PROFESSIONAL PRACTICE: Script, Shot List & Storyboard

Script

Below is the script I have put together to get an idea of how the voice over will flow and what visuals and sounds I think would look best with the words. The VO may change in response to Rachel and Steve's feedback but I hope they like what information and research I have started with and it is up to their standards. 

Visuals/sound	Audio
Fade in Shot of the whole of the spade, on table/against a wall outside. Slowly turning?	V.O – “The Fly Tool is a spade-like cutting object…”
Shot of the Medway River/mud or dirt around it Waves and water sound effects	V.O – “…used for digging and loading mud from the Medway River onto barges for the cement industry.”
Someone pretending to use the spade. Background fades to stock footage of the Victorian workers, then working/talking sound effects fade in. Person using spade then fades out and left with just the stock footage of workers.	V.O – “The spade was mainly used by Victorian manual labourers, who were also called muddies. The need for a strong reliable cement boosted due to the increasing engineering works from the late 18th Century onwards.”
Falling chalk onto a table. Slow motion?	V.O – “In the right proportions, chalk…”
Someone playing with clay /	V.O – “…and clay were used to make the strong cement.”
Someone lighting a match / lighter / lighting the top of an oven Sound of initial flame	V.O. – “The materials were broken down and fired in a kiln at 900 to 1200 degrees centigrade…”
Stock photo of mill stones? Crushing powder with something else to show the 'ground to a powder' visual?	V.O – “…they were then ground to a powder with mill stones…”
Powder through a sieve. CU/slow mo? Fade to black	V.O – “…and finally sieved.”
Fade in The shaft of the tool	V.O. – “The Fly Tool has a wooden shaft…”
The grip at the end of the tool, slowly turning	V.O. – “…with a perpendicular top grip.”
The spade shaped end	V.O. – “It is heavily shoed in iron to create a narrow cutting edge.”
The whole tool in shot, slowly turning Fade out	V.O. – “Apart from the iron feature, the rest of the tool is made from wood and it is 1090mm in length and 122mm wide. The Fly Tool is one of the objects which helped make Kent what it is today.”

Shot list

The shot list is purely for my benefit for when I start filming next Tuesday. This way I will be able to refer back to this table and see how I planned out my shots and what action I want in the shot. These camera shots may change throughout the filming day, as I may make different decisions when the spade is in front of me.

Shot number	Shot type	Description of shot
1	MS	Using the tool to cut something imaginary
2	WS – MS	Medway River – waves
3	MS/CU – Stock photo	Person using spade – fades to Victorian workers at the river
4	CU/Slo-mo	On the chalk when it hits the table (a more creative way of showing chalk than it just placed on a table)
5	CU	Of clay in someone’s hands?
6	CU	Ignition of the flame
7	MS	Stock photo of mill stones? Crushing powder with something else to show the 'ground to a powder' visual?
8	CU	Powder going through the sieve
9	MS	The length of the wooden shaft
10	CU	The top grip, turning slowly?
11	CU	Iron spade, focus on the detail in the iron and wood
12	MS	Whole spade, turning slowly

Rough storyboard

I created a storyboard mainly to sent to Rachel and Steve to give them a visual idea of what I am thinking for the film.

Rachel and Steve were happy with the story I decided to go bring to life and were happy with the storyboard. This was a confidence boost with my idea because now I can start planning the shoot days and booking out the equipment. At the moment, I am confident that I will produce a usable and professional video about the tool. 

PROFESSIONAL PRACTICE: (Lecture) Report Writing

Submission details:
50% - project report. 1500-2000. Double lined spaced
50% - updated R&D journal

Learning outcomes:
- LO1 engage with and critical reflect on a work based learning experience

- LO2 demonstrate a developed knowledge and understanding of professional practice
Understanding how the industry works, how it does its job. How it works.

- LO3 implement appropriate professional skills within an industry context whilst working independently 
Photocopies (risk assessments, shot list etc) at end of report to reference to

- Plan, research then write.
- Focus on research and they need to see a demonstration in the report of your understanding which meets the learning outcomes.
- A piece of industrial analysis regarding the section in which you are working - report can take us through your learning journey. 
- Placing what you've done within the context of the industry as a whole - demonstrate your awareness of this through relevant text and online references to data, analysis and industry expertise. 
- Imagine you are writing a piece of work which will teach someone about the sector and job you have just completed. 
 - This is not a diary but rather a critical reflection on your own experience, together with appropriate industry research and analysis. 

