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

Broadchurch (2013) Contextual Study – Week 3................................................................5

Own Choice Contextual Study – Week 4.............................................................................6

Copy Transform Combine Scene 1 – Week 5......................................................................7

Project Review and Evaluation – Week 7.............................................................................8

Skins (2007) Target Audience Study – Week 8....................................................................9

Own Choice Target Audience Study – Week 9..................................................................10

Copy Transform Combine Scene 2 – Week 10..................................................................11

Copy Transform Combine Scene 3 - Weeks 11 And 12....................................................12

Extended Skills.....................................................................................................................13

Glossary of Terms................................................................................................................14

APPENDICES........................................................................................................................15

Appendix 1...................................................................................................................................15

How to Harvard Reference in Word and Creating a Bibliography..................................15

Appendix 2...................................................................................................................................20

How to add pictures, graphs, etc to your Table of Figures in your Portfolio...................20

Appendix 3...................................................................................................................................21

How to add to the Appendix in your Portfolio..................................................................21

Appendix 4...................................................................................................................................23

How to embed videos into your portfolio.........................................................................23

Appendix 5...................................................................................................................................27

Learning Outcomes and Criteria’s..................................................................................27

Appendix 6...................................................................................................................................29

Allocation of Learning Outcome/Criteria to Contents......................................................29

Appendix 7...................................................................................................................................30

Students Scheme of Work /Calendar..............................................................................30

Appendix 8...................................................................................................................................32

Bibliography....................................................................................................................32

Table of Figures

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

Broadchurch (2013) Contextual Study – Week 3Broadchurch Contextual Analysis: Season One, Episode One.

Throughout this section I will be composing a contextual analysis of the British Television Crime Drama, Broadchurch. I will be exploring the background foundations which helped influence the ideas to structure a gut wrenching show. I will be exploring the elements of society’s roles within the occupational fields, child abductions, and how the media can ultimately disrupt and cause problems within a case study.

I will also be investigating the differences within men and women emotionally within an intense work related situation at this given time. Unusually there is a female lead role played by Olivia Colman, and a male lead starred by David Tennant. I will also be reflecting on the emotional and physicality of the mundane family the Director aimed to produce.

Furthermore, Broadchurch is a nationally adored British Crime Drama which evolves around the mysterious murder of an 11 year old male, Daniel Latimer. We as an audience are introduced to what appears to be an ordinary, mundane setting; a family are getting ready to begin their daily activities but feeling slightly on edge as to why one of the younger family members are missing from the scene. However, as the scene progresses we understand from a maternal perspective that a child has in fact gone missing, shear pain and hopelessness is presented through a mother’s body language and action.

Broadchurch cleverly explores what appears to be an average family, whom carry out their daily activities, this is progressively disputed when they notice their son has fallen out of this mundane routine- however, as the scene progresses we identify that the parents of young Daniel become frantic, as they search for their son. As he is discovered at the bottom of a cliff, we can identify the devastation, fear and sombre that the family feels when they discover that their child will never come home. This connects with many individuals globally, as any parents biggest fear is the loss or damage to their children. Around the time that Broadchurch was being created, statistics show that the number of parental child abduction and custody cases has more than doubled over the last decade, with almost two children being abducted abroad each day. In 2003-2004 the FCO was involved in 272 new parental child abduction and international custody cases. In 2012-2013 that figure rose to 580, the second highest figure ever recorded. When reflecting on Broadchurch’s first premier on the 4th March 2013, this is when statistics of child abduction was at its peak.

Throughout history child abductions have been a relentless phenomenon, a huge concern within society and maternal figures. An unforgettable example of a child abduction would be the Madeline McCann case, a young infant who disappeared on the evening of 3 May 2007 from her bed in a holiday apartment in Praia da Luz, a resort in the Algarve region of Portugal. Immediately sparking what one newspaper called "the most heavily reported missing-person case in modern history". When reflecting what I mentioned in paragraph one, the privacy of a child abduction is never the case when the media is present- as seen in Broadchurch, when Daniel is missing, an up rise of social media begun. Many theories speculated over the disappearance of Madeline, the media and local individuals thought of many theories as to what could have happened to the youngster, such as a paedophilic abduction; any parents worst nightmare is to lose a child, whether it be through natural causes or serious cases, and I feel that Chris Chibnall wanted to explore the emotive and physical loss of a child through his production.

Sarah Payne, an eight year old female who was the victim of a crime that shattered Britain in July 2000. The schoolgirl had been playing near her grandparents’ home one summer's evening in July 2000 when she was snatched by the convicted sex attacker in a white van. Her body was found 17 days later. As identified in Broadchurch it was stated that Daniel left home with his skateboard, a representation of a child’s innocence the same way Sarah Payne was playing by her grandparents’ home.

Furthermore, I will now be analysing the way the Producer has used iconic individuals as leading roles. First of all, Broadchurch’s leading male detective is portrayed by Britain’s well-loved man, David Tennant- well recognised for his role as the 10th doctor in Doctor Who. We as an audience understand that David Tennant, who portrays Alec Hardy, is one of the lead roles. As appose to Olivia Coleman, who plays lead role Ellie Miller. Tennant and Coleman are two international phenomenon’s who are portraying detectives from a police force, however we can immediately identify the emotional and physicality differences between the two. The use of international celebrities connects to not only the initial target audience of this production but it also connects to the fans of these two stars.

David Tennant (Alec Hardy) Olivia Coleman (Ellie Miller)

Hardy is an out-of-town police detective who has taken the job that local DS Ellie Miller (Olivia Colman) thought should have been hers. He has arrived in

While initially warm and trusting, greatly resisting Hardy's attempts to view her community from the outside and to suspect everyone.

Broadchurch under a cloud of professional failure.

However, over the course of the first series, she slowly learns to accept that not everything, or everyone, is as good as they seem, becoming harder and more experienced as a detective.

Hardy and Miller clash during the investigation of eleven year old Danny Latimer’s murder. Hardy is gruff, difficult and unyielding, a complete opposite to his partner.

Own Choice Contextual Study – Week 4Bad Education Contextual Analysis: Season One, Episode One.

Throughout this section I will be exploring the contextual analysis of the British Television Sit-Comedy, Bad Education. I will be exploring the celebrity roles, British education system at the time this production was produced, and the ways teachers connect with their students within the education system. Bad Education is a British Television Sit-Comedy, written by Jack Whitehall, whom also plays the lead role. His aim was to recreate a visual, comical presentation of the Education system in which the teachers are more childish than the students themselves. Bad Education was produced for BBC Three.Jack Whitehall alone is considered as comical genius, as well as a brilliant television presenter and actor. However, Bad Education is what brought his acting and comedy career to its well-known profession today. As stated beforehand, Bad Education is a comical representation of the education system and how teachers and students are expected to have a certain behaviour and expectation, however Bad Education completely manipulates this.

In 2011, official figures show that 58.6% of pupils in England gained five A*-C grades including English and maths this year, down 0.4% on last summer.

Copy Transform Combine Scene 1 – Week 5

Reflective Log

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

Reflective Logs – one for each week

Who am I? Myers Briggs Research

Figure 1 Dictionary - Photo taken by Jenni Blackman

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 1,2,3 etc – 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 /CalendarUnit 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

ODU

CTIO

N

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 Sscene (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

Bibliography