Publishing: magazine

COMPONENT 1: EXPLORING MEDIA PRODUCTS

BTEC Level 1 / Level 2 Tech Award in Creative Media Production

Component 1: Exploring Media Products Levels: 1/2 Assessment type: Internal Guided learning hours: 36

Component in brief Learners will develop their understanding of how media products create meaning for their audiences by examining existing products and exploring media production techniques.

Introduction As media technology continues to evolve and media techniques become more sophisticated, media products have become more advanced, from 3D films, interactive advertisements, e-magazines, and mobile apps to responsive web design. However, the power of media products in being able to enthral, intrigue and affect audiences hasn’t changed.

In this component you will develop your understanding of how media products are created for specific audiences and purposes. You will explore the relationship between genre, narrative and representation within media products and develop your understanding of how they are interpreted by audiences. You will extend your knowledge and understanding by deconstructing existing products in one of the three sectors: audio/moving image, publishing and interactive media, learning how media production techniques are used to create different effects to communicate meaning to audiences.

This component will give you an understanding of media practitioners’ work, techniques and technology, which are used to contribute to the creation of media products. You will develop transferable skills, such as analysis and communication, which will support your progression to Level 2 or 3 vocational or academic qualifications and employment.

Learning aims A Investigate media products B Explore how media products are created to provide meaning and engage audiences

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 1: EXPLORING MEDIA PRODUCTS

Teaching content Learning aim A: Investigate Media Products A1: Media products, audiences and purpose Looking at a range of past and present media products, such as podcasts, magazines and mobile apps, learners will examine how media products engage audiences for a given purpose.

Learners will develop their understanding of the relationship between media products, their audiences and purposes through analysis, discussion, note taking and lectures.

Media products: o Audio/moving image products, e.g. TV programmes, films, music videos, animations, TV and radio advertisements, radio broadcasts, podcasts o Publishing products, e.g.: newspapers, magazines, comics, brochures, advertisements o Interactive media products e.g.: websites, mobile apps, e-magazines, mobile games, video games, online games, advertisements Audience: o gender o age o ethnicity o socio-economic groupings o lifestyle profiles o primary target audience o secondary audience (wider context of potential viewers/consumers/users) Purpose: o information, entertainment, escapism o profit, community benefit, raising awareness o critical acclaim, inspiration, innovation, experimentation

Learning aim B: Explore how digital media products are created to provide meaning and engage audiences B1: Genre, narrative, representation and audience interpretation Learners will select media products from one of the three sectors: audio/moving image, publishing and interactive, and explore how genre, narrative and representation are combined to engage their audience.

Learners will develop their understanding of how media products are created to appeal to their audiences through analysis, discussion, note taking and lectures.

Genre: o identification of generic characteristics: iconography of film genres, conventions of national newspapers, components of a web page o how genres change over time: development of sub-genres, hybrids, subverting generic conventions o repetition and difference: the extent to which a TV programme, magazine or website conforms to generic codes and conventions and introduces elements of originality Narrative: o Storytelling: story telling devices in film, inverted pyramid in a newspaper article, visual representations to reinforce the text on an app o narrative structures: linear, non-linear, circular, interactive, open/closed, single/multi-strand o Point of View (POV): third person narrator in a radio documentary, editorial in a newspaper, first person shooter computer game 8

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 1: EXPLORING MEDIA PRODUCTS

o o o o

characterisation: character functions in film, print advertisements, computer games themes: dystopia in science fiction films, identity in music magazines, apocalypse in zombie games setting: location in a film, photographs in a magazine, open world diegesis of a computer game mode of address: formal style of TV News, the direct address of a magazine cover, the informal address of a computer game

Representation of people, places, issues and events: o audience positioning and perspective o audience identification o use of stereotyping o positive and negative representations Audience interpretation: o passive audiences: accepting the message without questioning o preferred readings: identifying the message the media producer wants the audience to receive o active audiences: negotiating and questioning the message, using interactive features such as red button and online voting, consumer-generated content

B2: Media production techniques Learners will deconstruct media products to examine how media production techniques combine to create meaning for audiences.

Learners will develop their understanding of how different production techniques combine to create meaning through analysis, note taking, lectures and practical workshops.

