Unit 07 - 2D Animation Production

(07.1) Understand the Techniques and Development of 2D Animation

1.1 Summarise accurately the techniques and development of 2D animation with some appropriate use of subject terminology

There are several ways of creating 2D animation and many types of software to use. I am new to 2D animation and have only done 3D Stop Motion before. However, I have a keen interest in it and the process. 

Before advanced technology, animation had to be drawn by hand, frame by frame, for example the old Disney films (Cel Animation). This would have been very stressful and time-consuming, but well worth it for that final product. It’s a magical process that takes a lot of dedication and patience. On their earlier films like ‘Snow White’ and ‘Fantasia’ for example, you can tell they have been drawn, whereas on Disney animations of today like ‘Tangled’ and ‘Frozen’, everything is really smooth and crisp because advanced software has been used to create them. 

Now technology is far more advanced, there are many more options and it is a lot easier. However, it still takes a lot of time and skill to do.

Various Animation Terms

Frame:

In animation a frame is each individual image throughout the video. Usually videos are shot at 24 or 30 frames per second or FPS. 

Tweening:

Short for in-betweening, this is the process of one image evolving smoothly into the next. Tweening is used in all types of animation. Sophisticated animation software enables you to identify specific objects in an image and define how they should move and change during the tweening process.

Stage:

This is the main space you’d be working on, or like the background layer, which on my animation was the alternating coloured rectangular backgrounds which remained stationary and didn’t need to move. 

Onion Skinning:

This is a function in Flash that allows you to see a desired number of frames at once. It is used to check the spacing and arc of your poses.

Rotoscope:

This method is used to get realistic movements. With this, an actor is filmed doing the required movements. The animator would then use a particular animation package and draw round the actor frame by frame. The actual animated character is then drawn within the border of the movement. 

(07.2) Be able to devise a 2D animation with soundtrack 

2.1 Generate outline ideas for a 2D animation with soundtrack, working within appropriate conventions and with some assistance

My colleague, the Social Media Apprentice has had some animating experience. One of her first jobs was to make an animation for Youthinc, Derbyshire. She also quite recently finished making one for an anti-bullying organisation, and showed me how she did it. She started by creating her vectors in Adobe Illustrator, then saved each item in the scene separately on individual layers. She then opened up a piece of software called ‘Motion’, which in my opinion looks across between Adobe Illustrator/ Photoshop and Final Cut Pro. The final animations she created were simple but effective and got a lot of positive feedback. 

My idea is to do something similar to promote DCAS and the open access sessions we provide. I have Illustrator on my Macbook so will be able to create the vectors, but would then have to memory stick them over to one of the work ones as I don’t have Motion. As for the soundtrack, I can put something together in either ‘Garage Band’ or ‘Logic’. 

I should be able to make the vectors quite easily, but will possibly need some help when it comes to using Motion. But there are people at DCAS who can help get me started with this.

I had an idea of what I wanted so did a brainstorm to gather all the information I would need. I also did a storyboard to get an idea of how it would look and the timeframe. In the end I planned for roughly the first half to be a general DCAS promo, then the other half split into three for each session.

(Above: Brainstorm)

(Above: Storyboard)

(07.3) Be able to produce a 2D animation with soundtrack

3.1 Produce a 2D animation with soundtrack with some assistance

To start with, I need to create my vectors and scenes in Illustrator. I started with my generic DCAS scene, remembering to keep each individual vector on a separate layer. I started with the backdrop, then the building, trees, people etc. layering each scene up, also remembering to include the social media vectors (Facebook, Twitter, Youtube).

For the individual sessions, I created some of the vectors from my own mind and others I found images on the internet and traced round them with the pen tool. I used to struggle with the pen tool, but now after lots of practice, I find it a lot easier. 

I then arranged my vectors into separate folders and put them on my memory stick before transferring them over to the 17 inch Macbook. I opened ‘Motion’ and imported the vectors.

Unfortunately, my colleague who had Motion experience was away on holiday at the time, so I had to remember as best I could what to do from the time she briefly showed me how it worked. After struggling at first, I quite quickly picked it up and managed to create the first part of my animation. I then created the next three for each of the sessions.  

I exported them all individually and put them together in Final Cut Pro.

Altogether, the animation comes to just over a minute. So when I put the soundtrack together, it shouldn’t take too long. 

