3.2 A3 Creating assets and materials for Digital Folder and A4 Index of sources

Objective: A3 Creating assets and materials p.94, 95 and p. 82, 83

Individual activity: Each learner will use their skills to develop, create or source appropriate assets for their digital media product.

You must carefully consider the requirements of the unit content when preparing your assets. There is a requirement in the examination paper, under each choice of medium, for the inclusion of particular elements 

Band 1 (Fail) 1-5	Band 2 (Pass) 6-10	Band 3 (Merit) 11-15	Band 4 (Distinction) 16-20
	Gathered assets relate to some of the requirements of the brief, with evidence of selective decisions to meet these	Gathered assets relate consistently (ie they continue to match) the requirements of the brief, showing evidence of selective decisions AND/OR refinement to meet these.	Gathered assets relate directly (ie they match precisely) the requirements of the brief, showing a considered approach (your annotation shows you know what you are doing & why) with evidence of selective decisions AND refinement to meet these.
	Created assets relate to some of the brief, showing some competence in production techniques (image capture, design logos, image resolution, composition, continuity, use of shot types and angles, sound and images, layout, making it interactive etc)	Created assets relate consistently (ie they continue to match) the requirements of the brief, showing effective use of production techniques (ie it does the job required by the brief and engages the audience)	Created assets relate directly (ie they match precisely) the requirements of the brief, showing creativity in the use of production techniques (ie it looks professional compared to real examples and shows skill in its use of video or emagazine techniques)
	Index of assets & sources (where you got them from) shows understanding that they are relevant to the meeting the brief	Index of assets & sources (where you got them from) shows developed understanding of their purpose - how they work and why they are relevant to the brief	Index of assets & sources (where you got them from) shows that you fully understanding of their purpose - how they work and why they are relevant to the brief

As a Group (Video or e-magazine) Work through Pages 70-72 in text
Make notes

Task 1: Practical workshop to create and source assets for your production, using your production plans from last week (the assets list you will need)

Asset plan from ctkmedia

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Objective: A4  Index of sources

Individual activity: Each learner will prepare a digital index that contains:

o    identification of the location of sources assets

o    identification of the appropriateness of the materials for the intended product

o    where the materials will be used in the product.

Task 2: Compile your Digital Folder Portfolio with your created and sourced assets 
Create:
Set up a new page on Weebly 'Unit 5: Digital Folder' 
Create a Contents Page (which you will add to later)
Create Subfolders on your mac to store you created assets.
Save the files by their Individual Filenames to identify what it is - include and abbreviate the following:
o    Name (what it is)
o    Date created eg: 01.01.18
o    Resolution

Ensure you add meta-info or annotations as a PDF log to record permissions, ownership and terms of use of each file in the folder

Task 3: Index your sources, and write annotation of the relevance to the brief and their purpose in your production (P.70-72)

Task 4: (P.84 - 85) Screengrab your folders and files and Annotate your 'Unit 5: Digital Folder' of your sourced and created assets to record your decisions on selection (why you have chosen, strengths and weaknesses or will not include) and refinement (what needs to be improved or manipulated and why)

3.1 Homework & Prep due Thurs 11th

Prep for Monday 1 hour
Mock Examination PM2 report - Unit 5 OFCOM 2016 resit 2hours
Revise over the questions and address the feedback to improve your grade

Prep for Tuesday: 1 hour
If you are dong video Read p.49 - 52 and make summary notes on your blogs about how this APPLIES to your Identity product to present in class.

1. What techniques of composition & continuity will you use (100 words min)
2. What Mise en scene (actors, costume, props, set dressing) and why? (100 words)
3. Location or Studio shoot and why? How will you maintain continuity? (100 words?)
4. What is the 180 deg rule & rule of 3rds - demonstrate with your cameraphones and upload to blog
5. Draw a Storyboard of your idea - advert length of 30 secs, include different angles, shots, movements (you will film this on Monday in class)

If you are doing doing e-magazine read p.56-59 and make summary notes on your blogs about how this APPLIES to your Identity product to present in class.

1. Draw out a draft of your Title page and annotate your use of images, colour, graphics, logos, fonts, language and layout
2. How are you engaging the reader (100 words)
3. Draw out a draft of the features page - what will you include to meet the brief (advice, things to look out for etc?)
4. How are you engaging the reader for your features page (100 words)
5. Take 3 digital photographs for the cover and features page, where will you source your graphics or icons or additional images (100 words)
6. How will your e-magazine be interactive? see 'example of interactive product' (p.59) How will you make the pages turn? How will you incorporate video or sound? (100 words)
7. When you do you plan to test your product and what happens if it doesn't work?