Audio/moving image media products: o camerawork: set-up, framing, height, angle, movement o mise en scène: use of costume, hair, make-up, props, setting and figure expression o lighting set-up: under, overhead, side, fill, high key, low key, shadows o use of sound: diegetic and non-diegetic, sound effects, voiceovers, dialogue, incidental music, bridges, sound mixing o editing techniques: continuity, montage, flashbacks, transitions, pace, rhythm Publishing media products: o layout and design: alignment, balance, contrast, proximity, repetition, white space o typography: serif and sans-serif typefaces, fonts and font size, continuity, letter spacing and line height, readability o photographic techniques: composition, image quality, lighting effects, depth of field, aesthetic o image editing techniques: adding filters, colour and contrast, layering images, distorting images Interactive media products: o interactive features: image galleries, option menus, navigation screens, levels o user interface: screen, interaction, graphics, buttons, layout, colour o usability/playability: accessibility, navigation, controls, rules, challenge o mise en scène and lighting: graphics, sprites, character models, 3D environments, interactive objects, textures, lighting schemes o sound design: soundtracks, sound effects, sounds triggered by game events

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 1: EXPLORING MEDIA PRODUCTS

Suggestions for delivery Successful delivery of this component will allow learners to develop their knowledge and understanding of the way media products are created, and the codes, conventions and techniques used to make them, to communicate meaning and engage audiences for a given purpose. Learners will investigate production across audio/moving image, publishing and interactive media products.

You may choose to deliver this component alongside component number 2. Assignments can focus on each learning aim or you can combine them within or across components.

Essential information for setting assignments The recommended structure for setting assignments is one for each learning aim, however you may combine learning aims within or across components. Suggested examples of how assignments may be set are outlined here. You should also refer to the authorised assignment briefs on our website.

See specification Section 5 for more information.

Learning aim A: Investigate Media Products Description Learners will analyse examples of media products across the three different sectors: audio/moving image, publishing and interactive, to develop their understanding of how these are created to engage audiences for a specific purpose.

Learners will examine examples of different products in order to develop their understanding of the audience and purpose. Using examples of media products from the three sectors, learners will define their primary and secondary audiences and consider the inter-relationship between product, purpose and audience.

Example tasks Select examples of past and present media products from each of the three sectors: audio/moving image, publishing and interactive and analyse: o the target audience for each product o the purpose of each product o the relationship between product, audience and purpose Evidence Evidence must fully meet the requirements of the assessment criteria and could include: A blog, PowerPoint presentation (including speaker notes) or a written report.

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Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 1: EXPLORING MEDIA PRODUCTS

Learning aim B: Explore how media products are created to provide meaning and engage audiences Description Learners will explore how media products from one of the following media sectors: audio/moving image, publishing interactive are created to generate meaning for their audiences.

Learners will consider how each product has been constructed for a specific audience and how the audience may respond to the product. Learners should consider the content of the narrative, the generic influences and how they fit with the codes and conventions typically found within that genre, the representations present within the product and how different audiences may interpret the product.

Learners will take part in workshops and classes exploring how media production techniques are used to create effects and communicate meaning by deconstructing selected examples, developing their understanding of how the production techniques used are combined to generate meaning for their audiences.

Example tasks Select media products from one of the three sectors: audio/moving image, publishing and interactive and analyse: o how genre, narrative and representation combine to create meaning for the audience o how the audience may respond to each product.

Deconstruct the same media products in order to develop an understanding of how media techniques combine to create meaning.

Evidence Evidence must fully meet the requirements of the assessment criteria.

Portfolio of evidence of learner analysis of media products and experimentation with production techniques, which should include: teacher observations recordings or photographs of workshops

A blog, PowerPoint presentation (including speaker notes) or a written report.

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 1: EXPLORING MEDIA PRODUCTS

Assessment criteria The assessment criteria determine the standard required to achieve the component.

Level 1 Pass

Level 1 Merit

Level 2 Pass

Level 2 Merit

Level 2 Distinction

A.2P1 Describe media products, their purpose and audience, with reference to relevant examples across all three sectors.

A.2M1 Discuss the relationships between media products, their purpose and specific audiences using appropriate examples across all three media sectors.

A.2D1 Analyse the relationships between media products, their purpose and specific audiences using considered examples across all the three media sectors.

