The aim of this unit is to develop understanding of and skills in the design and production of onscreen graphics and indents for television using the appropriate technologies of image manipulation and production.
  • Students will have an awareness of motion graphics principle.
  • Be able to prepare a motion graphics proposal
  • Produce a motion graphics outcome
  • Use presentation methods and evaluate their practice
3D animators are responsible for the portrayal of movement in computer generated imagery motion. Most often this is applied to give life to characters and creatures, but sometimes animations are applied to other elements such as objects, scenery, vegetation and environmental effects.
Students learn the art of modeling to create environment appealing and convincing to pull the audience in yet light enough to put 3D Characters in. They learn to design 3D environment for different themes and how to rig different aspects of these environments to work as prop for 3D Characters later incorporated into them. Learners will develop the skills to produce work of good aesthetic quality and to prepare 3D models for render into movie and broadcast virtual environments.
By the end of this unit students will be able to:
  • Plan and manage the development of 3D models to meet requirements of a brief
  • Apply texture maps and shaders to 3D models to meet the requirements of a specific media context
  • Present finished 3D models for a specific media context.
By the end of this unit students will be able to:
  • Learn the assets of human and animal forms and how they are modelled in 3D software
  • Use industry-standard tools and techniques to model assets and characters in response to a given brief
  • Apply lighting, materials, textures and shaders to 3D models in preparation for rendering, in response to a given brief
  • Present 3D modelled assets and characters, output in a format suitable to a final media production, based on a given brief.
  • Different types of animation & how to apply them in a production
  • Create animations for use the within a production, presenting them in a suitable format for a client.
  • Students will learn the process of animating characters and scenes
  • Explore the development of body and facial animation of character for cinema, television and entertainment
  • Students will engage with the different processes and stages of creating animations
Scripting skills are required by 3D modelers and animators to automate repetitive procedures, create new tools within a given 3D platform and to simplify cumbersome or complex tasks which reflect common industry practice. Learners will develop scripting skills and techniques to explore the manipulation and animation of 3D objects, devise and execute tools in 3D applications. Learners will also develop the ability to refine and reflect on their own work and this is an important and professional skill for a career in the creative media production industry.
  • Students will develop the process to create assets and apply necessary techniques to get the look of a high-poly model.
  • Perform different processes to create textures and maps
  • Use rendering engine to create images and insert different bitmaps
  • Apply lighting techniques to visualize the models with a high level of detail.
In this unit learners will cover the practical skills used in the design and production of visual elements. Learners will apply and develop software skills in a range of applications which incorporate compositing 2D and 3D rendered elements together to a required visual appeal.
Students will learn how to create edits to set mood, communicate information and create suspense, structure and meaning for their productions. Post-production involves the gathering together of raw footage, graphics, images and sound to create a finished production.
Photography and the techniques of lens-based media underpin many of the fields associated with creative media production. Whether in the development of skills for film and television, visual effects or journalism, the understanding of photographic principles enables the processes of preparation, production and communication.
Developing creative film and television ideas into a workable project requires an understanding of the production practices associated with the industry.
  • Explain the features of lighting in cinematography in creating a visual language.
  • Demonstrate the safe setup, operation and control of lighting equipment for motion picture filming.
  • Undertake the activities and responsibilities associated with different roles in the motion picture lighting department.
  • Present dailies/rushes of a motion picture shoot, that shows different approaches to lighting and cinematography.
Film is one of most influential and leading forms of media and, as such, occupies a significant place in our culture. Due to film’s aesthetic, social and political importance, the medium requires serious and rigorous study.
  • Pitch an idea for a film, based on research and analysis.
  • Develop a production plan, including specification of equipment, based on a film concept and treatment
  • Use industry-standard equipment, tools and techniques to shoot and edit a short film.
  • Present a short film production, gathering audience feedback.
  • Investigate the roles and practices involved in script development for film and television
  • Develop a concept for a film or television script Produce a script for a film or television programme, using industry-standard tools and practices
  • Evaluate the market and opportunities for film and television scriptwriters.
  • Students will be able to use industry-standard techniques in order to produce sound for a media product.
  • Student will be to source appropriate sound elements using libraries and their own recordings, track lay and mix down to a brief.
  • Demonstrate MIDI sequencing skills through the creation of a piece of music using a DAW
  • Explore using a DAW to record, edit and mix a piece of music using original recordings only
  • Compose a drum programme or rhythm-based composition using MIDI and sampled drums
  • Compose a piece of music with loop-based sequencers in the context of live DJ performance or contemporary production techniques.
This unit gives learners opportunities to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project. The unit requires learners to select, plan, implement and evaluate a project and present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints to produce an acceptable and viable solution to an agreed brief.
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