Cambridge Nationals Creative iMedia Revision Guide and workbook by Cambridge International Education

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Creative iMedia Revision Guide and Workbook

Jennie Eyres

Digital Access Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONAL LEVEL 1 / 2

Creative iMedia

Revision Guide and Workbook

Jennie Eyres

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 23846 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781009110372 © Cambridge University Press 2022 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2022

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in Italy by Rotolito S.p.A.

A catalogue record for this publication is available from the British Library

ISBN 978-1-009-11037-2 Paperback with Digital Access 2 years ISBN 978-1-009-11435-6 Digital Revision Guide and Workbook (2 years) ISBN 978-1-009-11436-3 Digital Revision Guide and Workbook Site Licence (1 Year)

Additional resources for this publication at www.cambridge.org/go

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Contents Preparing for the exam Your Revision Guide and Workbook

Planning your revision

Revision techniques

Getting ready for the exam

What to expect in the exam

Revision checklist

Unit R093: Creative iMedia in the media industry

Revision Guide TA1:

The media industry

TA2:

Factors influencing product design

TA3:

Pre-production planning

TA4:

Distribution considerations

Workbook

The media industry

TA2:

Factors influencing product design

TA3:

Pre-production planning

TA4:

Distribution considerations

Glossary

TA1:

114

Key terms

126

Command words

127

Answers

Answers to ‘Practise it!’ activities

128

Answers to Workbook questions

130

Acknowledgements

Preparing for the exam

151

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Preparing for the exam Your Revision Guide and Workbook This Revision Guide will support you in preparing for the exam for Unit R093 Creative iMedia in the media industry for Creative iMedia. This is the externally assessed unit of your Creative iMedia course. The Revision Guide contains two types of pages as shown below: •

Content pages help you revise the content you need to know.

•

Workbook pages with practice exam-style questions to help you prepare for your exam.

Use these page references to move easily between the linked Revision Guide and Workbook pages.

What you need to know summarises key things you need to know for the topic

the key points you need to remember

Revision summary

Activities

activities to help you revise topics, test your knowledge and practise questions

Workbook pages match the Revision Guide pages

Practice short- and longanswer questions to help you prepare for the exam

Write your answers in the space provided. Some of these answers have been started for you.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Planning your revision Countdown to the exam Revision checklists are a good way for you to plan and structure your revision. They also allow you to make sure you have covered everything you need to cover:

Revision planner checklist Time before Things to do the exam

•

Use the revision checklist on page 16 to work out which topics you need to cover.

•

Use the topic area headings and bullets to organise your notes and to make sure you’ve covered everything in the specification.

•

Don’t do too much in one day – a couple of hours of good-quality work in a day is better than trying to cram.

•

Work out which of the areas you still find difficult and plan when you’ll cover them.

•

You may be able to discuss tricky topics with your teacher or class colleagues.

•

As you feel you’ve got to grips with some of the knowledge, you can ‘tick off’ the parts that have been worrying you.

Draw up a revision timetable so that you know how much time you have to get through everything.

4−6 weeks

•

6−8 weeks

Make the most of the revision sessions you’re offered in class. Don’t skip them!

1 week

•

Make a daily plan to revise those few topics you’re not happy with and look back at your revision cards (see below) if you’ve made some.

Day before

•

Try not to cram today – get some exercise and relax in the afternoon.

•

Make sure you know what time and where the exam is and put all your things out (pencils, pens, calculator, bus pass, water) ready for the next day.

•

Get a good night’s sleep!

•

Revise it! Using the example above, create your own revision checklist. Identify areas that you are not so confident about and think of ways to tackle these.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Revision tips

Plan your revision

Choose the methods Make a list of all the key that work for you dates from when you start your revision up to the exam date.

For example:

Plan to space your revision out so that you don’t do everything at once!

Take breaks Plan regular breaks in your revision. Go for a short walk or get some fresh air. It will make you more focused when you do revise!

• use highlighters for key words and phrases • make note cards • use mnemonics (the first letter of words): for example, AEEII stands for advertise, educate, entertain, inform, influence.

Don’t cram!

Identify your strengths and weaknesses

Questions can be asked about any area of the specification.

Complete the ‘Revision checklist’ at the end of each chapter and identify areas that you feel less confident about. Allow additional time to revise these areas.

Lear n ever ythi ng!

Stay healthy!

Exercise, fresh air, good food and staying hydrated all help your revision.

It is easier to answer a question if you have revised everything.

Variety is the spice of life! Mix up your revision methods. Watch videos and listen to podcasts as well as making notes and mind maps.

Att end revi sion clas ses !

Find a quiet space

Don’t skip revision classes. It can really help to revise with your friends as well as by yourself.

It can be difficult to revise in loud or busy spaces, so try to find somewhere calm to work. You could use headphones and music to block out distractions. Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Revision techniques Flash cards/revision cards These are useful for summarising content, key word definitions and important facts. Use colours to make certain things stand out. For example, you could use different colours for advantages and disadvantages or for key words. You can test yourself using the revision cards.

Mind maps These are a really useful visual summary of information and you can put them on the wall. They allow you to show links between ideas and concepts. You can start by adding the topic to the centre of the diagram and then add the sub-topics around that and a summary of the information.

Deadlines are clear and job times can be estimated

The stages of the project become clear

Equipment, locations, props and people can be booked

Work planning

Everyone on the project knows their responsibilities

A plan B (contingency) can be developed

Each person knows their role and who they are working with

Revise it!

Create a mind map for a topic of your choice.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Highlighting Making notes and highlighting key areas to go back to is a good way of working out what you know and don’t know. You can then use these notes as you come to your final revision. You can use different colours to highlight different factors or different types of information. For example, you could use different colours to highlight technical, symbolic and written codes.

Summaries On the revision pages of this book, you’ll find summaries of key ideas and themes. Use these to help you summarise the key points you’ll need to remember to answer questions on these topics. For example, you need to know about creative, technical and senior roles within the media industry, their responsibilities and phases. You can make a summary of these yourself and if you think through these points in the exam, you are more likely to remember them.

Mnemonics

A mnemonic is another useful way of remembering key facts by using the first letter of each of the parts to make up a memorable phrase. For example, using Very Woolly Socks Smell Funky As to remind yourself of the pre-production documents Visualisation diagram, Wireframe diagram, Storyboard, Script, Flow chart and Asset log.

Quizzes

Many people enjoy quizzes and creating and sharing quizzes with your friends and class is a great way to remember facts and concepts. You could suggest to your teacher that, in pairs, you create a quiz of ten questions each week and go through with another pair, swapping answers. It’s also a good way for you to check your knowledge. Make a note of the areas where you really didn’t know the answer and add these to your revision list.

Practice questions

Doing past papers and practice exam questions is an essential part of your revision. It prepares you for answering different types of exam questions and allows you to become familiar with the wording of the questions used by OCR. You should also use the mark scheme. This will help you understand how to get full marks for each question. It is helpful to highlight key words in exam questions so you’re clear what the question is asking before you answer it.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Getting ready for the exam Use the revision checklist and all your revision material to make sure you are as prepared as possible; practise plenty of exam questions and quick quizzes.

In the exam

Keep hydrated but don’t drink too much

Make sure you get a good night’s sleep the night before the exam. Don’t stay up late cramming as you need time to switch off and relax before going to bed.

Eat a good, healthy meal Have a good healthy meal that you enjoy the night before the exam and a filling breakfast on the day of the exam to give you a boost ready for your exam.