Learning aim A: Investigate Media Products A.1P1 Identify media products, their purpose and audience using limited examples from one or more sectors.

A.1M1 Outline media products, their purpose and audience, using basic examples from one or more sectors.

Learning aim B: Explore how media products are created to provide meaning and engage audiences B.1P3 Identify how genre, narrative and representation are used to engage audiences, with reference to limited examples of media products

B.1P4 Identify the production techniques used in the creation of media products, with reference to limited examples.

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B.1M3 Outline how genre, narrative and representation are used to engage audiences, with reference to basic examples of media products

B.1M4 Outline the production techniques used in the creation of media products, with reference to limited examples.

B.2P3 Describe how genre, narrative and representation are used to engage audiences, with reference to relevant examples of media products.

B.2P4 Describe the production techniques used in the creation of media products, with reference to relevant examples.

B.2M2 Discuss the relationship between genre, narrative, representation and how production techniques are used to create meaning and engage audiences, with reference to appropriate examples of media products.

B.2D2 Analyse the relationship between genre, narrative, representation and how production techniques are used to effectively create meaning and engage selected audiences, with reference to considered examples of media products.

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 1: EXPLORING MEDIA PRODUCTS

Level 1 Pass

Level 1 Merit

Level 2 Pass

Level 2 Merit

Level 2 Distinction

Learner evidence satisfies either:

Learner evidence satisfies all Level 2 Pass criteria

Learner evidence satisfies either:

Learner evidence satisfies all Level 2 Distinction criteria

Overall component grade Learner evidence satisfies all Level 1 Pass criteria

all Level 1 Merit criteria

all Level 2 Merit criteria

or

or

all Level 1 Pass criteria and B.2P3, B.2P4.

all Level 2 Pass criteria and B.2D2.

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 1: EXPLORING MEDIA PRODUCTS

Essential information for assessment decisions Assessors must take account of these definitions and examples in reaching assessment decisions.

Learning aim A: Investigate Media Products Evidence for the assignment: learners will produce a written report, blog, presentation, or other similar evidence demonstrating their understanding of how past and present media products are created for specific audiences and purposes through different production processes. At Level 2, learners will investigate the audience, purpose and production process for different media products across the three sectors: audio/moving image, publishing and interactive. At Level 1, learners will present partial evidence drawn from limited aspects of different media products. At Level 1, learners will draw on some, but not all, key features.

For Level 2 Distinction: learners will analyse the relationship between media products, their purpose and intended audiences, using examples from all three sectors: audio/moving image, publishing and interactive. They will use considered examples to demonstrate comprehensive understanding of the relationship between audience, purpose and the development of each media product through the production process.

With reference to their carefully chosen examples, distinction learners will be able to present a detailed analysis of: • the primary and secondary audiences and purposes of different media products.

• how the stages of production shape their chosen media products for a specific audience and purpose, for example how a high budget television drama is developed through a considered analysis of pre-production, production, distribution and marketing processes compared to a YouTube alternative news channel.

Learners’ analysis and findings will be presented to a high standard, with accurate use of subjectspecific terminology and effective presentation techniques.

For Level 2 Merit: learners will discuss the relationship between media products, their purpose and intended audiences, using examples from all three sectors: audio/moving image, publishing and interactive. They will use detailed examples to demonstrate understanding of the relationship between audience, purpose and the development of each media product through the production process.

With reference to their chosen examples, merit learners will be able to discuss: • the primary and secondary audiences and purposes of selected media products.

• how the stages of production shape their chosen media products for a specific audience and purpose, for example how a high profile fashion magazine and a fashion blog are developed through discussion of pre-production, production, distribution and marketing processes.

Learners’ work will be presented using appropriate presentation techniques and subject-specific terminology.

For Level 2 Pass: learners will describe media products, their purpose and audience, using examples from all three sectors: audio/moving image, publishing and interactive. They will use relevant examples to demonstrate some understanding of audience, purpose and the development of each media product through the production process.

With reference to their chosen examples, pass learners will be able to describe: • the primary audience and main purpose of different media products.

• how the stages of production shape their chosen media products, for example how a triple A first person shooter and an independent platform game are developed through a description of some 14

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

of the more significant aspects of the pre-production, production, distribution and/or marketing processes.