To piece my soundtrack together I used Garage Band on my Mac. I combined a variety of Apple loops to create a sort of fresh, House/ Electronic sound. It was quite easy and didn’t take too long as the video is only short. 

Now that everything had been created, I needed to put them together. I was able to do this on my own Mac as I have iMovie (A free and simplified version of Final Cut Pro, but with the same shortcuts and similar functions). 

A slight problem I encountered was that the audio was a bit too short for the video. To fix this I went back to Garage Band and put another loop at the front. It meant having to export it again, but it wasn’t too much of a hassle. This time the audio was slightly longer than the video, but I solved this by fading the audio out smoothly at the end. 

07.4) Be able to Evaluate audience responses to own 2D animation work

4.1 Comment on audience responses to own 2D animation work with some appropriate use of subject terminology

I showed the animation to my colleagues and they really enjoyed it. I particularly had good feedback on my vectors. They liked the fact that I'd used the DCAS colours and that the animation was bright and vibrant. The music suited the video and it wasn't too long.

Colleague Feedback:

"I think it is fun and I like how you've done it. I think it's simple but still captures attention."
- Megan

"Nice timing for screen changes. Music not too loud or overpowering, but catchy. Very watchable!"
- Karen

"I love the individual characters you have created you can really tell who they are. I like how the elements move into the frame. I would suggest that you add the address and telephone number to the end page, not just the DCAS logo. This would be a great tool to use in schools, possibly on their reception TV screens."
- Lucie

Unit 41 - Undertake the Photographic Assignment

(41.1) Be able to prepare for undertaking photographic assignments

1.1 Identify the types and purpose of photography required

We were given an assignment to get some shots of young people doing outdoor activities at an activity centre near Matlock, to be used for publicity and marketing material on their website. They wanted lively and natural-looking images that would promote what they do, and that showed the young people smiling and having a good time. They wanted a mix of generic, overall shots and closeups. They also wanted a few bits of film footage of the young people saying what their favourite school dinner was, as this was another area they were focusing on. 

1.2 Justify selection of a conventional or digital approach

As the images are for their website we took the DSLR cameras. I took my images on a Canon EOS760d, while my colleague had the 650. Generally more people in this day and age take on the digital approach as there are higher demands for digital files for websites, advertising etc. However, there are still dedicated photographers who still like to develop their own images. These days, digital photography is far more convenient as you can see the image straight away, and you know if you’ve got the shot. 

1.3 Identify file formats for digital images, the differences between them and the reasons for using them

The most common formats used in digital images are: JPG, PNG and GIF. Whatever we use depends on what the image is going to be used for. We generally use JPG as the file size isn’t too big and it is good for web images. When working with vectors in Adobe Illustrator, we often export as PNG so that the background is transparent. GIFs are often animated and very popular on social media platforms such as Facebook. They are good but the amount of colours is quite limited. There are many other formats as well. It all depends on what the image is to be used for. We use Photoshop and Illustrator quite a lot a DCAS as well.

It's also important to be aware of whether the images are going to be used for web or print. Our images will be used for web so they are in RGB mode with a DPI of 72, whereas if we were using them for print (CMYK), the DPI would be 300.

1.4 Identify appropriate camera settings and colour space

As our assignment consisted of both outdoor and indoor shots, we had to keep flitting between settings. The main ones we needed to change about were the exposure, ISO and shutter speed because it was very dark in the hall and very bright and sunny outside. It was also quite challenging because the young people were running around and very energetic! We generally stuck to manual focus rather than auto as the images tend to look better, but due to the nature of some of the activities and the speed the children ran at, we found it easier on auto focus. The most common colour space in digital devices is RGB (Red, green, blue) whereas CMYK (Cyan, magenta, yellow, black) is used in print. (See Unit 35 for more info)

1.5 Identify the subject, composition and lighting required

The subject for our assignment was the young people. We tried our best to work strongly to the rule of thirds, which sometimes proved quite challenging with the children running around and being really fast. But generally we got some good shots. We decided that the best thing to do was to take quite a lot of pictures, so at least we had plenty to work with. It’s also good to be aware of the background and how it works with the composition of the subject. Does the photo look good? Does it tell a story? We didn’t take any lighting equipment with us, but we had to keep changing the settings between photographing outside and inside. Our aim in the brief was to capture natural shots of the children looking happy and of what they were doing. We wanted the images to look bright and positive. When going through them and deciding on ones we liked, we looked at them from an advertising point of view, as if we were a parent or teacher. Which images would really entice us into sending young people there? 