It’s important that you stay hydrated but don’t overdo it or you’ll be running to the toilet. Exams can make you a bit nervous too which means you might need to go to the toilet a bit more frequently. Water is best.

Get plenty of sleep

Give yourself time to complete the whole paper, and check through it for mistakes. Most importantly, try to stay calm and relaxed – remember, this is your time to show off what you know!

Getting ready for the exam

Make sure you have all the things you need

Get everything ready the night before, including all writing equipment, a calculator if you need one (and are allowed one), a water bottle, tissues if you have a sniff, and any identification you might need (candidate number if you have been given one).

Arrive in plenty of time Know when and where the exam is. Get there at least 15 minutes before it starts. If your exam is in an unfamiliar part of the school and away from where you normally study, you might have to leave home a bit earlier. Don’t be distracted on the way!

Preparing for the exam

Set your alarm If your exam is in the morning, set an alarm or two so you have plenty of time to get to the exam. If you’re still worried about oversleeping, ask a friend or someone in your family to make sure you’re up.

Don’t be tempted to do too much cramming Too much last-minute cramming can scramble your brain! You may find that being relaxed will help you recall the facts you need rather than attempting last-minute cramming, but you might also want to revise the key facts before setting off for the exam.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

What to expect in the exam As part of your qualification in Creative iMedia you will be taking an exam that is worth 40% of your marks. It is important that from the beginning you start to think about the exam and the skills you’ll need to get the best possible grade. Answering exam questions is a skill. Like any other skill, it can be learnt, practised and improved. Below is an outline of what to expect in the exam, the types of questions and what the paper looks like. You need to answer all the questions.

Types of questions to expect in the exam Exam questions can be asked about any area of the specification, which means that you have to learn everything! The exam paper will be made up of two sections, with different types of questions. Question type • Up to 10 questions. • A mix of multiple-choice, one-word answer and short-response questions.

Section B – 60 marks

• Between 8 and 10 questions that are all based on the same scenario. • For some questions, you will be expected to include images in your answer. • One of these questions will be worth 9 marks. You are expected to do an extended piece of writing.

Section A – 10 marks

Understanding the language of the exam

The command word is the key term that tells you how to answer the question. It is essential to know what the different command words mean and what they are asking you to do. It is easy to confuse the words and provide too much information, not enough information or the wrong information. The tables below will help you understand what each command word is asking you to do.

Command words that ask you to get creative OCR definition

Create

• Produce a visual solution to a problem (for example, a mind map, flow chart or visualisation).

Show your answer in a visual way. You might want to use a mind map, flow chart or a diagram. Think about what is the best way to show the required information.

Draw

• Produce a picture or diagram.

Create a picture/diagram to show the relevant information.

Command word

How you should approach it

Command words that ask you to do your maths Command word

OCR definition

How you should approach it

Calculate

• Get a numerical answer showing how it has been worked out.

Do your maths. Give the final answer but make sure you show how you got there.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Command words that ask you to choose the correct answer Command word

OCR definition

How you should approach it

Choose

• Select an answer from options given.

Pick the option that you think is correct.

Circle

• Select an answer from options given.

Draw a circle around the right answer.

Identify

• Select an answer from options given. • Recognise, name or provide factors or features.

Either choose the correct answer from those given, or write the name, factors or features that are asked for.

Command words that ask you to add to something OCR definition

How you should approach it

Annotate

• Add information, for example, to a table, diagram or graph until it is final. • Add all the needed or appropriate parts.

Add short notes to the table/diagram/graph to say what each part is.

Complete

• Add all the needed or appropriate parts. • Add information, for example, to a table, diagram or graph until it is final.

Add the information that is missing. Often you will need to give just one word as an answer but sometimes you may need to write more. You may need to finish drawing a diagram or graph.

Fill in

• Add all the needed or appropriate parts. • Add information, for example, to a table, diagram or graph until it is final.

Add the information that is missing. Often you will need to give just one word as an answer but sometimes you may need to write more.

Label

• Add information, for example, to a table, This often refers to a diagram or a picture. diagram or graph until it is final. Add words or short phrases to say what each • Add all the necessary or appropriate parts. part is. You could add arrows next to your label that point to the right part of the diagram/graph.

Command word

Command words that ask you to give the main points OCR definition

Outline

• Give a short account, summary or description.

Write about the main points. Don’t write lots of detailed information.

State

• Give factors or features. • Give short, factual answers.

Give a short answer that names factors or features of something. Sometimes you will be asked to give a certain number of factors/features.

Command word

How you should approach it

Command words that ask you to be factual Command word

OCR definition

How you should approach it

Describe

• Give an account including all the relevant characteristics, qualities or events. • Give a detailed account of.

This is the ‘what’. Write about what something is.

Explain

• Give reasons for and/or causes of. • Use the words ‘because’ or ‘therefore’ in answers.

This is the ‘how’ and the ‘why’. Write about how something happens or works and why it does.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Command words that ask you to give an opinion OCR definition

How you should approach it

Analyse

• Separate or break down information into parts and identify its characteristics or elements. • Explain the pros and cons of a topic or argument and make reasoned comments. • Explain the impacts of actions using a logical chain of reasoning.

This term wants you to write about the details. Write about each part in turn, giving key information and saying what is good or bad about it.

Compare and contrast

• Give an account of the similarities and ‘Compare’ means to say what is the same about differences between two or more items or two (or more) things. ‘Contrast’ means to say situations. what is different about two (or more) things.

Discuss

• Present, analyse and evaluate relevant points (for example, for/against an argument).

Write about something in detail, including its strengths and weaknesses. Say what you think about each side of the argument. You don’t need to take a side.

Evaluate

• Make a reasoned qualitative judgement considering different factors and using available knowledge/experience.

Write down the argument for and against something. Then give your opinion about which is the strongest argument.

Justify

• Give good reasons for offering an opinion or reaching a conclusion.

Write what you think would be the best option and say why you think this. Give evidence to support your answer.

Command word

Practise it!

Now go to www.cambridge.org/go/ and complete the practice questions on understanding the exam command words.

Common exam mistakes

Why it matters!

Solutions

Not attempting a question

You won’t get any marks for a blank answer.

• Answer every question. • Write something – you may pick up a few marks, which can add up to make the difference between grades. • Use your general knowledge. • State the obvious.

Common mistakes

Not answering the question that is asked

You won’t get any marks for writing about another topic.

• Know what the command words are looking for. • RTQ: read the question. • ATQ: answer the question.

Not providing enough points to achieve the marks

You won’t gain full marks.

• Look at the number of marks next to the question – 1 mark = 1 point; 2 marks = 2 points, 3 marks = 3 points, etc.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Answering long-answer questions Planning your answer To help you organise your thoughts, it is helpful to plan your answer for long-answer questions. You don’t need to take too long. A spider diagram will help you get your answer in the right order and it makes sure you don’t forget anything. Here is an example spider diagram for the question: ‘Discuss how useful this script might be for the director. You should suggest ideas for improvements, explaining how they would improve the effectiveness of the storyboard for the director. (8 marks)

Useful 2: Locations (interior/exterior)

Improvement 2: Better structure and layout

How useful is the script?

Useful 3: Description of action

Improvement 3: Tone or type of speech, e.g. whisper

Improvement 4: Sound effects could also be included

Useful 4: Actions are in italics

Revise it!