Learners’ evidence will include a relevant level of detail, with mostly accurate use of subject-specific terminology and illustrative examples For Level 1 Merit: learners will outline media products, their purpose and audience from one or more of the sectors. They will use basic examples to identify how each chosen example has used some of the stages in the production process to shape the product for its audience and purpose.

Examples selected may not all be relevant or appropriate but will demonstrate a basic understanding of: aspects of the audience and main purpose of different media products.

•

how the stages of production shape their chosen media products, for example how a national radio breakfast show broadcast and a community radio show are developed through an identification of some appropriate aspects of the pre-production, production, distribution and/or marketing processes.

Learner’s evidence will include some detail and may be presented as expanded lists or bullet points.

Some use of subject-specific terminology will be demonstrated.

For Level 1 Pass: learners will identify media products, their purpose and audience from one or more of the sectors. They will use limited examples to identify how each media product has used one or more of the different stages in the production process to shape the product for its audience and purpose.

Examples selected may not be relevant or appropriate and will demonstrate a limited understanding of:

• aspects of the audience and main purpose of different media products.

• how the stages of production shape their chosen media products, for example how an official football club programme or a football fanzine is developed through an identification of some limited aspects of the pre-production, production, distribution and/or marketing processes.

Learners’ evidence will lack detail and may be presented in lists or bullet points. Limited use of subject-specific terminology will be demonstrated.

Learning aim B: Explore media products are created to provide meaning and engage audiences Evidence for the assignment: Learners will produce a portfolio of evidence demonstrating their understanding of how media products in one of the following sectors: audio/moving image, publishing and interactive provide meaning and engage audiences. Learners will consider the use of generic codes and conventions, narrative and representations within the context of audience engagement as well as exploring how media production techniques are used to create different effects and generate meaning. At Level 2, learners will analyse and deconstruct different products in detail demonstrating their understanding of the relationship between genre, narrative, representation and media production techniques to engage audiences. At Level 1, learners will present partial evidence showing limited understanding of how genre, narrative, representation and media production techniques are used in media products.

For Level 2 Distinction: Learners will carefully select media products from their chosen sector, analysing the relationship between genre, narrative, representation and production techniques used to provide meaning and engage selected audiences, demonstrating comprehensive understanding of how audiences may interpret the same media product in different ways. They will deconstruct media products analysing how production techniques have been combined to create meaning with detailed reference to considered examples.

They will experiment with several different media production techniques within their chosen media sector, to support their understanding of the production techniques used.

Learners will make a consistently committed and professional approach in classes and workshops, developing a robust understanding of production techniques through creative use of production Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 1: EXPLORING MEDIA PRODUCTS

technology. Learners will communicate their findings effectively, demonstrating comprehensive understanding. They will use effective presentation techniques and accurate use of subject-specific terminology.

For Level 2 Merit: Learners will select media products from their chosen sector, discussing the relationship between genre, narrative, representation and production techniques used to provide meaning and engage audiences, demonstrating a detailed understanding of how audiences may interpret the same media product in different ways. They will deconstruct media products to discuss how production techniques have been combined to create meaning with detailed reference to illustrative examples. They will experiment with different media production techniques within their chosen media sector to support their understanding of the production techniques used.

Learners will develop a good understanding of production techniques through competent use of appropriate technology. Learners will communicate their findings clearly, demonstrating detailed understanding. They will use appropriate presentation techniques and subject-specific terminology.

For Level 2 Pass: Learners will select media products from their chosen sector, describing how genre, narrative and representation are used to provide meaning and engage audiences, demonstrating understanding of how audiences may interpret the same media product in different ways. They will deconstruct media products describing how production techniques have been used to create meaning with reference to relevant examples. They will experiment with different media production techniques within their chosen media sector, to support their understanding.

Learners will develop a good understanding of production techniques through competent use of technology. Learners will communicate their findings with some detail, demonstrating adequate understanding. They will use some appropriate presentation techniques and subject-specific terminology.

For Level 1 Merit: Learners will select media products from their chosen sector, identifying how genre, narrative and representation are used to provide meaning and engage audiences. They will deconstruct media products identifying how production techniques have been used with some reference to basic examples. They will experiment with some media production techniques within their chosen media sector.