(Above: Artistic shot of a drumming workshop at Lea Green) 

1.6 Check that permissions or permits have been acquired in advance, as necessary 

As Becky (Catering Department Officer) at Lea Green had hired us to do the job, we automatically had permission. An example of this would be if a photographer and a model wanted to do a photoshoot somewhere out and about. They would need to make sure that they weren’t on private land, or if so at least ask permission. 

Also at the event, when filming each group of young people, we checked for ones who hadn’t consented to being photographed beforehand. 

1.7 Amend the agreed approach to take account of the circumstances of the assignment as required

I checked the weather on the day of the assignment so I knew what to expect and if I needed to bring anything like an umbrella. Luckily it was a beautiful, sunny day so we knew that all the outdoor activities would still be on. Also is the equipment all working fine? Are there spare batteries? Does the tripod have a shoe attached? If checked beforehand, little things like this can be amended on the day. Also simple things like not having the right shot. These are resolvable. You can move closer/ further to the subject, zoom in/ zoom out. Trying different angles. Maybe a different lens is needed. A lot of problems like this can be worked around, and may even result in ending up with a better shot than planned in the first place. 

1.8 Comply with the relevant organisation’s dress code, behaviour and language

We wore our DCAS t-shirts to promote who we are and what we do and our council badges for ID. This made us look more professional and made it easier for their staff to locate us. I also wore black leggings so I’d be comfortable, but them being black gave off a more smarter image. I also wore open sandals because it was a warm day. 

The dress code will vary depending on the organisation and the assignment. For example, if you were the photographer at a wedding, you’d be dressed smart. Or if you were taking images on a building site, you’d be in a hard hat, steel cap boots, high vis vest etc. 

Even though these all differ, good behaviour and language should always be a must in any organisation. Any negative behaviour will put clients off using their services in the future. They would spread word of the bad service they received, giving that organisation a bad name. 

1.9 Maintain a professional manner when undertaking photographic assignments

It’s important to be professional when working on assignments. Especially when you know they are paying you to do what you do. Being friendly and professional will boost the chances of the client hiring you again in the future. 

(41.2) Be able to take images for photographic assignments

2.1 Assemble, secure, position and set up the equipment safely

For this specific assignment, we only needed a couple of cameras and we took the images free-hand. When we arrived at the location, we attached the lenses to the cameras and took the lens caps off. We then put in the batteries and memory cards. 

Not all the school groups had arrived yet so we started off in the hall. Once we turned on the cameras, we could see straight away that we had to drastically change settings. We adjusted the ISO and exposure to brighten things up. Once we’d got our settings sorted, we took a copy of the timetable so we knew what was happening where and when. We photographed a few of the workshops in the hall, then wandered around the outdoor activities. When going in and outside, we made sure we adjusted the settings to suit each lighting. 

When doing a photography workshop for the art session a while ago, we set up more equipment on the stage. This was a lot different to the Lea Green assignment as we were inside and we needed lighting. We set up the tripod first, put the shoe on the camera, then slotted the camera into the top of the tripod. We also needed lighting. We set up one of the lights and the soft box with the cover on securely. We made sure wires were tucked away to avoid trip hazards and switched the lights on at the back of the stage, so there was a little bit of light for health and safety reasons. We turned the camera on and adjusted all the settings. Because we were after some cool effects, we also tweaked around with the shutter speed, to give some of the young people in the shots the effect of super powers. We achieved this by using neon lights that fasten round your fingers. 

2.2 Connect lights correctly to their power sources as required

2.3 Adjust camera settings and lighting to meet the requirements of the assignment

2.4 Resolve identified problems with equipment where possible

As it was dark, the only problem we faced was the positions and the angles of the lighting. When standing in front of the camera, we kept getting shadows on our faces, so we had to reposition the lights a few times until we managed to get rid of the shadows. But it didn’t take us long to resolve.

