The Henley College

OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Teacher: SARW, AJON, JASH

Course/Subject L3 Creative Media – Unit 9 Characteristics and contexts in media communication and 10: Engaging with an audience in
creative media production
Awarding Body: UAL

Block: 2A; 2B
Room: R301; R326; R335; R115;

Course Aims:
To provide students with an introduction to a range of processes and skills used in creative media production and technology and to the
characteristics and methods of communication with the media sector.
To develop students’ abilities to critically analyse, and integrate, knowledge and understanding acquired in previous units and to investigate the
specific skills and attributes required for creative production and technology in visual-based media platforms.

On completion of this unit a learner should:

1. Understand processes and technical skills used in a creative media production
2. Understand the characteristics and methods of communication within a media context
3. Be able to analyse a visual-based problem in creative media production
4. Be able to use an integrated approach to visual-based creative media problem solving and production
5. Be able to evaluate solutions to a visual-based problem in creative media production.

Homework to be set weekly and returned to students within 10 working days.

Equality, Diversity and Inclusion (EDI)
Students are given the opportunity to clarify, develop, and challenge their own values and attitudes. Resources and materials are not gender
specific and refer equally to he/she: scenario activities use a wide range of names and promote diversity; activities are varied and are aimed at
maximising the potential of learners. Worksheets are produced using dyslexic friendly fonts, (Comic Sans/Arial); sight/hearing impaired students are
appropriately positioned in order to maximise potential. Optional trips are aimed at providing equal opportunities for all and operate on a low cost
basis.

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

WK 1 Brief
09/09/19 Teacher to introduce the unit and read through the brief with
class. Get students to watch the examples of different
productions before they decide on what they want to
produce.

Context

Direct students to the YR2 Context page for them to complete

initial idea generation and develop their concepts.

Students need to choose an age range – either 5 – 12 or 25 –

40 to create their productions for. They will be producing TWO
productions for this ONE age group.

Students are to complete the following idea generation

content:
- Mind map 3 ideas for each production (so 6 in
total)
- Add genre and basic plot ideas
- Film focus group with 3 people to discuss and
develop ideas
- Develop 1 idea for each production with potential
characters and plot
- Gather feedback on both final ideas

Proposal
Students to write a proposal covering both of their developed
ideas.

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

The proposal should take the format outlined on the context

tab, with a rationale, concept and evaluation all written
detailing what they are producing and why.

WK 2 Lesson Researching target audiences

16/09/19 1-2
Students to put a profile together for their chosen category (UK
only) Look at:
 Personality traits
 Typical Hobbies
 Social Activities / lifestyle
 Ways they consume media
 Buying habits

This research is for the age group in general - not for your
specific specialism so please do not spend hours on this - it is to
help you understand the typical traits of your age group
BEFORE you talk to them about your product.

Lesson Focus Groups

3
Write a PROFESSIONAL description of your specialism and put a
survey together to ask your age group

You need to undertake AT LEAST 5 face to face interviews

covering your target audience

This lesson is dedicated to you organising the interview (proof

of request - email / text), writing a brief description on each
person and the reason why you are interviewing them on your
subject.

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

Information on your person:

 Name
 Age
 Gender
 Do they fall into the TYPICAL traits of that age group
(from research in lesson 1-2) If so - how, if not - why?

THESE FOCUS GROUPS NEED TO BE FILMED / RECORDED IN

YOUR OWN TIME BY LESSON 7 (please figure out when that is
for your class)

The focus groups must be edited and exported as one

production with the information on each person (name, age
etc..) on a title page before the interview

Lesson Primary Research

4-5
Students to create questionnaires for their age groups about
their potential project.

It is down to you to find out as much as possible by putting

together an online survey with AT LEAST 10 questions on your
specialism

This survey needs to go out on social media sites, survey

moneys and emails.