Improvement 1: All character names included throughout

Useful 1: Some character names included

Create a spider diagram plan like the one above for the following question: ‘A new children’s science fiction TV series is being developed. Explain how mise-en-scène elements are used to create the genre.’ (6 marks)

Tip: You could refer to page 42 of the Revision Guide to help you.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Make sure you know how long you have got.

The exam paper

Write your first name and surname clearly in the box.

Ensure that you write clear, structured answers so that you can get maximum marks.

Preparing for the exam

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Read the question carefully. Although you only need to name one category, you can’t put down age or gender.

The question is worth two marks. Be sure to identify both parts to get full marks.

Preparing for the exam

This is a one-mark multiple-choice question. Only one option is correct. Make sure you tick only one box.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Revision checklist Topic Area

What you should know

Topic Area 1:

1.1 Media industry sectors and products

The media industry

•

Traditional media sectors 1

•

Traditional media sectors 2

•

New media sectors

•

Products in the media industry

•

Phases of production

Creative roles, responsibilities and phases

•

Technical roles, responsibilities and phases

•

Senior roles, responsibilities and phases

2.1 How style, content and layout are linked to the purpose •

Purposes of media products and how they influence product design

•

How style, content and layout influence product design

•

How style, content and layout are adapted to meet each purpose

Factors influencing product design

•

Topic Area 2:

1.2 Job roles in the media industry

2.2 Client requirements and how they are defined Client briefs

•

Defining client requirements

•

Client requirements as constraints

•

2.3 Audience demographics and segmentation •

Audience demographics and segmentation

•

The benefits of segmentation

2.4 Research methods, sources and types of data

•

Primary and secondary research

•

Qualitative and quantitative data

Revision checklist

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

2.5 Media codes used to convey meaning, create impact and/or engage audiences Technical, symbolic and written media codes

•

Media elements 1: Camera techniques

•

Media elements 2: Lighting

•

Media elements 3: Colour, graphics and typography

•

Media elements 4: Animations, transitions and interactivity

•

Media elements 5: Mise-en-scène and movement

•

Media elements 6: Audio

•

How content and codes/conventions work together

•

3.1 Work planning

Pre-production planning

•

What work planning is

•

Uses and advantages of workplans

Topic Area 3:

3.2 Documents used to support ideas generation Mind maps

•

Mood boards

•

3.3 Documents that are used to design and plan media products Asset log and flow chart

• •

Script and storyboard

•

Visualisation diagram and wireframe layout

3.4 The legal issues that affect media

Revision checklist

•

Legal considerations to protect individuals

•

Intellectual property rights

•

Intellectual property rights: avoiding breach of copyright

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

•

Regulation

•

Classification and certification

•

Health and safety

4.1 Distribution platforms and media to reach audiences

Distribution considerations

•

Distribution considerations and platforms 1

•

Distribution considerations and platforms 2

•

Distribution media

Topic Area 4:

4.2 Properties and formats of media files Native and standard file formats

•

Static image file types

•

Properties and limitations of image files

•

DPI/PPI resolution and pixel dimensions

•

File compression

•

Audio file formats

•

Properties and limitations of audio files

•

Moving image file formats

•

Properties and limitations of moving image files

•

Revision checklist

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Traditional media sectors 1

see p. 70

What you need to know •

The traditional media sectors

•

The product types in the traditional media sectors.

Traditional media sectors date back to a time before the invention of computers. Products created in the traditional media sectors can be used in other, larger media products or can stand alone.

What is traditional media? •

Film, television (TV), radio and print publishing are the four main traditional media sectors.

•

Traditional media products were originally produced using non-digital methods.

Product types in the traditional media sectors Traditional media sectors

Traditional media product types Video

Film

Television

Audio

Music

Radio

Animation

Special effects (SFX/VFX)

Print publishing

Comics and graphic novels

These traditional media products can also be used in the new media sectors.

Revise it!

Remember it!

Pick five different real-world examples of traditional media products, then identify which traditional media sector they are from and which sectors they could be used in.

•

There are four different traditional media sectors.

•

There are six different media product types that are created within those sectors.

You could write a summary, create an infographic, draw a mind map or even record yourself discussing each traditional media product.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Traditional media sectors 2

see p. 71

What you need to know •

The many ways in which traditional media sectors are evolving

•

How developments in technology have enabled this to happen.

Although traditional media sectors started out without the use of computers and the internet, they now make use of digital technology in all phases of a product’s development.

What does ‘evolve’ mean? To evolve means to change or develop, often in a positive way. When a media sector evolves it generally means that it can do new things in different ways.

Developments in the traditional media sectors

There have been many improvements to traditional media because of developments in digital technology. New technologies have also evolved which have changed the nature of traditional media products. Examples of improvements made

Examples of technology that has evolved

Pre-production

Ideas and planning are quicker and easier (e.g. print publishing – a flat plan for a magazine can be easily created and amended on word-processing software or using online planning tools)

Software has been developed to allow people to collaborate on storyboarding apps and project planning websites..

Production

Quality and speed of the creation of products have improved (e.g. TV – digital animation has made animations much quicker to create)

Sound and audio equipment (e.g. film – music can be created and recorded for a film scene much more easily using digital technology)

Production phases

Post-production

Post-production can be completed more quickly, and it is much easier to make changes using digital technology. eg. a digital video clip can be cut and reattached multiple times, in a way that physical film could not

Distribution

Using new technology to reach new audiences (e.g. radio – on-demand apps have been created so that listeners can listen to what they want, whenever they want)

CGI editing and technology (e.g. film/TV – scenes with hundreds of people in can now be created using CGI instead of needing (extras))

Streaming technology on computers and smart devices has meant that people have much more access to their favourite TV programmes and can watch them on demand.

Revise it!

Remember it!

Create a table that shows examples of improvements in each of the phases of product development.

•

Evolving means changing and developing.

•

Traditional media sectors have developed their practices using new technology and equipment.

•

Quality and speed of planning and production have improved. Speed of distribution has been improved too.

•

In the first column, write each phase.

•

In the second column, write an example:

Example: Pre-production/storyboarding apps.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

New media sectors

see p. 73

What you need to know •

What the new media sectors are

•

What products sit in the new media sectors.

New media sectors are those that have been introduced because of the invention of computers and the internet. They are always evolving because digital technology is constantly improving and developing.

New media sectors Internet, computer games, interactive media and digital publishing are the four main new media sectors that have developed digitally.

New media sectors

Product types in the new media sectors

New media product types

Digital imaging and graphics (All)

Computer games

Social media platforms/apps (IM and I) Digital games (C) Websites (I)

Interactive media

Multimedia (C and IM)

Internet

Digital publishing

eBooks (D)

Augmented reality (AR) (C and IM) Virtual reality (VR) (C and IM)

Technological convergence •

The sectors of the media industry have evolved in part due to technological convergence.

•

Technological convergence is where multiple types of digital technology come together on a single device/platform, for example, in smartphones.

•

It has led to larger numbers of consumers being able to access a wide variety of both traditional and new media products in more ways and more easily than ever before.

Revise it!

Remember it!

Create a spider diagram that shows all the different types of digital technology and equipment that have now converged within new media product types.

•

There are four new media sectors.

•

They came about due to developments in digital technology and equipment.

•

New media sectors are always evolving due to the technology and equipment they use.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Products in the media industry

see p. 74

What you need to know •

The many different products that are created by the media industry

•

Examples of these products.

The success of a final media product is important for those working in the media industry. It needs to be accessible and engaging for the target audience.