2.5 Compose the images to fulfil the assignment/

2.6 Take appropriate and sufficient photographs/

2.7 Unload film safely or download digital images, as appropriate

After the assignment at Lea Green, we managed to capture some good shots. Once back at DCAS, we imported the images onto one of our hard drives and made a start on going through them. We started by deleting the ones that had blurred or simply didn’t look good at all. Examples of these were images were where a child suddenly began to run which would blur in the shot because we didn’t time it right. In the folder, we made a sub folder and named it ‘Yes’. We moved ones into there that looked brilliant straight away. Then we continued to go through the others until we’d got our final images that we liked the best. We got other people’s opinions and managed to narrow it down. Once the best ones are fully 100% sorted, we need to send a copy back to Lea Green, then they will decide which ones they want on their website. As of yet they have not put them on, but from the positive feedback we received they plan to use them. 

2.8 Store images safely and securely/

2.9 Record supporting information for the photographs as required

We have a lot of hard drives so it would be wise to keep a note of which one they are on. We number all our hard drives and we put them on number five. 

We would then check through the final images again to really make sure we have the best ones, and also piece the bits of footage together in Final Cut Pro, maybe with some nice fades and music with an intro and outro. As they are wanting digital copies, we would send them by email. The email would be composed professionally and we would ideally have a balance of closeups and general shots for them to choose from. Then it’s a case of waiting for them to get back in touch and give us feedback. 

When storing the final images, I organised them into separate folders for each activity so that they were easy to find, also renaming them so they weren't just a clump of randomly numbered JPEGs and ensuring to keep information such as the date and event. 

2.10 Dismantle the equipment safely

After the assignment we packed the cameras away, taking the lenses off carefully so as not to scratch the glass, and put the caps back on. We used the tripod for when we were getting the bits of footage, which my colleague did last on the 650. She dismantled it carefully and remembered to put the shoe back on the tripod. We checked we had everything and packed the equipment away safely in the car.

(41.3) Be able to evaluate performance in relation to photographic assignments

3.1 Obtain feedback from the client about the product and services

The images we had chosen and edited where necessary were put onto a disc for them. We received positive feedback. I spoke to my colleague who received the email for the assignment to see what feedback we'd had on our work. He had a meeting with Becky from Lea Green and she was very pleased with the images. She said that we had captured the day and the happiness of the young people involved.

3.2 Identify relevant sources of information to update knowledge and skills relevant to own work

There are many ways of doing this. The most obvious is by looking online, especially at Youtube tutorials. Also there are magazines and books on photography. The most obvious and straight forward for me is through DCAS, especially my colleague who worked on the assignment with me. She does photography as a hobby and taught me a lot about settings and manual focus. I knew a little bit, because I’ve done a few filming jobs where the same principles applied. Focusing, rule of thirds etc. But also my manager who runs the art session did photography at university when she was younger, so she can give me tips on the creative side with things like composition and arty shots. 

(41.4) Understand legislation, ethics and business requirements relevant to undertaking photographic assignments

4.1 Identify key aspects of legislation relevant to undertaking photographic assignments/

4.2 Identify aspects of codes of ethics/ conduct relevant to completing the photographic assignment/

4.3 Comply with own organisation’s business requirements

We were okay as it was Lea Green who chose to hire us for the job. We simply had to make ourselves known and make sure we didn’t take any pictures of young people who hadn’t consented. 

While it is legal to take pictures in a public place, it’s still important to be considerate of other people around you. For example, if you got the camera right up in someone’s face that wouldn’t be right. This would most likely cause a lot of agitation and aggression, and you could very likely be coming into work the next day with a black eye! However, I often see photographers in Chesterfield Town taking pictures of our popular sight-seeing points: The Crooked Spire Church, our old black and white buildings, the market, which if you try not to get too much in people’s faces is okay. 

Above: This is a good example of a well-taken image. As you can see, the image has been copyrighted and I declare that it wasn’t taken or edited by me. The photographer has also included the date they took the photo and the website on which to find it. They have captured the shot they wanted, but also haven’t captured any of the public too close up. 

Another thing to watch for is getting private property in the shot whilst on public land. Sometimes this can be hard to avoid, again, it is legal but all depends on how the owners of the private property react. It’s best to try and avoid this situation, or if there’s no way around avoiding the shot, ask the owner for permission. 

As mentioned in previous units, at DCAS it’s important that we maintain the confidentiality of the young people and our clients. Derbyshire County Council are strong on equality and diversity so our main focus is meeting the individual needs of the young people who attend our sessions. We treat everyone with respect and make them feel welcome and relaxed. Especially if young people may have had a stressful day at school, they want to feel like they can relax and do some art or make some music with their friends. Also when going out to do filming/ photography jobs, we maintain a professional approach but also come across as friendly, bubbly and creative. 

