UAL Level 3 Extended Diploma

Unit 13: Unit 13: Extended project in creative media production

The Final Major Project (Year Two)

STATEMENT OF AIMS

FMP unit is the summative unit in the final year of the two-year qualification. It
will provide students with a measure of self-directed learning through the
completion of a substantial creative media production and technology project.

The unit requires students to apply the skills, knowledge and understanding
developed over the entire course, to complete a creative media production project. It
will provide students with a measure of self-directed learning, and an opportunity to
further clarify their longer-term goals through their choice of an activity to explore in
greater depth.

Name Alex Lambert

Disciplines Photography, audio

(primary/secondary
)
(e.g. video,
animation, sound,
photography, 3D,
etc)
Project (e.g. short
film, music video, Stop-motion photography animation
animation,
documentary, advert,
branding, etc.)
Section 1: Rationale (minimum of 100 words)
Throughout this course, I have heavily expanded my knowledge of media and its
individual sectors whether it be animation, video, photography or marketing and
advertising. I feel that I know a great deal more than I did before doing this course;
especially experience wise as, before this course, I had very little experience doing
anything media related. I would say that this has definitely given me more
confidents going into each project as, with each one, I am able to bring more and
more of my experiences into it.

Before this course, the only media experiences I had was a small bit of photography
and using photoshop. So, this was something that I knew I had an interest in and it
was something I was particularly looking forward to doing. In year one, Rob started
us on photoshop showing us the very simple tools. Despite knowing most of this
stuff already, I enjoyed going back over these tools and working in photoshop
because, as I said before, it was something I knew I had a passion for. In addition
to this, we started a short photography project with Steve. Despite it only lasting a
few weeks, I found it really interesting, and I really enjoyed learning more about the
camera (how to use it manually and everything that comes with that) and
photography as a whole. I think this was the project that impacted me the most as it
is what I plan to do at university, and it was the sector of media that interested me
the most. This project helped me to learn a lot more about the camera, more
specifically, using it manually.
More recently, in year two, I worked on a photography project where we had to
document the progress of rewilding land. I felt more comfortable and confident
using the camera since year 1. This is due to the course and gaining some more
experience doing some personal photography and building up a portfolio during the
summer holidays. However, I really enjoyed this project and getting used to having
more freedom with the shots I took, the way of suing the camera and trying out
different lenses. As well as this, I had some of my first experiences using Lightroom
classic. I had used lightroom before very briefly, but I feel I know much more about
it than I did before doing this course. In fact, I plan on Lightroom playing a big part
in my FMP.

Prior to this course, I had done absolutely no animation in any way and didn’t really
have much interest in it. However, going into the course, after a short time doing it, I
realised that I enjoyed doing animation. Slowly, I learnt how to use the software:
adobe animate. In the space of the first year, I went from only being able to animate
a simple smiley face to a sun and cloud moving in the sky to including it in my FMP
and creating an animated sunrise with clouds. So, by the end of year 1, I could do
simple tweens and stop-motion and I felt fairly confident in making a simple
animation; I was pleased with this as I had no previous experience with this. Moving
into year 2, at the start, it was pretty animation heavy as I was using it for the
ambient loop, of course, and for the title sequence as well. This did help me
discover new things about animation and animate as I wanted to use a wider range
of techniques in my animations. However, I was also able to improve my photoshop
skills for the ambient loop using things like the lasso tool and magic want etc. I
would say I have a greater understanding of how animation works after all these
projects, especially things like animated movement and speech.
Like animation, I had no previous experience with video editing and only had very
simple skills when it came recording a video. But, like photography, it was
something I had a passion in and something I always wanted to do. The first time I
ever used premiere pro was editing the lanyard scooter. It was on this project where
I learnt the very basics of premiere pro and, by the end of it, I was fairly confident in
simply placing clips in the timeline, cropping them and adding very simple effects.
After this, we did some groupwork to create things like short films and adverts. Not
only did I feel that this helped improve my teamwork skills, it also made me feel
more comfortable with the video camera- how to operate it and experimenting with
different shots. Of course, once we got the footage, we took it into premiere pro
which allowed me to grow my premiere pro experiences and skillset. As well as this,
I used after effects for the first time in these projects- I had no experience with this
prior to the course but I now feel very confident in using it for projects. So, video
really helped me gain a strong knowledge and understanding of a variety of
software and using video cameras. Therefore, when it came to our specialist
subject, where we had to make a documentary on something in media, I was very
confident with editing it and really enjoyed the process.