Media product types and examples

FT Media product types and examples

Digital imaging and graphics Book covers Billboards

eBooks Fiction Instruction booklets

Video TV programmes Films

Multimedia Information kiosks Presentations

Comics and graphic novels Graphic novels Children’s comics

Music Jingles Soundtracks

Websites Informational e-commerce

Augmented reality (AR) and virtual reality (VR) Computer games Immersive education

Special effects (SFX/VFX) Models Green screen

Animation TV programmes Animated banners

Audio Radio programmes Podcasts

Revise it!

Remember it!

•

There are eleven different types of media product.

•

There are many different examples of each media product type.

•

These products can contain a mixture of elements from different media sectors.

Write out all the media product types and examples above on individual sticky notes.

•

Stick them all on a wall, jumbled up.

•

Match the examples to the product types.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Phases of production

see p. 71

What you need to know •

A product has a journey to go on from an initial idea all the way through to distribution

•

This production journey is broken down into phases.

A media product will begin as an idea in response to a client brief and will end as a finished product that is distributed to the target audiences for them to access. This happens through the different phases or stages of product development.

Phases of production • •

Starts with product design ideas Also includes research and planning

Production

• • •

Equipment is used Technical staff are needed The different parts of the product are created

A • •

The parts of the product are put together in a meaningful way Changes and edits are made to add meaning

Post-production

Pre-production

• •

The product is exported into appropriate file types It is then distributed in different ways to the target audiences

Distribution

Revise it!

Remember it!

•

There are four key phases to product development.

•

Each phase contains different activities that need to happen before the next phase can start.

Choose a media product and put it in a box at the top of the page. Draw four boxes leading from it and label each one with a phase of production. Fill each box with the activities that would happen during each phase to create and distribute the product.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Creative roles, responsibilities and phases

see p. 75

What you need to know •

The types of creative job roles available in the media industry

•

The responsibilities of these creative roles and the phases in which they would be needed.

If you are in a creative role, your job will be to produce ideas and develop them to help create a product for the target audience in the pre-production and production phases.

• • •

preparing drafts researching competition researching target audiences communicating ideas liaising with clients to meet requirements

Phases

Responsibilities

animator web designer script writer photographer illustrator/graphic artist graphic designer copy writer content creator

Job roles

• • • • • • • •

• •

• • •

pre-production production If you are working in a small organisation or on a very small project, it may be that you would take on more than one creative role, or even take on technical and/or senior roles as well. People working in this way need to be multi-skilled.

Practise it!

Remember it!

•

There are eight different creative roles.

•

Responsibilities held by the creatives will be different to those held by the technical team and those in senior roles.

•

Smaller companies or projects may well need someone to take on more than one role.

In which two phases of media production would a creative job role be needed? (2 marks)

What does a web designer do? (2 marks)

Which job roles would be necessary for the development of an animated film and why would they be necessary? (8 marks)

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Technical roles, responsibilities and phases

see p. 76

What you need to know •

The types of technical job roles available in the media industry

•

The responsibilities of these technical roles and the phases in which they would be needed.

If you are in a technical role, you will be using technology and operating equipment to develop, improve and finalise media products.

• • •

knowing how to use technical equipment knowing how to use specialist software creating tests to check that products work liaising with clients to meet requirements

Phases

Responsibilities

camera operator games programmer/developer sound editor audio technician video editor web developer

Job roles

• • • • • •

•

• • •

production post-production If you are working in a small organisation or on a very small project, it may be that you would take on more than one technical role, such as camera operator and video editor. You may also end up as the audio technician. You might alternatively take on creative and/or senior roles alongside your technical role. People working in this way need to be multi-skilled.

Practise it!

Remember it!

•

There are six different technical roles.

•

Most of the responsibilities of the technical team relate to hardware and software.

2 3

In which phase of media production would the role of camera operator be needed? (1 mark) What does an audio technician do?

(2 marks)

Name two technical roles that might be needed to support a web design project and explain why they are needed. (4 marks)

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Senior roles, responsibilities and phases

see p. 77

What you need to know •

The types of senior job roles available in the media industry

•

The responsibilities of these senior roles and the phases in which they would be needed.

If you take on a senior role, then you will oversee the creation and technical development of products and projects.

• • Responsibilities

•

understanding the target market developing the concept design from the initial idea managing a creative and technical team evaluating the success of products and projects

Phases

•

campaign manager creative director director editor production manager

Job roles

• • • • •

• • • •

pre-production production post-production If you are working in a small organisation or on a very small project, it may be that you would take on more than one senior role, such as creative director and editor. You might also take on a creative or technical role alongside your senior role. People working in this way need to be multi-skilled.

Practise it!

Remember it!

•

There are five different senior roles.

•

The job of those in senior roles is to support and manage the technical and creative roles.

Name one phase of media production in which the role of director would be needed. (1 mark)

What does a creative director do? (2 marks)

Name three senior roles that might be needed to support a multi-product advertising project and explain why they are needed. (6 marks)

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

How purpose influences product design

see p. 78

What you need to know •

The five main purposes of media products and examples

•

How these purposes influence the design of products.

Product design is key to the successful creation of all media products. One of the factors which influences product design is purpose. The five main purposes of media products are: To advertise/promote, for example a web banner to advertise a new product or brand.

•

To educate, for example a television programme about a historical event.

•

To entertain, for example a comedy film.

•

To inform, for example a digital textbook or eBook.

•

To influence, for example a charity campaign to encourage donations.

•

When a creative team receives a client brief for a media product, they need to work out its purpose. The purpose determines the tone, feel, style of language and the way it is designed.

Entertain • music video • comic • radio quiz show

Educate • textbook cover • revision website • educational podcast

Colour

Conventions of genre

Advertise • bus stop advert • flyer • web banner

Positioning of elements

Inform • instruction booklet • transport safety video • non-fiction eBook

Style of audio representation

Formal/informal language Style of visual representation

Influence • charity campaign • political leaflet • environmental sign

Tone of language

Design style, content and layout are adapted to meet each purpose

Revise it!

Remember it!

•

• •

Write all of the purposes on squares of paper and put them face down in front of you. Shuffle them and then pick one. In 30 seconds, write down as many examples of media products with that purpose as you can. Choose one media product from your list and write down how the purpose has influenced that product.

Revision Guide

•

There are five main purposes of media products: advertise, educate, entertain, inform, influence. Each purpose influences the media product and the way that it is planned.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

How style, content and layout influence product design see p. 80 What you need to know •

What style, content and layout are

•

How these influence product design.

Style, content and layout are all important in product design. They are combined to make a product idea. This idea is then developed further to meet the purpose and audience needs.

What are style, content and layout? The way that colours, themes and media forms are combined together to produce a look or feel for a media product. Style can also relate to the way in which audio or video content is represented or expressed.

Content

The message that the product is trying to get across to the audience which is usually outlined in the brief. This could be information, experiences, emotions or ideas. In a film, this is likely to be the plot or storyline, whereas in advertising this could instead be a product or a concept. The content will often be clear from the brief, but if not it will be developed during the design stage.

Layout

The way that a product is structured or arranged. This includes the placement and sizing of images, text and shapes. There are expected conventions for each media product: a predictable set of components that the audience would expect to see in a product.

Style

How style, content and layout influence product design

These three elements are very influential on product design. Without them it would be difficult to create a product that is cohesive and meets audience expectations. They influence product design by giving structure and a set of rules/conventions to work from to create a media product.

This calendar design has clear and specific content (days, months, dates) that must be included, and a recognisable layout as a calendar. The modern and clean style relates to the content and audience expectations.