(41.5) Be able to comply with relevant health and safety requirements

5.1 Identify aspects of health and safety legislation and regulations relevant to work environment/

5.2 Take appropriate action to minimise potential risks and hazards involved in the assignment

(See Unit 6 and Unit 10)

When working on the assignment we didn’t have any wires or hot lighting to worry about. It was more a case of the simple things like not blocking any exits or getting in people’s way. We weren’t using the flash. If we were, a good example of this would be to ensure that nobody in the group had epilepsy, or any other light-sensitive disability. 

Unit 40 - Plan and organise the photographic assignment

(40.1) Be able to maintain good business practice when planning photographic assignments

1.1 Identify good environmental practice relevant to the assignment

Me and my colleague have recently been given a photography assignment to do at Lea Green, an outdoor activity centre located not too far from Matlock, Derbyshire. 

As you can see from the images, the main attraction point is the old manor house which is very beautiful inside. Young people stay here on school trips, youth club trips etc. There is a huge sports hall and loads of outdoor space. I did a filming job there with one of our creative arts workers a few months ago. From doing this we got to see a large variety of the things they did there. Ranging from rock climbing, zip wire, obstacle courses, camping, various sports etc. There were also other workshops in things like cooking, outdoor survival, crafting, music. 

Straight away I can see I’m going to be outside a lot, so there will be a lot of dependancy on the weather and we’ll have to make sure batteries are fully charged. Although there are going to be activities going off in the hall. The hall is very dark so there will be a lot of change in the exposure and ISO settings to brighten things up. 

1.2 Identify potential problems relevant to the assignment

 The main problem I can think of is the weather. If the weather is really bad, this could potentially mess up their schedule as they would have to move their activities around and this could be quite chaotic. Hopefully we shouldn’t have any technical problems, we just need the batteries to be fully charged. An important thing also to consider is that some of the young people won’t have consented to having pictures of them taken. Last time I went to do the filming job, the young people who didn’t want to be filmed wore orange wristbands. This made it quite difficult, especially if ones had long sleeves which could cover them. Just to be sure, we asked the leader of each workshop and we made sure we didn’t get them in shot.

(40.2) Be able to carry out administrative arrangements for the photographic assignment 

2.1 Arrange activities in order of priority, to fulfil the photographic assignment

As I have done filming at Lea Green before, I knew what to expect. Today we went for a meeting there to get a better brief of what they wanted from us. As the job is on Monday, and it is Friday today, we need to make sure we have all the equipment together and prepared as we don’t work weekends and we’ll be leaving early. My colleague drives, so we’ll be going in her car. I haven’t had as much Photography experience as my colleague, and the jobs I’ve had to do so far have only been filming ones. She does Photography as a hobby so she gave me some tips and got me to practice with the manual focus.

We also gathered the equipment together and made a start on charging the batteries.

While at the meeting, I took down notes of what they wanted and were aiming for. Also some of the specific locations and activities they wanted shots of. Now that we have the stuff together, we need to get all the batteries fully charged today then gather all the equipment together and move it up to the office ready for Monday morning. We have arranged to meet at DCAS for 9:00am, which is the time I start normally, then load the car and set off straight away. Once there we will make ourselves know and be wearing our DCAS T-shirts and council badges for ID. We would then get the cameras set up ready and decide where to start. If the weather is nice on arrival, it would make sense to start by getting some of the outdoor shots first. We’d also need to be aware of what is happening where and at what times. Depending on whether we started in or outside first, we would adjust our camera settings to suit the lighting. 

2.2 Identify possibilities and constraints presented by non studio locations

Straight away with being outside, the main problems that could be faced would be the weather and lack of power. That’s why it is essential to make sure the batteries are fully charged beforehand. 

In general with photography shoots, problems faced could involve lack of space in a small room, lack of power sources etc. 

2.3 Obtain relevant permissions to take photographs

As identified in 1.2, there are guaranteed to be young people who don’t want to be photographed and it is important that we are fully aware of this. If the setup is the same as when I was filming, we will have to watch out for orange wristbands and ask the leader of each activity, just to be on the safe side. If say by mistake, we did just get one of them in the shot, we would just delete that image. But we will try our best to avoid this from happening and thoroughly check the images once they have been imported. 