Learners will demonstrate some understanding of production techniques through the basic use of technology. Work may be communicated in expanded lists or bullet points. Some limited use of subject-specific terminology will be evident.

For Level 1 Pass: Learners will select media products from their chosen sector, identifying how genre, narrative and representation are used to provide meaning and engage audiences. They will deconstruct at least one media product to identify how production techniques have been used with some reference to limited examples. They will experiment with at least one media production technique within their chosen media sector Learners will demonstrate some understanding of production techniques through limited use of technology. Work will lack detail and may be presented in lists or bullet points. Some use of subject-specific terminology will be evident.

Resource requirements For this component, learners must have access to: production facilities for at least one of the three media sectors (audio-visual, publishing, interactive) a range of existing media products covering all three sectors, e.g. DVDs, audio podcasts, advertisements, magazines, brochures, games, websites a library and/or internet resources to carry out underpinning research video recording and playback facilities to support development throughout the unit and for recording of presentations and other evidence digital resources.

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Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

Component 2: Developing Digital Media Production Skills Levels: 1/2 Assessment type: Internal Guided learning hours: 36

Component in brief Learners will develop skills and techniques in media production processes by reworking existing media products from one, or all, of the following sectors: audio/moving image, publishing and interactive design.

Introduction Working in the creative media industry involves the application of a wide range of practical processes, skills and techniques. The industry requires practitioners who can create products that are effective and well matched to their audience and purpose.

In this component, you will develop practical media production skills and techniques. You will have the opportunity to specialise in one or more of the following media sectors: audio/moving image, publishing and/or interactive media. You will take part in workshops and classes whereby you will develop practical skills and techniques applying these to relevant pre-production, production and post-production processes when reworking an existing media product/s. Throughout your development you will review your own progress and consider how to make improvements.

The capacity to learn and apply new practical skills through a process of experimentation, reflection and refinement is highly valued within the creative industries. This component will help you to progress to Level 2 or Level 3 vocational or academic qualifications. It will also enable you to develop transferable skills, such as teamwork, time management and communication, in preparation for further study and employment.

Learning aims A Develop media production skills and techniques B Apply media production skills and techniques C Review own progress and development of skills and practices.

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

Teaching content Learning aim A: Develop media production skills and techniques A1: Practical skills and techniques Learners will participate in workshops and classes to develop media production skills and techniques appropriate to one, or more, of the following media sectors: audio/moving image, publishing.

Planning skills relevant to the media sector e.g.: o

Audio/moving image, such as developing narratives and storylines, synopsis, treatment, dialogue and sound scripts, screenplays, storyboards, shot lists

o

Publishing, such as mood boards, house style, thumbnails, sketches, flat plans, design comps (comprehensive layout), mock ups

o

Interactive, such as wireframes, storyboards, game outline, rules, scoring systems, controls, interactivity, structure charts, levels

Skills and techniques for creating content relevant to the media sector, e.g.: o

Audio/moving image, such as shooting video in different locations, shot composition, framing, angle, camera movement, recording audio in a studio and on location, acoustics, microphones, ambient sound, recording levels

o

Publishing, such as writing and editing copy, taking photographs, cropping, scaling, and resizing images, image manipulation techniques, creating graphics

o

Interactive, such as, creating buttons, graphics, icons, sprites, 3D models, objects, taking photographs, cropping, scaling and resizing images, image manipulation techniques

Skills and techniques for combining, shaping and refining content relevant to the media sector, e.g.: o

Audio/moving image, such as editing audio, editing video, mixing sound, transitions, audio effects, visual effects

o

Publishing, such as page layout and design e.g. typography, use of colour, paragraph and character styles, text wrap, columns, creating a visual hierarchy, using white space

o

Interactive, such as structure and design of screens/pages, adding interactive features, developing backgrounds and scenery, sound, lighting

Learning aim B: Apply media production skills and techniques Learners will apply relevant media production skills and techniques through the following media practices: pre-production, production and post-production when reworking extracts of an existing media product/s, such as a movie trailer, a magazine cover or a platform game.

