UNIT 36: LIGHTING TECHNIQUES
Unit 36: Lighting Techniques Level: 3 Unit type: Internal Guided learning hours: 60
Unit in brief This unit will focus on the use of lighting in creative digital media production and the way it can have a dramatic impact on the audience of a product.
Unit introduction There have been huge steps in the fields of colour correction and post-production to enhance the look of footage after it has been captured but the role of lighting for moving image and photography remains extremely important for professional producers. In this unit, you will investigate the use of lighting and its purpose in a range of media products. The lighting used in a popular music video is likely to be very different to the lighting used for the studio of a TV news programme but both are important elements of the production design of each media product. The ability to understand how lighting helps create meaning in a media product, or how it is used in a purely practical sense to light important aspects of the programme, will lead to you designing lighting setups for given purposes. It is important that you understand commonly used setups and the components of a lighting design for a media product. You should be able to practise on equipment and learn how to safely set up lighting kits, experimenting with different colours and effects. The skills you explore in this unit can be broadened and expanded by seeking a role in the industry or can be developed by progressing to higher education.
Learning aims In this unit you will: A Understand how lighting creates meaning in media production B Investigate the technology and lighting techniques used in the industry C Set up lighting equipment safely for a range of purposes.
Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
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UNIT 36: LIGHTING TECHNIQUES
Summary of unit Learning aim
Key content areas
Recommended assessment approach
A
A1 The use of lighting
A report (or recorded voice over edited clips), analysing a range of media texts and their use of lighting. A presentation identifying different uses of lighting.
Understand how lighting creates meaning in media production
techniques to create meaning in media products
A2 The relationship between lighting and genre
B
Investigate the technology and lighting techniques used in the industry
B1 Different types of lighting
A workbook recording different procedures for the setup of lighting equipment.
B2 Examine commonly used
Practical work and observation records of learners’ workshop practice.
equipment and their purposes lighting setups
A log of skills development. Test images/test footage of different lighting setups.
C
Set up lighting equipment safely for a range of purposes
C1 Requirements of different media products
C2 Planning lighting scenes, selecting and deploying equipment
C3 The safe use of lighting equipment
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A practical project encompassing lighting setups for three distinct media products. Working documentation to include risk assessments and planning documentation.
Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
UNIT 36: LIGHTING TECHNIQUES
Content Learning aim A: Understand how lighting creates meaning in media production A1 The use of lighting techniques to create meaning in media products Lighting is used in a variety of ways and for a variety of purposes in media products.
• Functional purposes of lighting: o lighting people to provide flattering images – lighting interviewees for non-fiction
broadcast products, soft lighting to give less shadow, high-key lighting to provide even illumination of subject
o o o o
lighting to illustrate elements of a background to provide information to the audience practicals – onscreen sources of light from within the world of the product provide contrast from other setups – in music videos highlight products – in advertisements.
• Artistic purposes: o low-key lighting, use of shadow, the ‘Rembrandt’ effect, modelling of light, uplighting, spotlighting
o lighting to establish a setting, time of day o lighting to reflect natural conditions – moonlight, daylight through a window, fire etc. A2 The relationship between lighting and genre Many genres of media product have typical lighting setups that have become synonymous with the type of production.
• Film noir: o low-key lighting o use of shadows to frame subjects o shadows from blinds to obscure faces o chiaroscuro lighting. • Horror: o use of shadow o atmospheric effects o obscuring of detail to provoke imagination. • Music video: o performance-based spotlighting o strobing o lighting to convey mood o lighting to create contrast. Learning aim B: Investigate the technology and lighting techniques used in the industry B1 Different types of lighting equipment and their purposes There are a number of commonly used devices involved in lighting moving image products in the industry.
• Portable lighting equipment: o redheads o blondes o practicals o reflector boards o scrim/diffuser o gels.
Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
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UNIT 36: LIGHTING TECHNIQUES
• Studio lighting: o spotlighting o floods o gobos. • Quality and positioning: o hard and soft light o key, fill and back lighting o directional lighting o temperature – daylight 5600 °K, tungsten 3200 °K. B2 Examine commonly used lighting setups There are a number of commonly used lighting setups used in professional productions. Lighting setups:
• • • • •
three-point lighting four-point lighting stage lights lighting for portraiture lighting for factual programming.
Learning aim C: Set up lighting equipment safely for a range of purposes C1 Requirements of different media products Each media product has specific requirements of lighting technicians.
• Genre: o music video o noir o horror o factual o news. • Brand identity: o TV advert o corporate video o highlighting product. C2 Planning lighting scenes, selecting and deploying equipment
• Lighting on location: o location recce, power points, positioning o cabling o risk assessment o booking equipment o lighting plans. • Studio lighting: o lighting control o use of dimmer racks o focusing and positioning.
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Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
UNIT 36: LIGHTING TECHNIQUES
C3 The safe use of lighting equipment
• Defining hazards: o hazards to crew o temperature of equipment o distance from subject o risk of fire o risk of electric shock o trailing cables. • Correct procedure for lighting setup: o sequence of operations o checking of equipment o conducting risk assessments.
Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
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UNIT 36: LIGHTING TECHNIQUES
Assessment criteria Pass
Merit
Distinction
Learning aim A: Understand how lighting creates meaning in media production A.P1 Explain how lighting is used to create meaning in media products. A.P2 Explain the relationship between lighting and genre.
A.D1
Evaluate the relationship between lighting and genre in creating meaning across a range of media products, using well-chosen examples.
B.D2
Explore lighting equipment and setups creatively and confidently for different purposes.
C.D3
Plan and set up effective and creative lighting for a range of different media products.
A.M1 Analyse the relationship between lighting and genre in creating meaning across a range of media products.
Learning aim B: Investigate the technology and lighting techniques used in the industry B.P3 Explore the equipment used in creating lighting for media products.
B.M2 Explore equipment and lighting setup effectively for different purposes.
B.P4 Explore lighting setup for different purposes.
Learning aim C: Set up lighting equipment safely for a range of purposes C.P5 Plan the requirements of a lighting setup for a particular scene in a media product. C.P6 Set up lighting equipment competently for a given purpose.
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C.M3 Plan and set up lighting equipment effectively for a given purpose.
Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
UNIT 36: LIGHTING TECHNIQUES
Essential information for assignments The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website. There is a maximum number of three summative assignments for this unit. The relationship of the learning aims and criteria is: Learning aim: A (A.P1, A.P2, A.M1, A.D1) Learning aim: B (B.P3, B.P4, B.M2, B.D2) Learning aim: C (C.P5, C.P6, C.M3, C.D3)
Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
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UNIT 36: LIGHTING TECHNIQUES
Further information for teachers and assessors Resource requirements For this unit, learners must have access to:
• portable lighting kits comprising three portable lanterns (such as redheads), stands, power extension cables and diffuser materials
• a selection of gels and filters to enable learners to experiment with colouring • camcorders or film cameras with manual exposure and white balance functions to record the lighting work accurately.
Essential information for assessment decisions This unit is assessed internally by the centre and externally verified by Pearson.
