End of Course Evaluation.

Practical Skills.

The Media Communication course has enabled me to develop a variety of new skills such as sound, recording, framing, lighting, video editing and planning. This course has allowed me to improve on my level of researching and practical skills from a previous, basic level. This course consisted of three units. From Unit 2 to Unit 3 the developments made were very visible as I started the course with very minimal knowledge of practical skills. In Unit 2 our first project was the news report project. In this video, the use of three point lighting wasn’t considered and my framing was inaccurate. In Unit 3 I had to produce and edit my own production. This was the young people employment project in which I assembled a 5-minute video. This was a chance for me to use and show understanding of the skills I had learnt from Unit 2 such as camera, as well as using new skills I had learnt on a more advanced editing software.

"Camera framing is the technique of drawing attention to the subject of your image by blocking other parts of the image with something in the scene".  With camera framing the person taking the shot makes the choice on how the object is framed with an aim of what they want their focal point to be. Camera framing is a technique which I used throughout Unit 2 in various tasks. In the breaking news report camera framing was used to put emphasis on the subjects speaking about the incident. This task illustrated my lack of experience with camera framing, as I did not position the camera properly to capture its focal point on many occasions. My framing was very basic. In another task in Unit 2, which was the rebrand advert, I was able to frame certain shots properly in order to capture the cast members Aaron and Kiya exercising. In majority of the frame shots I ensured I made the focal points their bodies and equipment in the background so the message of the video was clear to its audience.

Before this course I was not aware of conventions such as mid shot, long shot, headspace and close-ups. I made a vast improvement of my camera framing in Unit 3 for my young people employment project. In Unit 2 I was experimental with the various shot types that can be achieved along with the correct framing. My use of experimenting with the different frame shots allowed me to use the most appropriate ones to illustrate the message of my own produced production to its audience in the most effective way. For my YP employment video in Unit 3 my framing improved. As seen in the screenshot the camera shot is framed to only portray the subject smiling as well as the beautiful art piece behind. I chose to use a close up of my subject to convey his success through the expression on his face in which he smiled. This allows the audience to feel the same emotion he is shown to have. By framing these shots in this manner, my audience are able to view the subject in a more positive light as he is in front of gorgeous art work with a smile on his face meaning that he is no longer living in his dark past.

I will develop my skill of camera framing more in Year 13 as I need to understand the meaning of the variety of shots. Gaining more of an understanding of this can help me improve on my shot composition and the message I am trying to deliver through my photos and videos. Capturing the wrong aspects inside my framing could take the meaning out of my message so I have to ensure that in Year 13 when I am capturing footage I frame my camera properly in order to capture my subject properly and also understand the meaning of various camera shots so I know what’s best for the incentive behind the task.

I used minor lighting skills in Unit 2. As seen in my news report video which was the first production I produced, only natural light from the sun was used. This was due to little knowledge of lighting skills as well as the different types. I could have used external lights in various ways to present different moods in that production. For example I could have used the external lights as under key lighting when presenting the teacher who was accused of revengefully attacking the student whilst playing football. Using under key lighting for this would have shown the teacher in a spooky, ghastly light which would appeal to the audience as he is seen as the ‘bad guy’ in this production for abusing his position as teacher and ‘attacking’ the student whilst playing football which should have been friendly and nonaggressive. I could have also used the external lights as top key lighting to accentuate the facial features of the witnesses that were being asked questions to show them in a more glorious, positive light as they were innocent.

My skill level before this task was basic. Further down the course in Unit 2 I learnt about three point lighting in which myself and my group produced a five shot sequence video. Three point lighting was used to tell a story without dialogue. This enabled me to learn about the various lightning setups such as top lighting, back lighting and under lighting andthere connotations. I learnt that under key lighting on a subject can create pronounced shadows often used to emphasise facial features and make things look spooky. Top key lighting is often used on women in photos or music videos to highlight features on their face and accentuates cheekbones. Back lighting is made to produce a silhouette and or halo effect around the edges of the subject. Back lighting is when the light source comes from behind the subject. Low key lighting is much more pronounced shadows and dramatic contrasts generally only containing one light. Low key lighting accentuates the contours of an object.

In my rebrand project I was able to use the natural light provided as back lighting for the subject exercising. This put emphasis on his physical exercising and showed his actions in a more encouraging light for his audience. In unit 3 for my YP employment video I used all the skills that was taught and was able to manipulate the lighting outside as low key lighting when portraying my subjects violent past. My camera lighting skills can be developed in Year 13 as I could use a wider variety of lightings. I could use the various camera lighting setups to illustrate different moods a subject can be feeling rather than just using basic lighting.