Another skill I would say that I have improved on are my writing skills. In year 1, we
learnt about advertising with Mike. I really enjoyed this as I had always been
interested in advertising and marketing. One task was to write an essay about a
certain advert: I chose the “Guinness- rhythm of life” advert. Not only did this help
improve my writing skills but also my research skills too. Then moving on from this,
we had to say what our strengths and weaknesses were at the start of the course
and what we wanted to improve on during the course. This helped me gain an
understanding of what skills I needed to improve on.
Moving into year 2, we focused more on progression and getting ready for
university. I wasn’t too sure how to do this but now I know about using UCAS,
writing a personal statement and improving my website building skills through
creating a portfolio. I also got a better idea in what career I would like to pursue
after university and what I would like to do at university. I used my experiences in
each sector of media (animation, video, photography etc) to decide what I enjoy the
most and what I want to study further. In addition to this, I am more confident with
interviews now because of my understanding of the skills needed for them and how
to use them.

Section 2: Project Concept (minimum of 200 words)

My initial concept for my FMP is to make photo collages of popular musical figures
throughout the decades and have parts of the montage move through stop-motion
as a yellow submarine moves across the montages and across the decades. The
moving of the yellow submarine will also be done in stop mo. The yellow
submarine will be what links all the montages together and therefore ties in the
whole video. I also plan on making the collages mainly black and white with some
colour so the things with colour stand out and I want the size of them to be A2. The
aim is to present the 60’s, 70’s, 80’s and 90’s of music in these collage with
moving parts. It would be cool if it could look like the submarine was flawlessly
moving across the montages s it moves through time and music over that time. I
want the montages to be physical things. What I mean by this is to make it in
photoshop so I can resize everything and then print each thing out individually so
that the montage has layers, and the moving things stand out more from the non-
moving parts of the montage and to make it look more handmade.

Section 3: Evaluation – How you plan to record your progress (minimum of 100
words)
I aim to do this in variety of ways. One of these being my daily reflection log which
I want to keep updated as much as possible. I plan on using the “tips for daily blog”
document on Moodle to make sure I am covering all that I need to on the blog. As
well as this, I will add any YouTube videos or websites that I have visited for my
research. At the end of the project, I can use the evaluation to go over what I have
done, what I could've done and what I like/dislike most about the finished thing.
For my planning, I will do all the pre-production paperwork needed and do a bit of
location research when it comes to facilities and weather a little closer to the shoot
date. Some of this paperwork includes a location recce; this is to learn about the
best locations to shoot at and then learn about the locations more specifically like
facilities, accessibility and any possible hazards. A production schedule; this will
help me plan out my time at the shoot and so I can possibly plan it around good
weather for example.
Like my overall progress, I aim to include any changes my project goes through in
my daily reflection log, but I can also include this in my research if there is a
change of path to my research. I can mention any changes in the evaluation as I
go and then, closer to the end, I can reflect on this and see how it turned out.

Section 4: Proposed Research Sources

A big resource that I plan on using is YouTube. This will be to mostly research the
stop-mo. photography aspect of it. Any tips from people that are well experienced
in this technique. In fact, I have already watched on a video on this on YouTube on
stop motion photography
How to Do Stop Motion Photography
https://www.youtube.com/watch?v=knLaovT6L0E
How To Do Stop Motion Photography - Frame Rates
https://www.youtube.com/watch?v=Bzr2EENyof8

As well as this, I also aim to research some individual photographers who

specialise in stop-motion photography. One of these people being Trisha Zemp.
She is a specialised stop-motion photographer and has worked with many clients,
with some being some massive brands. She is also the photographer that featured
in the YouTube videos I linked above about stop-motion photography. I have
already looked through her website to find any tips she gives and to look at her
portfolio for any inspiration.

In addition to this, I aim to include some primary research through surveys on

Microsoft forms and in general, asking people what they think about my idea and
anything that I could add to it.
Section 5: Equipment Required
 - Camera
- Tripod (possibly 2)
- Adobe software (Lightroom Classic, Photoshop, Premiere pro, possibly
aftereffects and bridge)
- Lights (Not too sure what type but this project will need artificial lighting for
overall consistency)
- Materials and props (stuff like tissue paper, cardboard etc.)
- Printed out photos
- White sheet to cover table for background of the photos

Section 6: Resources Required

- Access to chosen locations
- Variety of software (adobe, office etc.)