Museum commission 
- Online - purpose is to inform & can be on screens in the museum 
- Educational moving image on television
- Open university type content - e.g. Blue Planet
- Know who I am talking to - members of public/children
- Look at other pieces online used for education - Natural History Museum
- How other people are doing it 
- How we can educate and inform 

Methodology
- Other smaller museums 
- Bitesize GCSE 
- Open university 
- Public service - marketing up to a point

Treatment
- Two versions? one for online and one for inside museum
- Widen participation - want more people to visit
- Research the challenges facing museums - problem then find solution
- Made it come alive - feel like the audience is in it
- Identifying reasons behind it 

Structure of report
Beginning
- Contents page
- Intro - introduction to your work placement - maybe a quote from their website? about company you are working for - 200-250 words?

Middle
- Main body - critical reflections. demonstrate your use of appropriate methodology during your placement/commission by referencing methodology from research and providing examples of when and how you have/observed it in practice
- This way you will explore and analyse the 'bigger picture' by researching the sector of the industry your commission is in.
etc. refer to powerpoint on portal

End
- Conclusions
- Appendixes - risk assessments/graphs etc. (see appendixes 1 etc)
- Sources

PROFESSIONAL PRACTICE: Follow-up Research

http://stray-notes.blogspot.co.uk/2015/04/
bbc-bitesize-science-info-is-wrong.html

BBC Bitesize

BBC Bitesize is an online education tool for school pupils about many different subjects. It includes information pages and mini quiz's so pupils can test their knowledge at the end of each section. The website is easy to follow and is separated into different sections for the different subjects, and then into even more subheadings for the different topics. 

Bitesize is an online learning tool which is what my video will be once it's finished. It was good to see how it was structured on the screen which has given me a guide in how I could structure my voice over. As its shown below, the structure and layout to Bitesize is very simple and straightforward for younger people to navigate around the website to what subject they want.

BBC Bitesize 

The text is easy to read for any young children up to teenagers, which is how I want my voice over to be in my film - easy to listen to and understand. Simple words and with it spoken slowly can avoid any confusion or misunderstanding of the dialogue. I would like the different sections of my film (introduction of tool, why and how it was used and the description of the tool) to be as simple as the ones on the Bitesize website. Understandably, my video is something you would watch and Bitesize is an interactive website but the simpleness is the same as I want for my film. 

The Open University

The Open University provides the opportunity for people of any age to learn from a distance rather than actually going to a university for lectures, e.g. from home. This sort of university course would be helpful for mothers or someone who works a lot so they can learn from home during their everyday life.  

The Open University is similar to the commission I am producing work for because I can fit the schedule around my own time. This suits me because I work part-time in the evenings and it would be difficult to fit a work placement around that. I can also contact the staff I am liaising with from the Guildhall by email, therefore, I do not have to go the museum all the time. 

The work I produce for the museum is also like an Open University for the audience as they are learning something without having to attend a lecture and can access it from their own homes. This is similar to the current programmes on BBC One, Blue Planet II. This programme allows the audience to learn about the different types of animals who live in the sea. This is a beautifully shot programme which broadens the knowledge of the audience. 

http://divemagazine.co.uk/eco/7830-blue-planet-ii-preview-screening

Problems facing museums

Museums are always trying to find ways to bring more interest into them. For example, the Guildhall Museum have branched out for films being made about different objects and other exhibitions only in the last couple of years. Putting these on their website could increase the public’s interest and they may be more likely to visit. The only problem with this is that if people are viewing the videos online and a lot of the information is there, they might think they now do not need to visit because they’ve got all the information about the exhibitions online. This is very common because the internet and social media are increasing and therefore, people are looking at the relevant information on their laptop screens from the comfort of their own home, instead of going to visit the museums.

Public funding is another issue that museums are facing, there is a reduction in the funding which means that the museums are not getting enough money to keep them up and running. There are donation boxes in most museums but not everyone donates money, which is what keeps the building standing. To prevent museums from this, they need to be more focused on our relationships with partners and audiences. The arts council had taken a number of measures to help the sector, including providing more support for networks, simplifying the Accreditation process, looking at ways to help museums generate new sources of income and working with Major Partner Museums on issues such as workforce diversity. 

Source: http://www.museumsassociation.org/museums-journal/news/10112015-darren-henley-on-the-challenges-facing-civic-museums