Prior to this course my camera movement skills was basic. Camera is the kinetic movement of shots. Camera movement was used in Unit 2 in my rebrand advert. The zoom movement was used firstly to zoom into our subject whilst on the bicycle. Zooming is a very basic camera skill which I had some understanding of. I zoomed the lens focal length to give the illusion of moving the camera closer. Zooming was used throughout this production on our Ferrero Rocher packaging as well as the subjects exercising followed by a quick transition to the next scene. My camera movement progressed in Unit 3 as I discovered other camera movements. A pan movement is horizontal movement left and right. At the start of my YP employment video I used the panning movement as an establishing shot to showcase the office and the objects situated inside of it. Tilting is moving the camera position vertically with respect to the subject. I used this on the transparent jugs and glasses on the table. This was to showcase some of the beautiful, sophisticated aspects of the office from. Also panning movement was used in the last scene of my YP video to show the subject and the entrance of the school. This was used to show his final, successful stage in life from his violent, negative past. I will develop my camera movement skills in Year 13 as I could use a wider variety in my video footages. My camera movement skills can develop by taking time to do individual secondary research on various camera movements that I can use in my final year of Media Communications. This can ensure my skill has developed as I have explored a wide range of camera movements.

"Video editing is the process of manipulating and rearranging video shots to create a completed film". Editing is usually considered to be one part of the post production process. Other post-production tasks include titling, colour correction, sound mixing. In Unit 2 I used iMovie for my breaking news report video. Starting the course, editing was a skill I didn’t have so using IMovie on my very production was a learning process as well as assembling the footage I filmed. On iMovie I added text for my rhetorical questions for the audience to read. I also used iMovie to add transitions from scene to scene. The quality of my film on iMovie was very blurry, the text was edited to a small font and some Vox pops were pixelated as seen in the screenshots below.

As I moved further along in the course to the rebrand advert project, I began using Final Cut Pro, which is another editing software that is more advanced. My editing skills really improved as I was able to achieve more things such as adding music in my rebrand advert and more transitions between the different scenes. Also I learnt how to cut and erase unneeded footage that I did not want to be included. I learnt how to blur the background to emphasise on the focal point of the scene. That was achieved in the rebrand advert on the last scene as seen below. Because of this I was able to operate Final Cut Pro properly for my YP employment video. My skills advanced as I was able to master a spilt screen between my two subjects to symbolise change. I was also able to use slow motion by decreasing the pace at which certain shots were moving. I also was able to use my transitions at the correct time as well as incorporating a voiceover, which was an aspect I didn’t get to cover previously. I was able to add text in sync to my voiceover too. I can develop my video editing skill further in Year 13 by ensuring my footage quality to up to standard as well as exploring various aspects that I am able to do on Final Cut Pro. For example I can use more of motion tracking on text or footage. This shows that I have made a vast improvement on the editing software.I also used premier pro for my Jonoknife project. I was able to compare the use of different software’s and the advantages and disadvantages of each one. Prior to this course I had no knowledge of Premier Pro but as I used it for my Jonoknife project I was able to use fast paced editing so that the shots can be in sync with the consistent beats. I found that I actually prefer Premier Pro compared to Final Cut.

Title editing is creating titles and editing them on editing software’s. In Unit 2 I did not have any experience of using titles in my edits. As I progressed within the course in Unit 3 I was able to create a title and edit it on Final Cut Pro as myself and the class explored motion tracking. I created my final YP employment logo on Adobe Photoshop which I had no experience before my media communications course commenced. My skill of title editing could be developed in Year 13 as I could ensure I use it often in my videos. My title editing skills could be developed on Final Cut Pro by also exploring different colors and contrasts.

"Sound editing is the process by which all of the talking, music, and sound effects are put together to form the final sound track." In Unit 2 my sound editing skills were very basic. I did not incorporate sound into my breaking news video. However I did incorporate a hip-hop instrumental in my Ferrero Rocher advert which was used throughout the production. My sound editing skills were very poor as my first rebrand edit contained a long, empty lapse from the instrumental and it was not in sync with my scene. Evidence showing my improvement in Unit 3, was in my YP employment video as I used a range of instrumentals on final cut to showcase different scenes such as the logo scene and violent criminal scene. I was also able to lower the sound when I used a voiceover at the end. My sound editing skills can develop in Year 13 as I could learn how to create my own sounds and instrumentals.

"Uploading is the transmission of a file from one computer system to another, usually larger computer system". Throughout the course uploaded all my coursework documents onto my Wix page. This is a process that is continuous because my Wix page will exist until I finish my Media Communication course. I can develop the skill of uploading in Year 13 by assuring I upload every single piece of work I produce and making sure it is on my Wix page visible for examiners and my teachers to see. This includes PowerPoints, word documents, photos and videos. This shows I am knowledgeable of the website I use for my coursework.