Revise it!

Remember it!

Create a revision acrostic to describe each word: STYLE, CONTENT and LAYOUT. Example: Specific theme The way colours are used You can see different styles in music videos Look or feel of a media product Each media product has a style

•

• •

Style, content and layout work alongside purpose. Media products will always contain these three elements. Style, content and layout influence product design by providing structure and rules to work with.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

How style, content and layout are adapted to meet each purpose see p. 81 What you need to know •

How style, content and layout are linked to purpose

•

Which aspects of style, content and layout will be used, dependent on the purpose.

Style, content and layout of a product design are adapted to meet each specific purpose.

How are style, content and layout linked to purpose? Depending on the purpose of a media product, different aspects and combinations of style, layout and content will be used.

Advertising/promotional products

Educational products

Style, layout and content conventions

TV advert

Use persuasive and positive language, products or services look good, use positive visuals and sound, lead to an action.

Educational quiz

Contain both visuals and text, accessible content, formal structure, contain detailed factual information.

Video game

Interesting, surprising or even shocking use of images, text, video and/or audio, evoke emotions in the target audience.

Entertainment products

Example

Purpose

Fact sheet

Instructional information or facts, may not use many images or illustrations, often have a serious or straightforward tone.

Influential products

Fundraising website

Use persuasive language, images, video and text to convince an audience of the message.

Informational products

The purpose of a media product along with its style, content and layout are all combined to heavily influence the product design. Other influences on product design are client requirements and targetaudience.

Practise it!

Remember it!

•

The use of style, content and layout are all linked to purpose.

•

Other influences on product design are client requirements and target audience.

Rawlings’ Circus need an informational leaflet containing prices and directions. What layout elements should be used? (2 marks)

They also want a promotional video to be created. What style elements should be included? (2 marks)

How would the content differ between the informational leaflet and the promotional video for Rawlings’ Circus? (4 marks)

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Client briefs

see p. 83

What you need to know •

What/who a client is

•

What a client brief is and how it is communicated

•

Different client brief formats.

Designers and creative teams create media products for a client. The client will need to provide them with a brief. Client briefs can come in different formats and will always contain several client requirements.

What/who is a client?

•

the owner of the company

•

an artist or musician.

The client is the person or company who is financing the media product to be created. The client could be: •

a project manager (on behalf of another person/company)

The client will often have quite specific opinions and thoughts on the style, content and layout of the media product, but they might not have much experience in product design.

What is a client brief?

This is the key piece of written or verbal information that any designer or creative team will need and from which they will design a product. Key features of a client brief are that it: comes directly from the client

•

will include requirements that are necessary to make a successful product

•

might include a clear target audience

•

has a purpose which is clear from the document.

•

Client brief formats Commission

Negotiated

Meeting / discussion

Formal

Written

Informal

A brief can be as detailed as a multi-page formal written document, or as short as a few sentences communicated verbally. It is up to the design team to use the information they have received in the brief to influence the product design.

Revise it!

Remember it!

Write definitions for each brief format then mix them up and match them to the right name.

•

The client brief comes from someone who is funding the product.

Rewrite your definitions so that they just contain bullet points or key words. Mix and match them again.

•

The client might have their own requirements.

•

Client briefs will be communicated in different formats.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Defining client requirements

see p. 84

What you need to know •

What client requirements are

•

Interpreting requirements in client briefs to generate ideas and plan media products

•

That client requirements shape and inform the planning that takes place.

Client requirements form the basis of any media product and provide a starting point for the design team.

What are client requirements?

Client requirements are needs or expectations that the client has. The client is likely to decide whether they are happy with the product based on how their requirements have been met.

Interpreting client requirements

Understanding client requirements is essential to being able to generate ideas and plan media products. By being able to recognise the keywords and information in client briefs you will be able to plan your media products so they meet the client’s requirements successfully. The simplest client requirement to interpret will be the type of product. Other client requirements may require more interpretation.

Purpose Audience

The client will have a clear purpose for the product and a reason for it being created. The client will have an idea of the group of people they are aiming to attract. This is the way in which the company wishes to be viewed, their reputation and the values they want to promote.

Client ethos

What it means

Client requirement

Content could be provided in a lot of detail or could be left up to the designer to create.

Genre

Not all media products have a genre, but some products will need one.

Style

This is the stylistic elements relating to colour, font and the look and feel of the product.

Content

Theme

A main subject or idea that everything hangs upon.

Timescale

This will state by when the finished product is needed.

Any or all these client requirements may be included in a client brief and are likely to inform choices made and information included at the planning stage.

Revise it!

Remember it!

Create a mnemonic to remember the client requirements based on the letters PACCGSTT. You can put the letters in any order you like, for example, ‘Purple Slime Can Actually Cause Terribly Gooey Trousers’.

•

Client requirements are expectations that can shape product design.

•

There are eight areas that client requirements may cover: purpose, audience, client ethos, content, genre, style, theme and timescale.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Client requirements as constraints

see p. 86

What you need to know •

Client requirements can constrain planning and production

•

Client requirements provide structure and design layout limitations.

Constraints Client requirements can constrain both the planning and production of a media product.

The designers of a media product must perform a balancing act between all the different client requirements.

Type of constraint

Examples

A tight timescale may mean that some of the designer’s initial ideas cannot be completed. A requirement based on client ethos or reputation may stop the design team from coming up with other ideas that may have focused on other elements of the company. If a client has a specific target audience in mind, this rules out any ideas that would not be suitable for that audience.

Constraints of content: Client requirements could also constrain the content by providing ideas or requirements that must be included within the media product.

A specific logo or image might be required. A key phrase or slogan might be required. A colour scheme that is already in use in other products by the client or company might be required.

• Constraints of purpose, audience, client ethos and timescale: There are many ways in which the purpose, audience and • client ethos may put constraints on the planning and production of a media product. Constraints may also result from the timescale • of the project.

• • • • • •

A specific number of pages might be required. A maximum or minimum length for a film or programme might be specified. Specific file types might be required for distribution.

Constraints of style, genre and theme: As well as providing structure to a media product, the client requirements of style, genre and theme can introduce design layout limitations.

Practise it!

Remember it!

How might content provided by the client be a constraint? (2 marks)

•

How would a client’s choice of audience constrain product design? (2 marks)

Some of the client requirements will restrict or limit product design, planning and production.

•

Some requirements may affect structure and layout or content and style.

Give an example of a company or organisation that has a clear colour scheme used in all its products. (1 mark)

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Audience demographics and segmentation

see p. 87

What you need to know •

A definition of audience demographics with examples

•

A definition of segmentation and how it works.

Media organisations use demographics and segmentation to break down and define their target audiences.

What are demographics? Demographics are the different characteristics of the population. Gender

Occupation

Income

Location

Interests

Lifestyle

Ethnicity

What is segmentation?

Education

Age

Demographics can be broken down further to try to create a profile that addresses a target audience. This is called segmentation. There are several ways to segment demographics. Audience needs

Interests

Opinions

Behaviours

Aspirations

Geographical location

When several demographics are considered and are then segmented, a more specific target audience can be defined.

Demographic + segmentation = Target audience

For example, an 18-year-old male, with an interest in computer games, who has aspirations to be a graphic designer and strong opinions on who the best graphic artist is, and likes to play basketball for his local team at the weekends = the target audience for the latest virtual team manager basketball video game.

Revise it!

Remember it!

List all the demographics, study them and then cover them. Now try to rewrite them in alphabetical order.