B1: Pre-production processes and practices Audio/moving image pre-production processes and practices e.g.: o

a sound script,

o

a shooting script

o

a storyboard

Publishing pre-production processes and practices e.g.:

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o

thumbnails

o

sketches of page layouts, Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

o

design comps (comprehensive layout)

o

page mock ups

Interactive pre-production processes and practices e.g.: o

sketches of ideas

o

a wireframe for different pages/screens

o

storyboard for levels in a game

B2: Production processes and practices Audio/moving image production processes and practices: o

recording audio

o

shooting footage

Publishing production processes and practices: o

preparing copy

o

taking photographs

o

image manipulation

o

creating graphics

o

saving images in appropriate file formats

Interactive production processes and practices: o

creating assets including buttons, graphics, icons, sprites, character models, objects, props

o

preparing assets including cropping, resizing and optimising images, trimming audio, manipulating objects

o

importing and applying textures.

B3: Post-production processes and practices Audio/moving image post-production processes and practices: o

editing audio

o

editing audio and video footage, together into a finished extract

o

rendering audio and video

Publishing post-production processes and practices: o

combining assets into a page layout and design that makes effective use of colour and the design concepts of balance, proximity, alignment, repetition, contrast and space

o

exporting files for digital publication

Interactive post-production processes and practices: o

producing testing and refining a prototype or game demo to ensure consistency, accessibility, playability for a computer game

o

exporting files for distribution.

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

Learning aim C: Review own progress and development of skills and practices Learners must track their progress during this component, reflecting on their development of skills and techniques in workshops, through to the application of pre-production, production and postproduction processes and practices.

Learners will use a skills audit to highlight strengths and areas for improvement, which should be used to set future targets.

C1: Review of progress and development The review can include audio-visual commentaries (such as screen recordings), annotated practical work and/or written content, with reference to the following: development of skills and techniques responding to audience/user feedback identifying strengths and areas for development actions and targets for future production work reference to professional working practice use of terminology appropriate to the media field.

Suggestions for delivery Successful delivery of this component will allow learners to develop their knowledge and understanding of the practical skills, techniques and processes used for reproducing producing extracts from existing media product/s. They will learn how to review their own practice, supporting their progress and development of practical production skills.

You may choose to deliver this component alongside Component 1. Assignments can focus on each learning aim or you can combine them within or across components.

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Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

Essential information for setting assignments The recommended structure for setting assignments is one for each learning aim, however you may combine learning aims within or across components. Suggested examples of how assignments may be set are outlined here. You should also refer to the authorised assignment briefs on our website.

See specification Section 5 for more information.

Learning aim A: Develop media production skills and techniques Description Learners will participate in workshops and classes, developing media production skills and techniques e.g. skills in planning, creating, combining and refining content in one, or all, of the following sectors: audio/moving image, publishing and interactive media.

Learners will practice and refine the skills and techniques through practical experimentation.

Learners may work independently or as part of a production team.

Example task(s) Using planning templates, including some that are partially-completed, learners complete a series of planning challenges e.g. a shooting script for a music video, a flat plan for a football programme, the rules for a platform game.

Learners participate in workshops to develop skills in preparing content for media production e.g. using different camera angles and types of camera movement, experimenting with image manipulation techniques, creating graphics, icons and sprites for websites, apps and games.

Learners experiment with production skills and techniques e.g. editing voices, sound effects and a music bed into radio jingle, combining text and images to create the front cover of a magazine, creating an image slideshow for a web page.

Evidence Evidence must fully meet the requirements of the assessment criteria and could include: record of workshop/class evidence of the skills and techniques e.g. annotated screen shots, narrated screen recordings, annotated drafts/prototypes the practical work teacher observation

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

Learning aim B: Apply media production skills and techniques Description Learners will engage in pre-production, production and post-production processes and practices in order to further develop their practical media skills and techniques. They will work individually, or as part of a production team, to apply appropriate skills and techniques when reworking extracts from examples of existing media products.

Example task(s) Learners select aspects of a media product(s) to rework, e.g. a scene from a music video, a double page spread from a fashion magazine, a homepage from a website, a level from a maze game.

Learners create pre-production documents to show how they are going to rework those aspects e.g. a storyboard of a scene from a music video, a sketch of a page layout and design, a wireframe of a web page, storyboard for the level of a game. These preproduction planning documents can be refined through peer feedback.