"Embedding is to place (text, images, sound, or computer code) in a computer file, HTML document, software program, or electronic device". In Unit 2 as well as Unit 3 I embedded all my videos that I produced from YouTube to my Wix page. This makes it easier as no downloading has to take place. A Hyperlink is a link from a hypertext document to another location, activated by clicking on a highlighted word or image. This skill was used throughout, as sourcing information is vital on written work as well as links that are to be viewed. My aim for Year 13 is to keep Wix up to date.

Research and Planning Skills.

My research and planning skills were very simple and basic when I started Media Communications. Textual analysis of a media text is analysing various media products which can be watched, read, listened and played to a media text. This skill was developed in Unit 2 when the rebrand project commenced. As showed in individual tasks I showed understanding about the product as I went into detail about the products target audience as well as analysing three other chocolate adverts. In Unit 3 my textual analysis skills improved as I was able to analyse five different articles as well as videos relating to helpful tips on employment for young people.This skill enabled me to research the information I need for my YP employment project. This skill could be developed as it useful because analysing all types of texts allows me to understand various audiences.

Primary research is original research that an individual has sourced and gathered through techniques such as focus groups, interviews, questionnaires, filming and photography. In Unit 2 my primary researching skills were very basic and not much primary research took place. However in Unit 3 for my YP employment project I picked my chosen idea and conducted a focus group to hear opinions first hand. A focus group is a group of people assembled to participate in a discussion about a product before it is launched, or to provide feedback. Advantages of focus groups are that they are useful to obtain detailed information about personal and group feeling and opinions. They provide a broader range of information. They offer the opportunity to seek clarification. Disadvantages of focus groups are that people can intentionally use their personal biases. This results in inaccurate results. Also focus groups are not in depth. Members may choose not to express their honest and personal opinions. In my focus group I asked questions relating to my idea and if the outline of my video was strong enough to communicate my idea with its audience properly. By asking questions I was able to hear opinions and views first hand giving me an insight into how my actual audience may feel watching my potential video. I have used qualitative research as this is information about views and opinions of the ways people may respond to my video. I can develop my primary research method skills by using a variety of them for my future projects.

In Unit 3 I used a primary research method called survey monkey which is a computer accessed questionnaire. Advantages of questionnaires are that they are practical, can be carried out by the researcher or by any number of people with limited affect to its validity and reliability. Disadvantages are that there is no way to tell how truthful a respondent is being and it also lacks validity. My research skills developed because this enabled me to create my own questions, which my peers could answer. Survey monkey is rapid, accurate and collects data effectively as opposed to conducting a handwritten questionnaire which is time-consuming as people prove to be inaccurate and unreliable. I used quantitative research, as my survey monkey is measurable data. In Year 13 my use of questionnaires will be consistent, as I will be producing work and accurate answers on opinions by displaying results in different ways.

My skill of collecting secondary research commenced in Unit 2 when I had to research data on two films of my choice. These included collecting real figures based on its budgets, gross, rotten tomatoes, ratings, and are directors of the films. I was able to use the quantitative data I collected to compare the two chosen films of my choice. At this point my researching skills were competent and I was able to collect quantitative data accurately. Secondary research is vital as it allowed me to find out real figures and facts which make my work more viable. I can develop this skill in Year 13 by ensuring that I use secondary research for accurate information. This shows that I am producing authentic work with reliable information from the internet, reports, books, magazines and videos.

Overall I have learnt to carry out research in order to provide content for a production. An example of this is carrying out research for various bread cutters for the Jonoknife project. I was able to produce a word document with quantitative data about different bread cutters and its appeal to its audience through its commercialisation. I have carried out research in order to find out about already existing media products such as the Barclays life skills video. This was a video based on life skills which people may need in the nearer future. This helped me with my YP employment project. I have conducted research in order to establish the commercial viability of a media product through my use of primary research, survey monkey. The use of survey monkey enabled me to produce my own questions in which I want to know the answers towards my peers with reliable and straightforward answers with the choice of one out of three answers. With all the research I have found out in my tasks I have made sure I have cross referenced them using a hyperlink when needed to show that my information is valid and not plagiarised.

Pitching ideas to my audience and collecting feedback was developed from Unit 2 to Unit 3. In Unit 2 I worked with three members as a group for my rebrand advert to pitch our rebranded product: Ferrero Rocher into Gold Medal. This pitch was very bland and lacked clear direction. The PowerPoint wasn’t filled with much information. This caused us to improvise our pitch half way through. There was no secondary research on the product itself as it contained more ideas than facts and figures. No information was collected from the internet and books so therefore nothing was sourced. In Unit 3 I reflected back on the mistakes made in Unit 2 and produced a pitch with plenty of information about my three ideas. I referenced my inspirations in separate slides as well as providing the hyperlink to the Barclays life skills video. I ensured I was confident and my speech was clear when presenting my ideas.