•

Demographics are population characteristics.

•

Segmentation is a way that these population characteristics can be broken down further to identify a target audience.

•

The more segmentation that takes place, the more specific a target audience becomes.

Try to combine and segment each demographic by breaking it down further. For example, 16–18 year olds who are interested in Manga, or women aged 40–60 who hate Love Island.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

The benefits of segmentation

see p. 88

What you need to know •

What the benefits of segmentation are

•

What demographic influence is.

This important stage of product design and planning involves finding out who the target audience is so that its needs can be considered. Segmentation helps with this process.

Benefits of segmentation What it means

Specific

Focus your message on the right group of people.

Tailored message

Create a clearer message rather than having to be vague for a larger audience.

Identifiable

There is a real group of people who can be contacted.

Content matches preferences

The likes, differences and opinions of the audience can be researched.

Achievable

It is much more manageable both in time and cost.

Meeting needs

When you know who the audience are, you can find out what they need.

Success that is measurable

You can obtain specific feedback.

Demographic influence

Benefit

Audience demographics have a strong influence over the design and production of media products. Identify a clear target audience and you can find out what they want, need and their spending/listening/viewing/reading behaviours. If the target audience do not like a media product, it is unlikely to be successful.

Playmobil: The Movie became one of the biggest box office flops of all time when it was released in 2019. The film opened on more than 2,337 screens in the US but only took $670,000 over its first three days of release. According to reviewers the jokes didn’t make children laugh and the music wasn’t catchy. Audiences didn’t seem to engage with the storyline either. This is an example where the media product was not liked by the target audience.

Revise it!

Remember it!

Use the acronym ‘STICAMS’ to learn each of the benefits of segmentation. Think of a sentence made from the letters to help you remember (a mnemonic). For example, ‘Stripy Tablecloths In Castles Are Mighty Silly’.

•

There are seven benefits of segmentation.

•

All these benefits relate to the target audience becoming smaller and more manageable.

•

Target audience influence is important for the success of a product.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Primary and secondary research

see p. 89

What you need to know •

What primary research methods and secondary research sources are

•

What validity and reliability are and why research needs to be valid and reliable.

Research is an important aspect of the design, planning and production stages to inform the detail of the product. Audience research can have a huge influence on the design of a media product.

Primary and secondary research Design teams will often use a combination of primary research methods and secondary research sources to produce target audience research information. Secondary research

Primary research

Usually second-hand accounts of relevant information. They sometimes quote from or use primary research methods, but they might also provide some data analysis or commentary.

Methods: • Focus groups • Interviews • Online surveys • Questionnaires

Sources: • Books and journals • Internet sites and research • Magazines and newspapers • Television

Relates to first-hand accounts, data or opinions on something from someone who has had a direct connection with the product or idea.

Validity and reliability

Validity: This is when the method you use to collect your data is measuring what you intended it to measure.

•

Reliability: This is how consistent and accurate the data is.

•

Why are validity and reliability important?

If sources are not reliable and valid, they will potentially provide incorrect information and the research may produce inaccurate results. Time and money would be wasted, and the product may not be successful.

Revise it!

Remember it!

Create a mood board of secondary research sources that could be used, for example, a textbook.

•

Design teams can complete primary and/ or secondary research.

•

Primary and secondary research techniques can be used together when developing a media product.

•

Research needs to be valid and reliable.

Create a mind map of the different primary research methods and add in how they could be created, distributed and when they might be useful.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Qualitative and quantitative data

see p. 90

What you need to know •

What qualitative and quantitative data are

•

What the advantages and disadvantages are of both types of data.

Both primary and secondary research can provide us with two different types of data: quantitative and qualitative. Both have their own advantages and disadvantages. Media production companies will often use both.

Qualitative and quantitative data Data type

Advantages

Disadvantages

Can often produce key • relevant details that would not otherwise have been found out • First-hand quotes and sound bites

Can be difficult and time-consuming to analyse Hard to compare one response to another

Quantitative: • Many short-answer responses • Building up a picture by analysis of the numbers and responses generated • Often called statistics

Gives a wider picture from • more people Quick and easy to analyse •

Data lacks depth and detail May not get the whole picture or know the reasons why the statistics have come out that way

• Qualitative: • Detailed and individual information received through primary and secondary research • Not data that can be obtained with yes/no • answers or multiple-choice questions •

•

Practise it! 1

A company publishing an eBook wish to undertake research to gain data on what devices people read eBooks. What type of data is required for this? (1 mark)

Name one type of research that would produce qualitative data and one that would produce quantitative data. (2 marks)

The client wishes to know what the advantages and disadvantages of qualitative data are for getting feedback on their new television programme. (4 marks)

Remember it! •

Qualitative means detail; quantitative relates to numbers.

•

Both types of data have advantages and disadvantages.

•

Companies will often use both types of data when designing products.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Technical, symbolic and written media codes

see p. 91

What you need to know •

Know the differences between technical, symbolic and written media codes

•

The media elements used within technical, symbolic and written codes.

A media code is the use of different elements to convey meaning, create impact and/or engage audiences.

Technical codes The way that different pieces of equipment are used to create meaning, impact or engagement in a specific media form.

Symbolic codes

These codes use our understanding of society, culture and real life. They relate to the meanings we give to objects, locations and actions.

Written codes

These codes use formal written language: words and phrases. They refer to printed, written and spoken language in a media product.

Media elements

Typography

Animations

Audio

These media elements are used to create meaning, impact and engagement.

Camera techniques

Colour

Transitions

Movement

Media elements Mise-en-scène

Graphics

Interactivity

Lighting

Revise it!

Remember it!

Create three columns: one for technical codes, one for symbolic codes and one for written codes. Place each of the media elements into the appropriate columns and provide an example of each.

•

Technical codes = how equipment is used

•

Symbolic codes = how our lives are reflected

•

Written codes = how words and phrases are used

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Media elements 1: Camera techniques

see p. 92

What you need to know •

Camera techniques: camera shots and angles that can be used

•

Camera movement – particularly for emphasis.

The specific camera techniques and movements chosen can happen individually or together. These media elements work together as a technical code.

Camera techniques Choosing the right camera angle, shot or movement is important because they convey meaning, and create impact on the audience. The wrong choice of camera technique may result in the audience not being engaged or the purpose of the photo or video not being fulfilled. Camera shots: The way the camera has been set up to start rolling, to film a scene or to take a photo.

Camera movement: The camera will stay still for a lot of the shots and angles, but on occasion the camera will move to emphasise a particular point.

• • • •

Long shot / wide shot Establishing shot Medium or mid shot Close up / extreme close up shot Two shot Over the shoulder shot Point of view shot

Tilt Track Pan Zoom

Low angle High angle Eye level Dutch angle / canted angle / tilt shot Bird’s eye view / overhead shot Worm’s eye view

Camera angle: The angle at which the camera is positioned so that it captures the subject of the shot in a certain way.

• • •

• •

Low-angle shot of a horse and jockey in a racing programme to show their power and strength

Extreme close-up of an American toad in a nature documentary to enable the audience to see its features

The camera has panned to keep up with the cyclist in this film, which has rendered the background blurry but has kept the cyclist in focus

Revise it!

Remember it!

Use your phone or a camera to take photos with different shots and angles. Using the photos you have taken, make a revision presentation document or flash cards with a definition of each shot and angle shown with an example.

•

There are various camera angles, shots and movements, which can be used to add emphasis.

•

Different angles, shots and movements can all be used together.