Learning aim A For distinction standard, learners will analyse the way that lighting has been used in a range of media products and across different genres, demonstrating an understanding of the intentions of the filmmaker and the effect that lighting has on the audience. Their evaluation will be supported by well-chosen examples from a range of media texts. They may say, for example, ‘In Oliver Stone’s Natural Born Killers, Mallory’s seduction of a gas station attendant is lit with hyper realistic green lighting that is similar to what might be used in a music video. This makes the scene seem glamorous and might make the audience feel more comfortable with what is happening (almost seduced themselves) in contrast to the following scene, lit with very harsh, bright natural sunlight and almost overexposed, where we find out what has happened to the attendant. This scene, the following day, feels very realistic and is lit as if it were part of a documentary.’ For merit standard, learners will coherently analyse examples of the relationship between lighting and genre in a range of media texts. Their description will be accurate yet there will not always be a clear comparison between the way lighting is used across different genres and formats. They may say, for example, ‘In Oliver Stone’s Natural Born Killers, there is a scene in a gas station that is lit as if it is in a music video. The next scene is very brightly lit, with no shadows, and feels like a documentary.’ For pass standard, learners will clearly describe how lighting is used across a range of media products. Their work will mainly be descriptive and will not necessarily compare and contrast the lighting in different genres or formats. They may say, for example, ‘In Oliver Stone’s Natural Born Killers, there is a scene in a gas station that is shot in green lighting. The next scene is shot with bright natural lighting with little shadow.’
Learning aim B For distinction standard, learners will creatively and confidently use a range of lighting equipment and setups. They will demonstrate their ability to select and use particular setups that are best suited for the different purposes and the different effects that can be produced in a range of situations. Learners will be able to support this by saying, for example, ‘The commonly used three-point lighting setup works well in interview situations for documentary and current affairs programmes. The back light is used to give depth to the subject. When we experimented with switching this lamp off, the person appeared to be flat against the background, making the programme less realistic for the audience. Audiences are used to seeing well-lit subjects in these situations so a poorly-lit interview would be distracting to the viewer.’ For merit standard, learners will produce evidence that shows their understanding of the uses of different setups and the differences between types of equipment used for different purposes. They may say, for example, ‘The fill light in the three-point lighting setup stops harsh shadows on the subject. We managed to replicate this effect without a lantern by using a reflector board held close to the subject’s face but out of the camera shot, angling the light back from the key light.’
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Pearson BTEC Level 3 National Diplomas in Creative Digital Media Production – Specification – Issue 1 – February 2016 © Pearson Education Limited 2015
UNIT 36: LIGHTING TECHNIQUES
For pass standard, learners will use lighting equipment and setups ably, showing their understanding of the uses of some basic lighting setups, components and techniques and how they differ according to purpose. They may back up their choice by saying, for example, ‘We used ‘scrim’ or diffuser over the fill light so that the light was softer and not so harsh on the subject’s face. It produced a good effect.’
Learning aim C For distinction standard, learners will provide evidence of extensive experimentation into lighting, having set up lights for a range of purposes and recorded what was successful and how this effect was achieved. Their record or log of understanding will be accompanied by footage (or images) that shows their working, as well as an evaluation of whether their approaches were successful. Learners will clearly plan to light scenes for particular purposes and provide evidence of successfully creating the intended effect for a range of purposes. They will support this with risk assessments and procedure lists to enable their safe use of equipment. For merit standard, learners will set up lights for a range of purposes and effects, recording evidence of their achievement. Their record or log of understanding will be accompanied by footage (or images) that shows their working as well as their discussion on whether their setups are fit for purpose. Learners’ decisions may not always be accurate, for example they may set up lighting that is not necessarily appropriate for a particular purpose, although they will usually make the right decision. They will support their planning with risk assessments and procedure lists to enable their safe use of equipment. For pass standard, learners will plan to light a particular scene, providing lists of equipment and positions of lights. Their understanding of the desired effect to be produced by these plans may not always be accurate. They will provide risk assessments that demonstrate their safe use of lighting equipment. Learners will put their plan into action by setting up lighting equipment for a particular purpose. They will ensure that the appropriate equipment will be selected for the given genre/purpose and that all safety measure will be carried out correctly when setting up the lighting.
Links to other units This unit links to:
• Unit 20: Single Camera Techniques • Unit 23: Stop Motion Animation • Unit 35: Multi Camera Techniques.
Employer involvement Centres may involve employers in the delivery of this unit if there are local opportunities. This unit would benefit from employer involvement in the form of:
• guest speakers • opportunities to visit suitable exhibitons.
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