Homework 2 hours
Task 1: Write up your production plan from class last week listing assets to be sourced and created.

Task 2: Write up a 100 blog post on your notes about copyright and clearances for each of your sourced assets

Task 3: Source assets appropriate for the brief and their response to the brief for Tuesday to begin to create your DIGITAL FOLDER (p.70) on Tuesday for feedback

Asset plan from ctkmedia

3.1 A2 Identifying assets and required material - What are Assets?

A2  Identifying assets and required material (Trial run)

Individual activity: Each learner will source and create assets appropriate for the brief and their response to the brief.

Each learner will have selected an appropriate digital media product based on their experience in production units, their skills developed in particular areas and the resources available to them to produce an effective digital media product.

The learner will need to understand:

o    the assets required to fulfil their ideas for the brief

o    how they will create their assets

o    how they will source their assets

o    where they could source their assets

o    what considerations they need for each asset in terms of copyright, clearance etc. 

P.47& 48 Text Books

https://www.moovly.com/blog/shutterstock-is-now-integrated-into-moovly-studio 

https://multimedia.journalism.berkeley.edu/tutorials/media-assets/

Copyright: the exclusive legal right, given to an originator or an assignee to print, publish, perform, film, or record literary, artistic, or musical material, and to authorize others to do the same.

Licensing: grant a license to permit the use of something or to allow an activity to take place.

Attribution: acknowledging the author of a work. It most often requires the person’s name with the copyright symbol, and a link back to the source.

Public Domain: the state of belonging or being available to the public as a whole, and therefore not subject to copyright (be sure to check public domain status in each country.)

Finding and Crediting Copyright-Friendly Images for Presentations and Publications from CurriculumCollection

Copyright, Fair Use, And Creative Commons from Patrick Woessner

Task 4: Production Plan 
In Teams based on Brief (max of 3's), use Popplet to create a group mindmap and collect links/examples and a catalogue of sources.

1. What do we mean by assets?
2. What assets are required to fulfil your ideas for the brief - identify them?
3. How they will create assets?
4. How and where will your source assets?
5. How are sourcing or creating assets impacted in terms of copyright, clearance etc.

Task 5: 
Individually complete your production plans, with investigation of copyright and clearance

‘Tutors cannot give any support to the research and preparation work’.

https://pics.io/media-asset-management

2.7 Homework and Prep for Christmas

Prep: 2 hours 
https://ctkmediatechadv5-3.blogspot.co.uk/2017/12/31-unit-3-digital-media-skills-mini.html

Unit 3 cover booklet from ctkmedia

Read over the booklet for Unit 3. Record down the date of the exam and the pre-release material.

Read over the rules and guidelines and sign the booklet to say you have done so.

Carry out a skills audit and prepare your visual presentation* using examples and evidence from your portfolio to justify why you are selecting either Video, DTP & Photography or Audio Production.

Read over the brief on Identity and annotate.

Select the brief that will best fit your skills for most success and develop 1 initial idea to be included in your presentation*

Homework: 5 hours
Examine the feedback from your first exam essays from your homework. Address the improvements in RED by editing these essays and including these answers in them in them correct places.

Using the assessment criteria for the exam (below), action plan and colour code where your evidence and the points they support to be able to make these improvements on your 4 sides of notes.

Practice your timed updated 5 answers for the mock exam week 1 when we return after the break. It will be on the 2016 report again, this time under supervised exam conditions. 

Q1 - Quan/Qual - 30mins
Q2 - Prim/Second - 30mins
Q3 - Production - 30mins
Q4 - Consumption - 15mins
Q5 - Recommendations 15mins

2.6 Mock Exam Preparation 4 hours (For Monday 11th December)

Section 1 (1.5 hours)

Task 1: Read over page 133 - 136 and compare your responses from Homework to the example response sections in Pink, and the yellow comments.

Task 2: Using the Pink examples responses, identify findings in both your research and the 2016 OFCOM report that focus on Q3 and Q4:

• Issues and debates (concerns surrounding the impact on content or effects on audience) around production & consumption
• Impacts on production and consumption
• Trends and predictions for the future

Some things we identified in class & for you to consider some in your responses to Q3 and 4 (based on Youtube/TV/Video):

Production

• What is popular on social media get made - saturated with the same thing, lacks diversity or quality. 
• Who and what is popular on Netflix, youtube, apps etc? 
• What is the appeal of social media over older forms, and why is this different between Tweens/Teens and Children? (Uses and Gratifications)
• Proliferation, everyone has a mobile or ipad so anyone can produce own media for social media sites.
• Regulation - are 'voluntary codes' effective in protecting children from obscene, inappropriate or radicalising content? Relies on users to report age -appropriate content. What about comments section though?