You could do the same for camera movement by taking videos on your phone/camera and then adding these to your presentation or flash cards.

•

If a camera is not moving, it is referred to as a still shot.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Media elements 2: Lighting

see p. 93

What you need to know •

Lighting intensity/levels

•

Positioning of lights.

Lighting intensity and positioning are always used together as a technical code.

Lighting Lighting refers to the use of natural, indoor and specialist lighting to light the objects within a shot.

Intensity/levels

The words intensity and levels both refer to a light’s brightness, and the output of light. Individual lights can be dimmed or brightened, the size of the lights can be controlled, and light can be blocked out or even diffused. Lighting can also be used to purposely create shadows and pockets of darkness which will add to the mood or tone of a scene.

The scenes filmed with bright lights would be using high key lighting. The scenes that contain shadows and darkness with subdued lighting would be using low key lighting.

The high key lighting in this shot of a football coach could alternatively be used to advertise the benefits of a particular brand of coffee in the mornings, showing everything in a natural, bright and positive light.

The low key lighting in this shot could be used to give the audience visual cues about the nature of a character in a crime drama.

Positioning

This refers to the way that lights are placed in a scene, both in terms of location and angle. Front lighting

Three quarter lighting

Back lighting

Side lighting

Practical lighting

Low angle lighting

Revise it!

Remember it!

Find three light sources (phones, lamps) and place an object in the middle. Set up the lights to demonstrate the different positions and see what happens to the lighting of the object.

•

Camera techniques would be used alongside lighting.

•

Both lighting intensity and positioning are important.

•

Light blocking, diffusion and creation of shadows are often used as lighting techniques to create mood.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Media elements 3: Colour, graphics and typography

see p. 94

What you need to know •

How graphic design combines graphics and colour as a technical code

•

How typography contributes to written codes.

Colour Colours have meanings associated with them. These associated meanings are also called connotations. The connotations of colours vary with cultural and geographical differences. As an example, the table shows some of the generally recognised colour connotations in the UK. Blue

Green

Orange

Black

Gold / silver

Yellow

Purple

White

Love

Freedom

Nature

Warmth

Power

Purity

Happiness

Luxury

Purity

Anger

Calm

Good luck

Joy

Fear

Wealth

Creativity

Nobility

Innocence

Fire

Escape

Health

Fun

Darkness

Grandeur

Optimism

Royalty

Cleanliness

Passion

Rest

Jealousy

Energy

Shadows

Courage

Warmth

Wisdom

Perfection

Danger

Peace

Life

Strength

Elegance

Wisdom

Hazards (with black)

Wealth

Goodness

Action

Patience

Mystery

Hope

Peace

Heaven

Red

Graphics

Graphics are visual images that have been created either by hand or on the computer, which represent or enhance the message. Text or sound is often used to add clarity to the graphic’s meaning. Diagrams

Illustrations

Drawings

Cartoon characters

Logos

Abstract shapes

Patterns

Typography

Typography involves creating a specific style and arrangement of letters to make words clear, readable and appealing. The letters can create a feeling, tone, mood or remind you of a particular brand. Emphasis

Font size

Font type

Revise it!

Remember it!

•

• • • •

• •

Type out all the colours, in their corresponding colour. Add in the associated meanings and provide examples. Find examples of each graphic type and create an infographic explaining each one. Visit Dafont.com and test out different fonts, font sizes and emphasis. Look at how different typography affects mood, tone or feeling.

Different colours have different meanings. Graphics can enhance a message. There are seven different types of graphics. Typography is about the size, font and emphasis of letters.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Media elements 4: Animations, transitions and interactivity

see p. 95

What you need to know •

How animations are made and the different types of transitions

•

Interactivity and examples of interactive products and elements.

Animations, transitions and interactivity are all enhancements that can be used as technical codes in visual products such as websites or videos.

Interactivity

Animations are used to improve or enhance a message or meaning for the audience. They are also used to show something that would otherwise be too difficult to portray. They could be hand drawn, designed on the computer or developed using green screen technology.

Many media products are interactive, meaning that the audience can take control of them in some way. Examples of interactive products and elements are:

The Wallace and Gromit animated films by Aardman Animations have been turned into merchandise, had spin offs (Shaun the Sheep) and even a ride based on them created at Blackpool Pleasure Beach.

Animations

Computer games

•

Embedded links

•

Kiosk products

•

Web menus

•

Websites

•

Apps

Online photo galleries

Tankee, a gaming network app that streams gaming videos that are safe for children, is just one example of an interactive product.

Transitions

•

Transitions move the eye from one shot or slide to the next. These are applied postproduction, in the editing process. There are several types of transition. Dissolve

Cutaway

Wipe

Fade

Split cut / sound bridge

Match cut

Jump cut

Cut

Revise it!

Remember it!

•

• •

•

Find three animations that are used in media products and analyse how they enhance the message. Watch a trailer and note down each transition, what type of transition is it and why has it been used. Visit the eBay website and note down the interactivity that is available on the website.

Revision Guide

• •

Animations can be hand drawn or digital. Animations often make it easier to show a message or idea. There are eight transitions that are applied in post-production. Interactivity allows the audience to take control of the media product.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Media elements 5: Mise-en-scène and movement

see p. 96

What you need to know •

The elements of mise-en-scène

•

What movement is and what it adds to a scene.

Mise-en-scène elements of actors, props, scenery and costumes, hair and make-up are combined to create a message. They are often combined with movement to create moving image products.

Mise-en-scène

The term mise-en-scène relates to the different elements placed in a shot or scene. These elements need to fit together well to convey a clear message.

Scenery – Castle walls and snow

Hair and make-up – Intricate plaits vs rugged hair and beard

Costumes – Crown, regal robe, armour

Props – Swords

Actors – Stood together, defensive but defiant postures

Movement

The term movement relates to characters and objects moving within a frame.

•

Movement can add more to a story, over and above the dialogue.

•

The more objects or actors are moving, the more energy is produced in the scene.

•

Revise it!

Remember it!

Choose any television programme of any genre and fast forward through it. Press pause at a random moment. Identify the mise-en-scène elements in that scene and how they contribute to the message that is being conveyed.

•

There are six mise-en-scène elements that work together.

•

These elements all help to build the story or message of the scene/image.

•

The movement of the actors and objects works alongside the mise-en-scène elements.

Now, play 30 seconds of the TV programme and analyse what movement there is in the clip and what it adds to the story.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Media elements 6: Audio see p. 97 What you need to know •

The different types of audio

•

The meaning and impact of different audio types.

Audio can be used to add layers of meaning to a media product or create atmosphere so that an audience (often subconsciously) learns more.

Types of audio

A style of music Music genre

E.g. hip hop

Vocal intonation

Sound effects

E.g. whispering

A sound other than speech or music E.g. wind

Types of audio

The way in which dialogue is spoken

The absence of sound

Silence

E.g. characters do not speak and there is no ambient sound Lines spoken by a character or voice-over

Dialogue

E.g. conversation between two people

Meaning and impact

Dialogue, narration and voice-over can used as both a technical code and a written code. The language used and the way in which the words are spoken are both important and will add impact to the message being conveyed to the audience. Layers of sounds are added on top of each other to create a depth of sound, which adds meaning to the message being conveyed as well as having a stronger impact on the audience.

Revise it!

Remember it!

Listen to any commercial radio station advert and note down all the different audio types you hear, along with how many layers of sound you think are being used.

•

There are five different audio types: dialogue, music, silence, sound effects and vocal intonation.