Prior to the course I have not gained proper, helpful feedback on work I have produced. Gaining feedback from my audience about my ideas was very helpful as they were able to compare all three choices and give their opinions about which idea they think is the best. The SWOT analysis, which is the strength, weakness, opportunity and threats which allowed me to get advice from my fellow peers on each of these areas. SWOT analysis is a helpful framework for analysing my ideas. Due to my classmates feedback I was able to take advantages on the strengths of my final and chosen idea, address my weaknesses which was sending the wrong message to ex-offenders, and if my portrayal of the video is able to capture my audience properly. The skill of pitching is important, as gaining written and verbal feedback is beneficial as it ensures that I am able to understand the pros and cons of any idea and pitch. This skill can be used in Year 13 as it allows me to gain first hand audience feedback and what could be done to improve my ideas.

Pre-production planning is the planning that takes place before the production. In Unit 2 my pre-production planning was very basic as I produced a very bland prop list and storyboard for my rebrand advert. My storyboard and prop list was not in detail and my storyboard was not in sync with my actual rebrand video. However in Unit 3 for my YP employment project my pre production planning improved and became more detailed. Comprehensive and detailed planning is imperative to ensure that in Year 13 any future projects is thoroughly conducted and the process is easier so that there is a difference in the quality of work I produce.

Understanding of macro organisation of a media institution. This activity was assembled to gain an understanding of a specific major record label as well as independent label and to understand the difference between both. I learnt about three major record labels such as Sony, Universal Music and Warner Bros. I conducted secondary research on the major label of our choice and independent label. I also conducted secondary research about a music artist of my choice and background information about the artist and the label they’re signed to. Prior to this course I did not understand the difference between a major and independent label. But producing various tasks for Unit 1 enabled me to understand that a major label is owned by a parent company and owns its own subsidiary labels with a mass audience. Major labels have numerous artists signed to them in which the label accommodates different genres of music. Independent label are record labels that operates without the funding of or outside major record labels. Many bands and musical acts begin their careers on independent labels. Upon conducting my research on my chosen artist which was Rick Ross I also was able to gain an understanding on the three different strands of marketing and why marketing is important in the music industry.

Through research I was able to understand that marketing is a very important aspect of the music industry especially for artists. This is because artists can produce work and it may not receive any feedback if it is not marketed properly. In the music industry the artist’s work needs to be marketed properly so that their music can be communicated efficiently from artist to the target audience. Marketing is important in the music industry for an artist as promotion; publicity and advertising all contribute to the artist’s public image. The success of an artist’s music relies on the level of marketing. Marketing builds recognition for the artist as well as its music and image. This is important as the artists grow and its target audience widens.

Comparing an independent label to a major label was also a skill I learnt. This allowed me to see the difference between them. The independent label chosen was XL Recordings and the major label chosen was Universal. For this comparison I had to compare the audience, genres of music, the way it synergises and markets its label and how each have used horizontal integration to cross promote their products. This task has allowed me to understand the different structures. This is advantageous for me as I have a clear understanding of the music industry which is an important aspect in media overall.

My lack of knowledge and skills within media equipment, practical and research skills affected my first media product I ever produced. As I continued on the in this course my skills improved and this showed in my rebrand advert and my YP employment video. I did not know how to use a camera to film or take photos as well as the appropriate angles and shots. I did not know how to use any editing software to edit any footage I took. In Unit 3 my practical skills improved tremendously from my first experience. My research and practical skills improved and this was evident in my final media product. Overall I have improved and progressed in my media course from Unit 2 to Unit 3. I gained more practice with my research skills, as I had to carry out far more research in Unit 3 for my YP employment video.

Within this course I feel like I have developed in my planning skills. Prior to this course I did not use storyboards, scripts and shot lists to plan any production. But through consistent use during the course, I was able understand the importance of them. This made my YP employment video easy to assemble. I also developed my lighting skills. This is because my peers and myself explored different lighting set ups and why they are used. We also produced a lighting sequence. This enabled me to put all the skills I have learnt about different lighting set ups such as top lighting, back lighting, under lighting and low lighting into full use. In unit 3 I was able to manipulate natural lighting in my production for example my YP employment video.I need to develop in my editing skills by using various editing software’s to edit my work such as premier pro and final cut pro. This enables me to be consistent with the editing and being able to learn new aspects on each software.