You need to gather AT LEAST 50 responses from your target

audience - think of ways you can reach this many people.
How does your chosen audience respond to questionnaires
(between your peers, parents, teachers, grandparents and
research in lesson 2 - 3 you should be able to gage how to

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

attract your age group)

PLEASE MAKE SURE YOUR TEACHER HAS AGREED THAT YOUR

QUESTIONS ARE SUITABLE BEFORE SUBMITTING THEM

Lesson Personal Analysis

6-8
Whilst you are waiting for results to come in and interviews to
take place you need to find examples from your specialism
which could attract each age group

For example:
Music Video
Find 3 examples
How does each example target that age group
What factors do you believe fit the targeted audience
Base your answers on the research you did in L1-2

Lesson Upload all findings

9 - 12
 Edit focus groups
 Upload all responses from social media and primary
research
Checklist for L8
1. Edited production of 5 interviews
2. Print screens of answers / uploads of answers (AT LEAST
50 responses)

Present your findings

You now need to put all your findings into a professional

infographic

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

1. The infographic should have

2. Illustrations of the age group
3. Typical traits of the age group
4. You 3 examples
5. Results from your social media survey
6. Results from your face to face interviews
7. Illustrations of what each age group would like to see in
your product
Lesson Video Analysis
1 – 12
Students will need to analyse a variety of videos which
demonstrate their specialism. Consider the codes and
conventions and how certain elements change depending on
the genre/format.

Once you have analysed 'how to' videos or programmes on

your style you need to start analysing actual examples. Make
sure you have at least 3 examples of your style / genre and
illustrate how they conform to the codes and conventions.

ALL ANALYSIS SHOULD BE COMPLETED DIRECTLY ONTO STUDENTS

WEB PAGES.

WK 4 Lesson Telling a story with no dialogue SEE NEW STRUCTURE FOR THIS WEEK DIRECTLY
30/09/19 1–2 ON THCVIBE.WEEBLY.COM
Teacher to show ‘How to write a film with no dialogue’ and
discuss with class. GREATER GUIDED LESSONS FOR
THROUGHOUT THE WEEK.
Teacher to show both ‘Black hole’ and ‘Alma’ discussing
questions with class. Students are then to upload all 3 videos
and write down the answers to the questions that you have
gone through together.

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

How has analysing these productions helped you understand

how to tell a story through sound, tone and setting?

Watch Macklemore music video without the sound. Discuss the

questions listed. Students to upload this video and write up
answers to questions.

How has looking at these 3 examples made you think

differently about how you could produce your work?

If there is enough time, show the Bournemouth University

example and answer the questions below.

Lesson Narrative Structures

3-4
Show ‘Memento’ video and explain the concept of non-linear Week 4: Broadcast journalist out on
narratives.
experience and gathering interviews on set
Explain Todorov and how his narrative theory works. up of radio programmes

Students to analyse 2 short films and their narrative

conventions. The 2 short films you analyse MUST represent the
genres you are producing in your two productions - for
example, if you are making a music video that has a romance
narrative, you should analyse a romance short film. If you are
also making a horror short film, then you should analyse a
horror short film also.

You need to look at the structure of the story, is it linear or non-

linear? Does the narrative work with Todorov's narrative
theory?

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

Do you think these are conventional to your genres? How are

you going to use this in your productions?

Lesson Character Studies

5
Re-cap Propp and discuss stereotypes.

Upload video and discuss why Propp is important to your

production.

What are the stereotypes below? How do you know?

What are the typical genre 'stereotypes' for your short film /
music video?

You have 20 minutes to research and write down the 'typical'

stereotypes for your main genre (remember to reference)
What do they look like - how do they act - download images
from the internet.

As a class you need to pick the cast for a typical

Horror
Girl who needs saving (princess)
Hero
Villain
Helper
A chick flick
Popular girl
Love interest
Best Friend
Boy who loves girl but isn't noticed

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

Bullied girl

WHY???? Why have you decided to cast these people?

You will need to consider this stereotype for your production?
Start thinking about who you would cast.....

Lesson How Music is Used

6
Show the videos and discuss the importance sound and music
has on each one. (Psycho, ET and Elf). What emotion do they
evoke? Why?

Creating Tension
Show No Country For Old Men clip and have class discussion
about questions underneath. Same again for Spectre.

Opposite Emotions
Why has this music been used for American Psycho? What
does it tell us about the character?

Task - Look at a short film example from each of your genres.

How is the music used to evoke an emotional response from
the audience? Does the music match the action or is it the
opposite emotion to what is being shown visually? How is
silence used? Do they create tension or surprise?

Lesson Layering Sound and Creating Soundscapes

7
Put yourself in this location – New York, Times Square

What sounds can you hear?

What could establish where you are?

