question I had asked him was, what the preferred duration he wanted for the promo. He replied with “the duration of the promo had to be in between 2-3 minutes max.” I had also asked who the target audience was for the promo? His response was to “ the promo had to reflect the college to the current year 11’s and also to parents and guardians. The reason this promo is made is to persuade the year 11’s to come to this college.”
I also asked Craig if he’d like music towards the promo. He replied with “yes but make sure that the music is deafened when a student or lecturer is talking. Furthermore, he replied with make sure the music is fast but light making sure that it wasn’t heavy metal or such a genre which can make the college seem, distressed and unwelcoming. Also to make sure it suits the style of the promo.”
I had also asked if he’d like the college logo is displayed within the promo. He replied with “yes, one at the start and one at the end of the promo, showing the college are represented from the start to finish.”
Another question asked was if he’d like all the subjects involved with the promo, as a no-brainer he said, “Defiantly, all subjects have to be included in the promo, as it shows what this college offers”
I also had asked if Craig wanted me to include a slogan and captioning on the promo, he replied with “it’s entirely up to you.”
The second last question was if he’d like social media links to be included to have information from the college, he replied with “yes defiantly”.
The final question I had asked Craig was if he’d like me to have a voice over into the promo, he replied with “its up to you.”
Interviewing Craig had given me more information on how this promo should be made to meet the target audience. I will be creating the promo and will be seeing him again soon to review my promo.
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