Using their pre-production planning, learners participate in production workshops to create the content they need to implement their plans e.g. recording footage for a music video, taking photographs for a fashion magazine, creating a banner for a web page, creating sprites for a maze game.

Learners experiment with post-production skills and techniques to rework aspects of a media product e.g. editing together audio and video into an extract from a music video, creating and refining the page layout and design for a magazine double page spread, creating and testing a level from a maze game.

Learners will trial optimisation and compression techniques e.g. rendering audio and video, exporting a magazine layout as a .pdf, exporting a maze game as an .exe file.

Evidence Evidence must fully meet the requirements of the assessment criteria and could include: evidence of pre-production, production and post-production processes the practical work with teacher observation

Learning aim C: Review own progress and development of skills and practices Description Learners will reflect on their development and application of skills, techniques and production practices. They will provide a review that documents their progress from workshops through to application of practical skills and techniques.

The review should include annotated or narrated examples of practical work. Learners will need to assess strengths and areas for improvement.

Example task(s) Review the progress you have made through your practical work.

Produce a skills audit that records strengths and areas for improvement, referring to: o

skills and techniques in the chosen sector(s)

o

the application of skills and techniques through pre-production, production and postproduction processes and practices.

Evidence Evidence must fully meet the requirements of the assessment criteria and could include a: Log of practical skills developed, including annotated or narrated practical work Skills audit to detail strengths and future improvements.

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Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

Assessment criteria The assessment criteria determine the standard required to achieve the component.

Level 1 Pass

Level 1 Merit

Level 2 Pass

Level 2 Merit

Level 2 Distinction

A.2M1 Demonstrate effective development of media production skills and techniques through focused experimental practical work.

A.2D1 Demonstrate comprehensive development of media production skills and techniques, through creative experimental practical work.

B.2M2 Demonstrate effective application of preproduction, production and post-production skills and techniques when reworking aspects of an existing media product leading to effective outcomes.

B.2D2 Demonstrate imaginative application of pre-production, production and post-production skills and techniques when reworking aspects of an existing media product leading to creative outcomes.

Learning aim A: Develop media production skills and techniques A.1P1 Demonstrate limited development of media production skills and techniques.

A.1M1 Demonstrate basic development of media production skills and techniques through some experimental practical work.

A.2P1 Demonstrate appropriate development of media production skills and techniques through relevant experimental practical work

Learning aim B: Apply media production skills and techniques B.1P2 Demonstrate limited application of preproduction skills and techniques when reworking aspects of an existing media product

B.1M2 Demonstrate basic application of preproduction skills and techniques reworking aspects of an existing media product.

B.1P3 Demonstrate limited application of production and post-production skills and techniques when reworking aspects of an existing media product

B.1M3 Demonstrate basic application of production and post-production skills and techniques when reworking aspects of an existing media product

B.2P2 Demonstrate relevant application of preproduction skills and techniques when reworking aspects of an existing media product leading to appropriate outcomes of.

B.2P3 Demonstrate relevant application of production and postproduction skills and techniques when reworking aspects of an existing media product leading to appropriate outcomes.

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017

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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS

Learning aim C: Review own progress and development of skills and practices C.1P4 Identify own development of skills and techniques, with use of limited examples.

C.1M4 Identify own development of skills and techniques, strengths and areas for improvement, with use of basic examples.

C.2P4 Describe own development and application of skills and techniques, using adequate examples to identify strengths and areas for improvement.

C.2M3 Explain own development and application of skills and techniques, using appropriate examples to identify strengths and areas for improvement.

C.2D3 Analyse own development and application of skills and techniques, using considered examples to identify strengths and set targets for improvement.

Level 1 Pass

Level 1 Merit

Level 2 Pass

Level 2 Merit

Level 2 Distinction

Learner evidence satisfies either:

Learner evidence satisfies all Level 2 Pass criteria

Learner evidence satisfies either:

Learner evidence satisfies all Level 2 Distinction criteria

Overall component grade Learner evidence satisfies all Level 1 Pass criteria

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all Level 1 Merit criteria

all Level 2 Merit criteria

or

or

all Level 1 Pass criteria and B.2P2, B.2P3 and C.2P4

all Level 2 Pass criteria and B.2D3 and C.2D3

Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification – Draft 1 – February 2017 © Pearson Education Limited 2017