Consumption

• Does social media make us desensitised to violence or offensive comments?  Does it have an impact on how we see the world (Cultivation Theory)
• OR Does social media and clickbait make children develop more critical thinking so they can self regulate/make informed decisions themselves?
• Parental attitudes to social media vs older, more heavily regulated media like TV and games.
• Ethical/Legal - copyright infringement or fair use? Desensitised to having to pay for subscriptions or viewings.

Task 3: Mind Map these out as per the 'now try this section' at the bottom of the page to find the evidence to some of this up.

Task 4: Collect more evidence/secondary research if necessary 

Section 2: (2.5 hours)

Task 5: Make corrections and improvement to your feedback essays, by editing in the responses to the questions and guidance in RED within the correct places in your original essay.  

Task 6: Update your 4 x sides of A4 with your hypothesis, hierarchy of findings, executive summary of the 2016 Report and bullet point outline of the relevant findings stats and quotes (at least 12) your 6 research methods. Make sure you include the references for your sources.

3.1 Unit 3: Digital Media Skills Mini Project - Your Identity

Unit 3 cover booklet from ctkmedia

A1 Understanding the brief (Trail Run)

Tutor-led introduction: An overview of the unit in terms of the topics to be covered and the requirements for the external examination.

Objective: 

• select an appropriate digital media product based on experience in production units, skills developed and resources available to produce an effective digital media product
• understand how you will create and source your assets and considerations needed in terms of copyright, clearance etc.
• practice the skills required to undertake the external examination through the Mini Project (2 weeks).

Individual activity: 

Select a media product based on your prior experience in the production units of this course. 

You will need to make an informed decision as to what area would be the best for you to choose to match the skills that you have built so far. 

Your-Identity

Your identity and personal information are valuable. Criminals can find

out your personal details and use them to open bank accounts and to get

credit cards, loans, state benefits and documents such as passports and

driving licences in your name. Criminals commit identity theft by stealing

personal information. This is often done by asking someone to open an

email requesting personal details. Often these emails look like they come

from a trusted source, but the source itself may be part of a scam. Personal

details may also be obtained by criminals who access social networking and

communication sites, and once again this can lead to identity theft. Anyone

can be affected by identity theft. This kind of fraud can seriously affect your

personal financial circumstances, as well as costing the government and

financial services millions of pounds every year. If your identity is stolen,

you or your family may have difficulty getting bank accounts, student loans,

credit cards or a mortgage until the matter is resolved.

A campaign has been launched by Your-Identity, a government agency that

will help young people to appreciate the growing problem of identity theft.

Providing information about identity theft through social networking sites

will alert young people to this growing problem. Your-Identity wants you

to make a media product that will alert young people to the problem of

identity theft. Your media product can be in any style or genre.

You must choose which medium you will use to create your media

product and begin creating, sourcing and preparing the materials you

will need in preparation for the supervised assessment period.

You may choose ONE brief from the following:

Brief 1: Video promotional product
Your-Identity wants you to produce a video advertisement that will
inform your chosen target audience of young people about the dangers
of identity theft. The product must be no longer than 1 minute. Your-
Identity is happy for the video advertisement to be produced in whatever
style you think would be suitable for the target audience.

You will need to include in your video advertisement:

• own camerawork to include tracking and panning techniques
• a minimum of two scenes containing three camera ‘set-ups’ per
• scene
• background music
• continuity editing techniques: shot-reverse shot, 180 degree rule,
• one transition other than a cut
• sound effects.

Brief 2: Audio promotional product
Your-Identity wants you to produce a radio advertisement that will inform
your chosen target audience of young people about the dangers of
identity theft. The radio advertisement must be no longer than 1 minute.
Your-Identity is happy for your audio product to be produced in whatever
style you think would be suitable for the target audience.

You will need to include in your radio advertisement:

• own recorded material including at least one interior and one
• exterior recording
• sound effects
• voiceover
• music
• editing techniques: mixed music and fades with no dead air.

Brief 4: Digital e-magazine
Your-Identity wants you to produce a digital e-magazine that will inform
your chosen target audience of young people about the dangers of
identity theft. The product must be no more than a cover and a two page
spread. Your-Identity is happy for your digital e-magazine to be produced
in whatever style you think would be suitable for the target audience.