Section 7: Skills to develop/learn

- Photography skills (manually using a camera, finding the right shot)
- Lighting skills (a big thing for this project is that the lighting will have to be
consistent as possible for the stop-motion to look realistic. This will more
than likely be done with artificial lighting.)
- Creativity skills (to come up with ideas for the stop-motion side of it like
waves made from tissue paper and being able to execute these ideas.)
- Time management skills (to make sure that I can plan the stuff I have to do
out well so no part of it is especially rushed.)
- Lightroom Skills (It is a software I have only little experience with, and I plan
on using it. A lot in this project.)

Section 8: Personnel and responsibilities

I plan on doing this project mostly myself possibly with some help from family
members but still the majority of it being myself. This means that I will hold a lot of
the responsibilities when it comes to deadlines, how good it looks and equipment.

Section 9: Intended audience and context

Because this project sort of links photography and animation (stop-motion), my
target audience could be quite varied. However, I intend on having a fairly young
target audience with interests of both photography, animation and any topics I talk
about in the video.
I think that a wide variety of people, especially people who like older music and the
artists behind it. I also think people that enjoy stop-mo photography and people
that have an interest in all that.

Section 10: Creative Mindsets

Creativity- Despite stop-motion photography not being a completely NEW idea. I
want to put my on twist and influence on it through my photography, animations
happening around it and audio. I have never done anything like this before so it is
new to me and mistakes, most probably will happen. So, it is important to give
some more time in my schedule just in case this happens.

Critical Thinking- Similar to coming back from mistakes, I will have to do some
critical thinking on how I can problem solve to find a better way to move forward in
production. In addition to this, I will need to open to new ideas as I progress in the
project and I may have a better idea than the original or altering them slightly.

Collaboration- n/a

Risk Taking- I think that there will be a strong element of this, especially because
it’s a new experience for me. However, learning from mistakes will be key as it
would save more time in the later stages of my project and could improve it as a
whole as I may know a certain technique or method that improves my project
through a mistake.

Ownership- Because I am doing very little collaboration on my FMP, I have a lot of

the ownership and responsibilities for it like the schedule and equipment needed
etc. I will be working independently for the large majority of this project with some
help from family members but when it comes to decision making and things like
that, I will take ownership over that.

Problem Solving- I think this is probably the most important creative mindset out of
all of them as good problem solving can be really beneficial to the quality and
efficiency of production.

How to successfully complete a final major project

1. Do something you enjoy – look back on projects this year and think about
what skills you’ve learnt and which you have really enjoyed. What job would
you like to do in the future? How can you apply it to your project? Pick a
theme or themes which you can connect with.
LOVE YOUR PROJECT

2. Do lots and lots of research – primary and secondary are both essential.
Use a wide range of methods and resources, such as questionnaires,
surveys, interviews (Primary), and researching the work of professional
practitioners and techniques (Secondary).

3. Manage your time – Just think how fast this year has gone so far. Plan
ahead and don’t fall behind. MAKE USE OF INDEPENDENT STUDY TIME.

4. You must document everything what happens as you go along. Your entire
journey from start to finish should be fully recorded. Describe and analyse as
you go along. Every aspect of your project should be fully considered. Your
Planning and Schedule will be vital to the success of your FMP

5. Research, design, experiment, build, evaluate. Your project should evolve

over the allotted time. Be flexible and adaptable if your FMP decides to go in
 a different direction than first intended. Ensure you record all developments as
the project develops.

6. Critically analyse and evaluate – this will refer to the research you
undertake, the pre-production, production and post-production. Don’t just
describe but analyse, interpret, research and evaluate.

7. Listen to advice from your lecturers in formative assessment sessions

throughout the project. You might just find that as we are used to marking
work, we know what the requirements are to make good/exceptional projects.
Remember, your work will be graded at Pass, Merit or Distinction, so aim
for the best grade you can and take advice on board when given.

8. You are being graded against SEVEN Learning Outcomes, so you need to
ensure that you do the very best in each of them to achieve the grade you
may require, so pay close attention to all parts of the FMP