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

How would you create this scenario without actually flying to

New York?

Play the video to see the accuracy of the ideas discussed.

Play the two audio clips – what locations are they at? How do
you know?

Discuss how audio is used in the 3 clips and why. The

combination of Foley sounds and music to set the scene and
create atmosphere – close your eyes and you can still
understand where the action is happening.

Task
Students to create their own soundscape. Download one of
the two clips and find sounds and music to help re-create
what you think you would hear.

Lesson Location
8-9
Role of location
Class discussion on the importance of location.

Name the genre – what genres are the two sets of pictures
from, how do you know this?

Importance of location
What do these locations say to you - what would you film there
- what do you think would happen at them?

Task
Typical locations for your genres - find at least 5 typical
location settings for your genres.

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

Upload any articles (like above)

Upload Youtube clips
Upload pictures

Task 2
Taking your production into account research locations that
you think you could use and discuss why
For example:

 Woman over coming struggles in a boring urban

lifestyle
 Settings could be
 Small kitchen (clean as she has nothing else to do - kids
drawings on fridge)
 A town centre instead of a city
 Hills (hills and mountains represent obstacles - unless at
the top)
 Wide open space (represent loneliness - maybe
husband ignores her and she has no friends)
 Action career woman being followed by Police
 City streets (busy but also represent being surrounded
and feeling of claustrophobia)
 Restaurants
 City Parks
 Back alleys in the city
 Empty house with no photos or homely belongings (she
has no children or husband to fill the house)

Come up with locations that suit your production - research

where you can film. Go further afield than just Henley /
Reading / Maidenhead / Marlow
Get Google maps up
Search film location companies

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

Look at council 'film sets'

Is your friend’s house a better setting than your own? Does
your nan or uncle have a unique back garden?

Lesson Colour
10 - 12
Upload the examples to your website and explain how each
has used colour to convey information to the audience.

Which specialism is responsible for the look of each film?

What have they done to create this look?
How could you use these techniques in your own productions
for this unit?

Setting up the camera

Teacher to work through PowerPoint.

Students to shoot examples using different white balance

settings.

Editing Colour
Teacher to work through PowerPoint.
Students to edit different colour grades of their footage.

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

WK 5 Lesson Proposal
07/10/19 1–2
Students to write a detailed proposal for BOTH of their ideas.

Using your target audience and conventions research, you

need to independently plan, develop and implement a
creative media production selecting appropriate media and
processes to communicate ideas for an identified audience.

The first part of this task is to write a detailed proposal

identifying your target audience and outlining how you will
meet their needs and expectations with your production. Use
the research you have done for LO1 to help you with this part
of the task.

This proposal will need to be approved by your teacher before

you start the rest of the planning.
Lesson Planning
3 - 12
Students to plan BOTH of their productions.

They can download templates as a basis, but all work needs to

be branded with relevant logos and images for a more
professional presentation.

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

WK 6 Lesson Planning
14/10/19 1 – 12
Students to plan BOTH of their productions.

They can download templates as a basis, but all work needs to

be branded with relevant logos and images for a more
professional presentation.
WK 7 Lesson Filming
21/10/19 1 - 12
Students to start filming their productions

Photos and behind the scenes footage to be captured of the

filming process
HALF TERM

WK 8 Lesson Filming
04/11/19 1 - 12
Students to start filming their productions

Photos and behind the scenes footage to be captured of the

filming process

WK 9 Lesson Editing
11/11/19 1 - 12
Students to edit their productions.

Screenshots of the editing process to be taken and uploaded

as evidence.

Production 1 to be uploaded by the end of this week

VibeProductions
 The Henley College
OUTLINE SCHEME OF WORK FOR THE ACADEMIC YEAR 2019-2020

Week Topic Teaching notes Evaluation/

Number Reflection

WK 10 Lesson Editing
18/11/19 1 - 12
Students to edit their productions.

Screenshots of the editing process to be taken and uploaded

as evidence.

Production 2 to be uploaded by the end of this week

WK 11 Lesson Making Pitches

25/11/19 1-5
Students to produce a pitch for their finished productions. This
should sell what they have produced and why it is suitable for
the intended target audience.

Guidance available on Vibe

Lesson Pitches
6 - 12
Students to pitch to small groups and teacher.

VibeProductions