You will need to include in your digital e-magazine: 

• own images (at least two images)
• titles for a cover and feature article
• copy for articles
• integrated text and image layout
• ability to scroll and turn pages.

Task 1: Using your portfolio content, carry out a skills audit by reflecting on their strengths and weaknesses. Present this to the class with examples from your portfolio

1. a SWOT (strengths, weaknesses, opportunities and threats) analysis
2. reflecting on which production units they have enjoyed most
3. reflecting on marks and feedback from activities carried out in other production units
4. a consideration of the media products that you are most familiar with
5. a consideration of the area of the media industry in which you might wish to seek employment.

Task 2: Mini Project - Identity
As a class:
Brainstorm and mindmap creative ways of interpreting the concept of identity and identity theft on social media and ways young people are exposed on line.

http://www.mirror.co.uk/news/uk-news/teenagers-identity-stolen-life-taken-6383437 

Take part in a discussion on the consequences, or associations with identity theft 

Individually: 
2.1 Highlight key points in the brief and annotate your initial thoughts/comments in relation to purpose, audience, style or genre

2.2 Find existing at least 3 examples of related campaigns aimed at this audience for government PSAs or charities, or any other projects related to the concept of identity

https://www.cyberaware.gov.uk/


2.3 Evaluate the approach, style and effectiveness, and note down any ideas or influences you could use.

2.4 Brainstorm 3 ideas surrounding the concept of identity as a Individual response to the brief

2.5 Select your best idea (it must be unique!). Rough draft of e-magazine, video storyboard, mood board, radio script 

Mini Project from ctkmedia

A2 Identifying assets and required material (Trial run)
Understand how you should identify the assets required for a media product.

https://www.moovly.com/blog/shutterstock-is-now-integrated-into-moovly-studio 

https://multimedia.journalism.berkeley.edu/tutorials/media-assets/

Copyright: the exclusive legal right, given to an originator or an assignee to print, publish, perform, film, or record literary, artistic, or musical material, and to authorize others to do the same.

Licensing: grant a license to permit the use of something or to allow an activity to take place.

Attribution: acknowledging the author of a work. It most often requires the person’s name with the copyright symbol, and a link back to the source.

Public Domain: the state of belonging or being available to the public as a whole, and therefore not subject to copyright (be sure to check public domain status in each country.)

Finding and Crediting Copyright-Friendly Images for Presentations and Publications from CurriculumCollection

Copyright, Fair Use, And Creative Commons from Patrick Woessner

Task 4: Production Plan 
In Teams based on Brief (max of 3's), use Popplet to create a group mindmap and collect links/examples and a catalogue of sources.

1. What do we mean by assets?
2. What assets are required to fulfil your ideas for the brief - identify them?
3. How they will create assets?
4. How and where will your source assets?
5. How are sourcing or creating assets impacted in terms of copyright, clearance etc.

Task 5: 
Individually complete your production plans, with investigation of copyright and clearance

‘Tutors cannot give any support to the research and preparation work’.

https://pics.io/media-asset-management

Question 3: Merit grade answers & feedback

Band 1: 1-4 marks (Fail)	Band 2: 5-8 marks (Pass)	Band 3: 9-12 (Merit)	Band 4: 13-15 (Distinction)
Minimal consideration of the information in the article, with pointless reference made to own research sources	Partial/incomplete understanding and following of the topic, considering the information in the article, with some purpose in references made to own research sources	The topic has been understood and interpreted, considering the validity of information in the article, with detailed references made to own research sources	The topic has been fully understood and interpreted, considering the validity of information in detail, with references made to own research sources that support response with specific examples
Minimal connections made to media debates occasionally related to the topic of the article	Few connections made to media debates relevant to the topic of the article	Consistent connections made to media debates relevant to the topic of the article	Detailed and precise connections made to media debates directly relevant to the topic of the article
Basic understanding of outcomes of research	Some understanding of the significance of the outcomes of research	Sound understanding of the significance of the outcomes of research	Full understanding of the significance of the outcomes of research
Limited chains of reasoning	Some imbalance in chains of reasoning	Clear chains of reasoning	Effective and logical chains of reasoning

https://daynectkmedia.blogspot.co.uk/2017/12/exam-question-3.html?showComment=1512467301621#c1513602304948681149

https://mediahwsubmission.blogspot.co.uk/2017/12/exam-question-3.html?showComment=1512468460618#c2376049300438772638

https://fiisolas.blogspot.co.uk/2017/12/fsa-exam-question-3.html?showComment=1512466854700#c933579820796388209