2.4 Identify insurance requirements and conditions for photographic equipment and location

As the camera I’ll be using belongs to DCAS, I’ll have to be careful and make sure I have it with me at all times when out. 

All of our equipment is insured under Derbyshire County Council. We also have a form we have to fill in when taking equipment out with us.

At our reception, we have a blue folder for 'Items on Loan, Booking In, Booking Out'. In this are copies of the form which must be filled in when taking the equipment out. On the form we had to fill in: the date, items on loan, serial number, quantity, taken by, date due back and add a signature. There is also a bit at the bottom to fill in on return with: items returned, date, quantity returned and person signing item back in. 

2.5 Identify the photographic equipment needed to complete the assignment

•Canon EOS650d and 760 with lenses 

•Small tripod (They also asked if we could film a few short bits of footage)

•Batteries

•Clean memory cards

•Note pad and pen to take notes

•Photoshop (back at DCAS) to enhance images after import (if needed) 

2.6 Make arrangements to acquire any equipment or material required, complying with organisational policies

As all the equipment needed is ours, we don’t really need to acquire anything else. If we did need anything that we hadn’t already got, we would have acquired it quite a while beforehand so that everything hadn’t been left until last minute. We will be taking liability of all the equipment we take with us, so it's important that we are careful and professional when it comes to the assignment, and ensure any paperwork is filled in.

2.7 Maintain records for all aspects of the assignment

After photographing young people with their artwork at DCAS, we back up the images on hard drives. We also have their consent forms in a folder to refer to. These are all away from the public to maintain confidentiality and any delicate information. Also when doing any work for a client, it’s important to maintain records of the assignment for them to refer to if they ever have any questions or want to look back on something. 

The same goes to this assignment and any others that we do, especially when there’s young people involved.

We also have a specific hard drive for archived projects. So any filming projects that have been completed and published or photos from past events will eventually be saved on there.

(40.3) Be able to liaise with relevant parties

3.1 Work with relevant parties to resolve any questions about the assignments

The main question will be the consent issues. But we will overcome this by asking the activity leaders to be 100% sure who we mustn’t photograph. 

3.2 Identify the relevant dress code, behaviour and language for the assignment

As it is a public event, we will be wearing our DCAS T-shirts and council badges for identification. This also makes us more approachable and professional, so people there will know we’re working on a job there. Also other people who may be interested in hiring people for film or Photography will recognise that is what we do and possibly get in touch. 

As for behaviour and language, we need to be friendly, bubbly and approachable, which is pretty much our DCAS team approach. We need to take into consideration other people’s needs and requirements, maintaining all aspects of equality and diversity. Our language needs to be appropriate and suitable. 

3.3 Agree with relevant parties the arrangements for working together 

The meeting at Lea Green gave us a much better insight as to what they were doing and the shots they were after. I knew about the assignment about a week ago, but I now have a more specific brief. They are wanting some publicity shots for their website and possibly a few bits of film footage. They are wanting natural shots of the young people doing various activities which don’t look ‘staged’. They also want some bits of footage of the young people saying what their favourite food in their school dinners is, as this is another area they are currently focusing on. We’re going to get to DCAS for 9:00am, pack the equipment and set off straight away, getting there for about half past. They are starting around 10:00am so this gives us plenty of time to get the lenses on the cameras, get set up and find out what’s on at what time.

3.4 Notify relevant parties in good time if it proves impossible to undertake assignments or resolve problems 

It’s far too late for us to cancel now so it would look bad if we did. However, say a week ago if we found we couldn’t do it, we’d be in touch with them straight away to see if they’d mind if we arranged it for another date, or if there was another way we could somehow work around it. These problems very rarely arise, but it’s important to be in touch with the client further back from the arranged date rather than at the last minute. 

3.5 Maintain a professional approach with clients and other relevant parties

It’s important to maintain a professional approach to our clients, especially if they are paying us. Doing a bad job would put clients off. They would tell people they know about their experience, which would give DCAS a bad name. When out and about doing jobs, we are friendly and approachable and try our best to get good shots. We ensure people know who we are and what we are doing. 