•

Layers of sound using these audio types are built up.

Explain what you think the impact of each sound layer is and how meaning is created for the audience.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

How content and codes/conventions work together see p. 97

What you need to know •

That technical, symbolic and written codes are in use at the same time

•

How the three types of code work together with the content to convey a message.

Combining content and media codes Symbolic codes allow the audience to make cultural and real-life connections to the media product. These are based on the meanings created by the choices a designer or director has made.

•

Technical codes enhance those connections and develop the storyline. They are the practical and equipment-based choices that are made for a media product.

•

Written codes can be both text and dialogue.

•

Lighting/colour: Modern coloured lights in green and blue indicate nature, but with a contemporary feel. Convey that the guests are up to date and current. This provides a natural environment to chat in.

Mise-en-scène (props/scenery): Artificial leafy bush adds to the natural / outdoor theme.

Mise-en-scène (scenery): Background image of horse in a field and another of a landscape. These are either part of the natural / outdoor theme of the show or may relate to the specific guest.

Lighting: High key (bright) lighting provided by multiple lights makes the show feel natural and laid back.

Camera techniques: This camera is likely to take a two-shot and a mid-shot. Close ups could also be taken from this camera too. These shots will connect the cast with the audience so they feel part of the conversation.

Mise-en-scène (costume): Guest is wearing brightly coloured, formal wear to suggest she is special/ different. This helps the audience focus on her and what she is saying.

Mise-en-scène: Orange rug fits with the autumnal palette.

Mise-en-scène (props): Yellow sunflowers suggest positivity.

Mise-en-scène (costume): Informal clothes make the presenter seem relaxed.

In this shot of a talk show, technical (camera techniques), symbolic (lighting, colours, mise-enscène) and written (audio dialogue) codes are being combined to create layers of meaning for the audience. If we also saw the opening shot of the talk show with the title, we would see the talk show name in text, which would add an additional written code for the audience.

Revise it!

Remember it!

Look at the media elements identified in the diagram above. Decide if each element is a technical, symbolic or written code or a combination of code types working together.

•

Media elements will be used to form technical, symbolic and written codes. These codes create meaning for and impact on the audience.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

What work planning is

see p. 99

What you need to know •

What work planning is and why it is important

•

What a workplan is and how it is created.

Every project needs a plan. Without a plan, deadlines may be missed and the quality of the media product may not be good enough. In a project, it is in everyone’s interest that a plan is in place.

What work planning is Work planning is literally a plan of the work that needs to be done.

•

This enables everyone working on the project to understand when and where they will be needed.

•

Without planning, a project may run over or run out of time.

•

It also helps plan equipment, resources and people needed.

•

Work planning is an important way of structuring a project.

What a workplan is

•

A workplan is a planning document to create structure to a project.

•

It can be created on a spreadsheet, with a planning app or using online software.

•

A workplan is a live, working document.

How workplans are created and used Workplans are created using these components: Components of workplans

Tasks

Pre-production, production, post-production

Phases

Larger sections of work

The smaller actions that need to be carried out to complete a task

Workflow

The visual representation of all the activities in the order they need to be completed

Timescales

The length of time available to complete the project

Milestones

Key points in a project

Contingencies

Sets of events or problems that might occur during a project

Resources

Hardware, people, software needed

Activities

Practise it!

Remember it!

•

XCO Media want to create a workplan for a project with a very tight deadline. What component would be most important when managing time? (1 mark) There is a very large team and many different designers working on the project. Which component would be important to include when working with many people? (1 mark)

Revision Guide

• •

Work planning is the key to a successful product. A workplan is a document to help plan a project. A workplan is made up of different components.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Uses and advantages of workplans

see p. 100

What you need to know •

The uses of workplans

•

The advantages of workplans.

Workplans help to organise tasks and track progress during a project. Outline tasks and activities clearly

Manage resources

Workplans allow for deadlines to be set and to be broken down into months, weeks or days

Each task that needs completing can be included on a workplan alongside who the task is assigned to

A workplan can clearly show which equipment is needed for each task, ensuring that it can be hired or booked out in advance

Example: A DVD cover will need to be designed, created and printed by the released date of the DVD

Example: To create a leaflet a graphic designer, illustrator and photographer may all have tasks included

Example: To record an interview at someone’s house for a podcast, a sound recorder and microphone may be needed

Manage time effectively

Advantages of workplans

Allow managers to see all stages of a project

•

Everyone knows their roles and responsibilities

•

People know when they will be needed

•

Progress can be tracked

•

Clear deadlines

•

Easy evaluation of project

•

Allow contingency planning

•

Easy to spot if something is going wrong

•

Revise it!

Remember it!

Create a mind map of uses for workplans. Place the word ‘workplans’ in the middle, the three main uses of workplans as nodes branching off, then add media-based examples to each.

•

It is useful to help manage time, tasks and resources.

•

Workplans have many advantages for people who are directly using them and those who are on the project.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Mind maps

see p. 102

What you need to know •

What mind maps are

•

What a mind map can be used for

•

How the effectiveness of a mind map can be improved.

Anyone can have an idea, but there are documents available that help to structure and develop those ideas, such as a mind map.

What mind maps are A mind map is a diagram created to support the generation of ideas and organise information.

•

It helps to break down or develop ideas step by step.

•

It will contain a main idea in the middle of the diagram, inside a shape.

•

Shapes that contain information are called nodes.

•

Lines that come away from those nodes are called branches.

•

Two types of mind map 1

Physical mind maps can be completed by hand.

Digital mind maps are created using digital computer software.

What a mind map can be used for Summarising requirements

Thinking through complex scenarios

Ideas generation

Taking notes

Audience research collation

Uses of mind maps

Problem solving

A mind map’s effectiveness can be improved by making it detailed, specific and by using nodes and branches to break down a problem into all the areas that need to be worked on.

Revise it!

Remember it!

Create a mind map that breaks down how to create a mind map both by hand and digitally. Label the nodes and branches.

•

Mind maps can be created digitally or by hand.

•

Mind maps have many different uses.

•

They are made up of nodes and branches .

•

They need to be specific and detailed.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Mood boards

see p. 103

What you need to know •

What a mood board is

•

What a mood board can be used for

•

How a mood board’s effectiveness can be improved.

Mood boards can be used in the ideas generation stage to gain inspiration or find out more about the feel or tone of a product.

What a mood board is A mood board is a landscape collage of overlapping elements.

•

It includes images, fonts, colour, material, sounds and video clips.

•

It conveys information about a tone, theme or feel.

Two types of mood board

•

Physical mood boards can be completed by hand.

Digital mood boards are created using digital computer software.

What a mood board can be used for Ideas development

Gain inspiration

Uses of mood boards

Develop a look, tone or feel

Target audience information

Find out about competitors

A mood board’s effectiveness can be improved if the content is related directly to the brief and only focuses on one aspect or area of it.

Revise it!

Remember it!

Search online for ‘mood boards’. Then create a document with a selection of mood boards and explain which area of the brief each focuses on. For example, a mood board might focus on a target audience/genre.

•

Mood boards are useful tools to find out information about tone, look or feel.

•

They contain different elements.

•

They are creative and unstructured.

Revision Guide

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

Cambridge Nationals Creative iMedia Revision Guide and workbook

Articles inside

TA3: Pre-production planning

TA2: Factors influencing product design

What to expect in the exam

Planning your revision

Your Revision Guide and Workbook

Revision techniques

TA1: The media industry

Getting ready for the exam