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My main source of primary research was a survey I created on Survey Monkey. I only received four responses, however, I gathered enough data to provoke the advent of a prevalent modal answer value for my quantitative questions. I discovered from my research that children, particularly those of my target audience of 0-11 year olds, enjoy action or sci-fi themes, as well as wrestling, and fairy tales.

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Oliver here's your work/tracking; as it stands you're still at a REFER
The boxes highlighted a dash means it's non essential.
Also ,issuing is your peer feedback/focus-groups

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1) Is the animation at industry standard quality?
"Yes, the movements are professional."

2) How does our EBook compare to those of other groups?
"I think the EBook had a lot of potential, but didn't fulfil it. There wasn't enough animation, therefore the story was difficult to understand."

3) Would you purchase this EBook?
"I would not purchase this EBook in its current state, however I would buy it for my little brother if it had a proper start, middle, and end."

4) Do you think our target audience of 0-11 year olds would enjoy our EBook?
"I think the EBook could be somewhat educational, and therefore suitable for the enjoyment of 0-11 year olds."

5) Does our EBook's audio meet professional standard?
The script and voices seemed professional, however the foley and soundtrack is bad therefore I don't believe it is of a totally professional standard."

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Garden of Eden - Unit 5&6 Creative Media Diploma

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Animation made by Matthew Gowenlock and Oliver Thomas telling the non-biblical story of the Garden of Eden for our Unit 5&6 of the UAL Diploma in Creative Media Level 3.

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Visual Experiments - in response to research

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Visual Experiments - in response to research

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In response to my focus group research, I decided to create a colourful, cartoon-style backdrop for our future EBook

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Minutes and Meetings - 29th February 2016

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Minutes and Meetings - 29th February 2016

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Minutes and Meetings - 4th February 2016

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Minutes and Meetings - 4th February 2016

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LO: Be abel to evaluate solutions to an audio/visual -based problem in creative media production.
- Understand and analyse the structure and content of an evaluation

- Complete my evaluation by managing my time effectively. I have ten more subheadings to fill which, if I push myself and stay motivated, I'm sure I can complete in a short amount of time.
I have completed my evaluation, all I have to do now is prepare to present my work on Thursday.

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LO: Be able to evaluate solutions to an audio/visual based problem.
- Understand and analyse the structure and content of an evaluation.
- Task: Begin writing evaluation
- Extension Task: Analyse evaluation writing against the PEE method & GC
- My personal target it to complete or to be near completion of my evaluation.
I began writing my evaluation today and have concluded three out of thirteen of the subheadings within the evaluation itself. Next Monday I will try to work at a quicker pace to get this to completion.

Podcast Analysis Language
Chris Stuckmann's reviews on Drive and Whiplash both differed in style. His Drive review or analysis was very in depth and he not only described but also evidenced and explained each of his points. Stuckmann's review of Whiplash was less of an analysis and more of an informational video for people interested in seeing the film.

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LO - Be able to use an integrated approach to an audio/video based problem in creative media production.
1) To identify team responsibilitiesrequired to solve a visual/audio based problem
2) To apply practical skills, understanding and methods to solve a visual/audio based problem.
- Begin the animation process.
Today Matthew and I began the initial animation process of our e-book. We added a text intro that reads "The Garden of Eden", which is the title of our story. We also added some small animations introducing the main characters, the rose and the thorn bush. Finally we added some ambient sound, birds tweeting, water running, etc. to simulate the outdoors garden atmosphere, mixed with some calm music that keeps the tranquil theme going. Completing these steps have helped push us closer towards our final product, now we only have to complete the animation process and add some character dialogue

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To apply practical skills, understanding and methods to solve a visual based problem.
1) peer assessment
2) production meeting
3) complete team targets
4) screenshot/photograph
- focus group questions prepared
- hold focus group
1) write up focus group notes
Extension task:
Organise padlet page
I compiled the images into a still of my first scene, once I integrate the audio onto my final cut project I can begin to animate the characters around what is being said and described. This means that I achieved my target of beginning the animation process as well as completing my audio.

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LO: Be able to use an integrated approach to an audio/visual based problem in creative media production.
1. To identify team responsibilities required to solve a visual/audio based problem.
2. To apply practical skills, understanding and methods to solve visual/audio based problems.
- Complete recording of narrative and foley sounds for my e-book
Today I completed the foley sound effects and voices for my animated e-book. Doing this means we can complete the animation process more efficiently, because we will be able to match the animation pacing with the speed at which narration is told, and dialogue is spoken.

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LO: Be able to use an integrated approach to an audio/visual-based problem in creative media production
1) To identify team responsibilities required to solve a visual/audio based problem.
2) To apply practical skills, understanding and methods to solve a visual/audio based problem.
Identify your own personal target for the session and review at the end.

Today my group and I completed our production schedules and storyboards for our e-book. We created a detailed storyboard that instructed scene duration, settings, and character placements. This helped in the production of our EBook because it means we have a basic outline of how our final piece will look.

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LO: Be able
to use an integrated approach to an
audio/visual -based problem in creative media production

1.To
identify team responsibilities required
to solve a visual/audio
based problems

2.To apply practical skills,
understanding and methods to solve
a visual/audio based problems

Identify
your own
personal target for the session and review at the end

Homework:

Reflect
on the learning process in Audio developmental diary on Padlet

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To identify key features required to structure a children's book narrative.

To develop team work and planning skills to preproduction activities to achieve near professional standards.

To explore and develop handmade illustration techniques.

To move forward and begin to develop our e-book.

Today I mapped the story for my e-book. This meant that we as a group could both begin to get an idea of where our story is going, as well as begin to write the script for our story. The next step is to begin designing character illustrations and recording the audio for the characters and narration.

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1.To develop primary and secondary research skills to develop solutions to a brief.

2.To understand how to solve visual imaging problems using proportion

MATHS TARGET – Calculating percentages of focus group data

1.Primary Research – Peer focus group Q&A

2.Secondary Research – Mind map & Mood board of ideas

3.Illustration techniques – character sketches using proportion.

In today's lesson we began researching and developing inspiration from other children's stories and e-books. Our most interesting finds were The Twits by Roald Dahl, Peter Rabbit by Beatrix Potter, and The Whale Who Ate Everything by Dan Devoe. These three stories helped inspire us to develop our first e-book idea, we plan to create a small animation about Christmas. Figuring out what our initial basic setting will be has helped us start to begin the production process, as we can now move on to character design.

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Today we made the first backgrounds for our e-books. We began the day by writing out a mind map on what makes a good e-book. The mind map covered the age range of our e-book, the requirements and limitations, among other things. I felt one of my targets for today was to understand the software I'd be working with and how to use it in creating an e-book. I learnt how to turn a real-life image into a cartoon background through Hannah's tutorial on Photoshop. I feel like learning this skill was vital to my project, as I'm not a talented drawer so using a computer software will surely come in handy. To successfully produce my e-book I'll need to begin creating characters, and a theme, as well as a message or a lesson the protagonist will learn that will be taught to the children through reading or watching the book. I will also need to create a few more backgrounds, so that the audience is kept interested.