(40.4) Understand legislation, ethics and business requirements relevant to the photographic assignment

4.1 Identify key aspects of legislation relevant to the photographic assignment

When photographing at DCAS, as I mentioned earlier, it’s important that young people have consented and that we try not to photograph them directly straight on and focus more on their work. 

We also quite recently filmed some interviews at an event at Chesterfield Library. For everyone we filmed being interviewed, we got them to fill in a publicity consent form. We faced a slight issue when getting some outdoor footage of the library when a security guard from the precinct questioned us. But as the library had given us permission we were ok. 

Copyright is also important, even though it will be Lea Green using the images, it’s important that we are credited for taking them and any footage. When working on any projects for others, we always put our DCAS copyright on there so people know we did all the editing.

4.2 Identify aspects of codes of ethics/ conduct relevant to planning and organising the photographic assignment

Not everyone is happy with having their photo taken, so when working on a project  outside of DCAS we really have to be aware of our surroundings. Some places may require special permission in order for us to take pictures and film. Luckily most of our projects are requested by Derbyshire County Council, so we have permission to do what we do. We also have our council ID badges to prove it’s us. 

If we find any equipment to be faulty or dodgy, we report it straight away and make sure we dispose of it in the correct way. When doing photography projects whether it be for a group of young people or a specific client, we follow health and safety procedures and ensure they are aware of things like how hot the lights can get and to be aware of the wires on the floor, not to have any drinks near any of the equipment etc. 

4.3 Address any potential legal and ethical issues arising from the nature of the assignment. 

As previously described, consent is the main issue to address. We would also need to be aware of health and safety to others and ourselves. Making sure not to block any exits or create any trip hazards. Also we mustn’t leave equipment unattended in case of theft.

(40.5) Understand health and safety requirements relevant to photographic assignments

5.1 Identify key aspects of health and safety legislation and regulations relevant to own work environment/ 

5.2 Identify appropriate action to minimise potential risks and hazards involved in the assignments

(See Unit 10 and Unit 6)

When working on photography or filming assignments, risks and hazards may vary depending on the location and equipment being used. When myself and my colleague did a photography workshop with the young people in the art session on the stage, our main thing to point out was the lighting and how hot it gets. Also to be aware of the wires. Obviously, even though the shots we were aiming for to be used in our exhibition were supposed to be quite dark, we had to have at least a little bit of light for health and safety reasons. This made the environment safer, but also didn’t ruin the images we were capturing. 

When filming outside at Curbar Edge, we were really high up on the cliffs so this was a case of being aware of our surroundings. We had to be careful when scrambling up and down the rocks and when we were filming quite near to the edge. Also with things like the wind and people passing by, we had to keep an eye on the equipment at all times to ensure it was safe. 

Another thing to do if filming something like a council meeting or public event is to make sure cables are taped down securely in places where people may walk, and to make sure we are not blocking any exits or are in the way. 

Unit 02 - Communicating and Presenting Ideas in the Creative Media Sector

(02.1) Understand how to communicate in the workplace

1.1 Describe several communication techniques and explain their appropriate application

The most obvious, common and straightforward method is directly face-to-face. I feel that this technique is the most effective as the other person or people will respond to you straight away, which is a lot quicker than waiting for an email response to come through. Also you can see the other person’s reaction, expression and body language which is something that isn’t as easy to detect on the phone.

(Above: Icons Created with Illustrator)

However, emails are good for sending attachments. It’s a quick and convenient way of contact, especially for clients or colleagues who live quite a far distance away. Naturally when in the office we tend to get quite a few phone calls a day too. Sometimes the council post things directly to us. We use all these methods of communication. In this day and age we have all these techniques at our fingertips. It’s crazy to think of years ago when we had no choice but to write and post letters by hand, or walk to the top of our street to make a phone call! 

Also thanks to technology of today, we can use things such as Skype to make video calls. Personally at DCAS we don’t really need to do this, but it is a good example of communication for say people who can’t make it to conferences. 

1.2 Compare a range of techniques used for influencing and persuading others and their application

Sometimes in this industry, persuasion is needed to get creative ideas across. When pitching an idea or convincing a client, other people are not forced to see things the way you do. But there’s no use being stubborn, and the key is negotiation. When working on projects, imagery etc. We always give each other constructive criticism. Nothing we do is ready and perfect on the very first attempt. 

Influence and persuasion also come in the form of support. At DCAS we all try to help and support each other as best we can.

