Make It Live Journal Robbie Bowring 10M2

12th January 2017

Today we finally started building upon the script and adding all of the information onto a camera script. I also helped film some evidence for group 1's stage crew. I couldn't work on my journal on that day a lot due to the help the other group needed for their evidence. During this time of recording, I was able to see how a camera operator could work under pressure and practice for a take.

Job Application Letter

Dear Ms Stanton,

I was assigned as a camera operator and I believe I was qualified for this role. I believe this role requires a lot of skill using a camera which I do have experience with. I have been using a canon for over 3 years now using it mostly for extra school activities and for hobby purposes. In the last unit I was working in a group for a horror short film. In that time, I helped set up the equipment for the filming including the camera. I am also used to working in tense situations with being apart of a band that plays performances at least 3 times a week and I work for my mum during final shows for her dance academy. I am sure I can work in tense situations and have a backup plan if one of the camera operators goes out of focus, points in a different direction etc.

I am sure I am completely for the challenge of being under pressure with certain errors and camera autocue mishaps. I am willing to fully commit to be the role of a camera operator and I will do my best to make sure we have some good scenes for the final take.

I look forward for hearing your response.

Sincerely,

Robbie Bowring 10M2

Role of a camera operator

The role of a camera operator is to work with a digital, film and electronic cameras which produces required shots by combining the use of intense skill and use of complex technology with very understanding and creative visual skills. The usual camera operator works under a director/director of photography and might be supported by a camera assistant. The camera operator in a studio usually follows a piece of paper with all shots in order usually called a camera script. This shows the exact moments and scenes the camera operator has to cut to wether it is a head and shoulder shot, waist shot etc. Camera operators are usually given rehearsal time to practice all the given shots by the director and is cued in time with the scenes. Skills of a studio camera operator is when a change of plan happens where the director might change what he wants and has to act swiftly and effectively to achieve it. Other camera operators might have to operate live outside of studios and work as part of a team, usually during critical events and music performances. Also, camera operators could film on location where there is more of an opportunity for creativity to flow with suggesting shots to the director. Camera operators also have a responsibility of planning shots, offering advise on how to best do a shot with lighting and angle possibilities, studying scripts to memorise the right shots at the right times and most of all finding solutions which could happen with technical or other practical problems. As a camera operator, a good relationship with the crew is important to withstand a good performance on stage and backstage.

textual analysis

The visual appeals creative with its colourful background and its artistic use of shapes stands out to show the reader how it could look homemade and anyone could do it.

It is designed to appeal to the target audience by having a fun layout with a very good animated cut scene with all the ingredients making it look playful and simple to make.

The segment of the show is branded as the make by showing 2 presenters making cupcakes while also showing the audience how fun and simple it is. It is organised to enable for the show to smoothly flow by laying out everything with meaning and that they have enough space to make the pizza cupcakes. The visual appeals nicely as it is carefully laid out to show the viewer the specific tools to make a cupcake. The table shows completed examples of the make to identify the viewer of the possible outcomes of the make if done correctly with the presenters. The ingredients are listed using a animation to list the ingredients while the presenters are reading them out to the readers. The identity of the programme is communicated is by the logo on the aprons as you can see a pirate ship. Graphic elements in Blue Peter use 360 degree commissioning by advertising on the internet and vast kid shows to encourage kids to bake and make with their parents. In the video there are 2 presenters, but there is one presenter who is taking more of the lead.role than the other. The other presenter ( the male one ) is standing back and observing. The presenters are wearing aprons over casual clothes, this shows they are a little more laid back and this is aimed at a younger generation and not so formal audience. They tend to talk to each other and into the camera and their tone of voice is a friendly tone and not only is it warming it also shows the viewers at home that they have good personalities and that they are enjoying doing this for the viewers. The tone of the presenters is very friendly to show the viewer that the presenters are friends of each other and they are willing to create something special with the viewer. The style of language used by the presenters is very welcoming and passive making the viewer want to make a pizza cupcake with the presenters. These choices ensure that the target audience of young people baking with their parents is very welcoming and ensures that the target audience is having fun with baking pizza cupcakes. The language is used to motivate the audience by using very passive language to make the audience happy and excited for the bake. They have very encouraging voices seeming like they are friendly and playful so that encourages you to make the make.

In this video there were multiple camera shots, but the two on the side were moving around to get more angles Some of the functions of the shots show the presenters making the cupcakes, a medium shot of them talking and a broad, wide shot showing the presenters, the table and all their equipment they are going to be using for the make. They used 3 camera to make the shots possible. One camera was where they just focused on the presenters, the second was focused on the table and them making the cupcakes and the third was just an all round moving camera to get multiple shots. Some of the techniques to condense the time needed to do the make is by the floor manager indicating which camera to look at so it makes the presenters get ready for the next scene. Also, if the presenters forget their script or the autocue is not working, they could improvise which could save a lot of time instead of trying to memorise the script or to fix the autocue. The shots are indicated by a floor manager who indicates the camera the presenters have to look at during a scene or during an animation. In Blue Peter, there is only an ingredients animation to indicate which materials you need to create the make, which in this case, are cupcakes.

This provides structural variety by showing how the presenters can be on screen during the whole make without having a break during a autocue animation. These segments are indicated by the floor manager to switch camera to look at while the presenters talk.

The make it

distribution

We will ensure full broadcast to our intended audience by advertising in leaflets and in a possible school magazine. We could also create a Facebook page and post advertising information on our wall. We will also be posting information about our make on other platforms of social media. Our target could possibly find our material throught family members or their personal electronic device e.g laptop, phone etc.

Credits:

Created with images by NASA Goddard Photo and Video - "Amateur and Professional Astronomers Team Up to Create a Cosmological Masterpiece"

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