Also these techniques are used largely in advertising/ marketing. From a sales point of view, it’s important for the customer to be wowed by a product. For example: The latest Apple product, or the best broadband offer. 

1.3 Describe how to give and receive constructive feedback

Naturally by working on many creative projects, constructive feedback is a regular thing. It’s important that we know how to deliver it and also receive it with an understanding and not be offended. 

We do a lot of things at DCAS that require feedback. Photoshop/ Illustrator editing, video editing, photography. We’re always kind with our feedback, even if something isn’t quite right. At the end of the day it can be fixed. And even when giving constructive criticism, we always point out the good feedback first. We don’t just say, “Oh, that doesn’t look right” and leave it at that. We try our best to make helpful suggestions of what could make the project better and fix the problem. Also on the final outcomes, we make sure everyone is happy with the final design, video etc. 

When receiving feedback, none of us at DCAS get touchy or offended. This is because the feedback from the other person has been delivered in a calm and positive manner, even the criticism. 

It’s a natural process. It’s very rare to get things 100% spot on the first time. Especially when using advanced pieces of software. It takes time, practice and determination. Art can’t be rushed. 

1.4 Describe the methods used to communicate technical and specialist issues within and across teams

We use a lot of technical terms where we work. We all have different areas and levels of knowledge and we all take this into consideration when talking to each other. A couple of the employers have very strong technical knowledge which they share with us apprentices. As we are still learning, they always explain it more clearly to us so we get a better understanding. It also depends on what we are doing. For example we would be talking technical terms if working on an image or video edit, but we would communicate more relaxed and down-to-earth if working on a session with young people. 

A lot of the time it depends on who exactly you are talking to and what their specialist area is. For example, my manager loves art and runs the art session. If I wanted to talk to someone about a creative idea I would go to her. 

(02.2) Be able to present own ideas in different environments

2.1 Describe examples of effective presentation techniques/

2.2 Select and justify appropriate presentation techniques for a specific creative idea

There are a few different ways of presenting projects and ideas. The most obvious in my opinion would be something like a powerpoint presentation - a combination of talking to a group but also having a vision of the idea onscreen for them to see, gradually talking them through it and changing the slides.

Another effective technique I find would be a mood board, popular especially with designers and art lovers. I personally think this is a really nice way of presenting colours, fabrics and textures, so would be good in careers such as fashion and interior designers. 

The presenting stage is very important and in each creative industry different techniques will have better effects, also depending on the company. Game designers would have designed a short demo. Writers would send their manuscripts to literary agencies, so their presentation is all in their writing which is generally sent by email now. 

As I work on the art sessions, sometimes I have to come up with ideas for group workshops. When I have an idea I have a go at creating it to see how it will work. I then use the final outcome as the presentation itself to my manager and later on to the young people. I tell them how I did it, the bits that were slightly difficult where they might need help, the bits they’d find enjoyable etc. 

2.3 Present own creative ideas on a one-to-one basis; in a small group; to a large group

One-to-one: As I often work in the media suite with my manager, it’s usually just us two in there generally. So to begin with I present my creative ideas directly to her. 

Small group: As an example, for one of the ideas I came up with a book-making session, an idea based on something I did when I was at college and really enjoyed. After presenting the idea to my manager, I was asked to run the session. This was a small group and the session was successful. 

Large group: Personally I haven’t had to do this yet, but to me, a large group suggests being in a large open space like a hall. This means things being more demanding when it comes to audio and vision. People at the back of the hall would have difficulty seeing a computer screen, so ideally it would be best to have a powerpoint presentation projected onto a screen. Also that the lighting is right for the screen to be visible. Audio is also important. Personally, I’m very quietly spoken so if ever in this situation I would have to really project my voice. Or at worst possible require a microphone. 

2.4 Evaluate, with others, areas of strength and weakness, in relation to own presentation performance. 

Creativity is my strongest point. My ideas and workshops have all had good feedback and the young people have really enjoyed them. After doing Art and Design at college I find it easy to create examples for the young people to work from. I love doing things like mood boards and working with different materials. 

My weakness is that I’m really shy, so I get nervous when talking to large groups of people. So for example, if I had to do a large presentation for the people at Derbyshire County Council, or something like that, I would be absolutely terrified! I also tend to get quite ravelled up in my own words, with my own friends let alone in a presentation!