67 Page Introduction To Digital Photography Workbook/Portfolio | Printable & Digital Appropriate for BTEC, A Level, GCSE Curriculum & at home learning What is  Digital Photography? What are the benefits of Digital Photography? Camera Components Exposure Lighting File storage – file formats Reading Images (photographs) Framing Photography techniques Target audience Brief Creating ideas in relation to a brief Taking images in response to a brief

90 page booklet - AC1: Informing ideas: Skills for informing development of ideas and outcomes as they evolve and progress. A1.1 Explore and develop investigation skills for informing ideas A1.2 Explore and develop problem solving skills A1.3 Explore and develop creative technical skills A1.4 Explore and develop professional skills and behaviours A1.5 Explore and develop communication skills Covered: What is Digital Photography? What are the benefits of Digital Photography? Explore and develop investigation skills for informing ideas: Research Target audience Reading photographs Camera Components Exposure Lighting Framing Black & white photography Monochromatic photography File storage: file formats Experimental photography What is a client ? Developing ideas in relation to a brief Responding to a brief

Responding To A Commission (Moving Image) | Rationale, Pitch, Proposal & Treatment (Script/Storyboard) 37 Page Workbook Students will learn how to respond to a media commission. Appropriate for BTEC Creative Digital Media Production (Unit 8). They will learn about the structure & process of a Rationale, Pitch, Proposal & Treatment (Script/Storyboard).

This booklet contains learning material for the completion of the preparatory work and activities for the set task for Unit 3: Digital Media Skills exam. ABOUT UNIT THREE EXAM: The assessment period lasts eight weeks and comprises: 5 hours for Activity 1 under supervised conditions 15 hours for Activity 2 under supervised conditions. **The best performing learners clearly used the preparatory period to: research their chosen theme develop a good understanding of relevant codes and conventions explore how the client’s specific requirements have been used in existing media products gather a range of assets/material from secondary sources **Specific marking guidance: The marking grids have been designed to assess learner work holistically. Rows within the grids identify the assessment focus/outcome being targeted. When using a marking grid, the ‘best fit’ approach should be used. ● Examiners should first make a holistic judgement on which band most closely matches the learner response and place it within that band. Learners will be placed in the band that best describes their answer. ● The mark awarded within the band will be decided based on the quality of the answer in response to the assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band. ● Marks will be awarded towards the top or bottom of that band depending on how they have evidenced each of the descriptor bullet points. **Formal supervision is the equivalent of examination conditions. Learners must work independently, cannot work with other learners, cannot talk about their work to other learners and will only be able to access the materials specified in the assessment. **Independent preparation is required in this assessment so that learners are able to source assets for their product. Centres need to make provision for this preparation using scheduled lessons and ensuring that learners have access to information and equipment that may be required. Learners should be working independently rather than being taught or directed. **Monitored preparation is provided when learners produce materials that are used in any formally supervised session. This includes notes, artefacts, assets, plans etc. as specified in the sample assessment. Monitored sessions are where learners are being directly observed. They may have, where specified, access to their own outcomes from preparation, access to the internet and use of appropriate resources. Learners are working independently and teachers/tutors will be able to authenticate that the outcomes for formal assessment meet the requirements and are authentic. At the end of the monitored preparation, centres will retain the assets which will be provided to learners during the formal supervised assessment.

BTEC Level 3 Extended Diploma in Creative Media Practice - Magazine production - A2: Creative Project Assessment Criteria Covered: A2.1 Inform ideas in response to a creative brief A2.2 Apply problem solving skills in response to a creative brief A2.3 Apply technical skills in response to a creative brief A2.4 Demonstrate professional skills and behaviours in response to a creative brief A2.5 Apply communication skills in response to a creative brief Tasks/learning included: Magazine Genre: Research task Target audience Common components of a magazine Design task Composition ( proximity, white space, contrast, alignment, hierarchy & repetition) InDesign learning What is typography? Type design

Rene Magritte was a Surrealist painter who was born in Belgium in 1898. He wanted people to look at ordinary things in different ways. He sometimes painted objects in places were they didn’t usually belong. Within this resource students will learn about the artist and create their own collage, digital collage or photomontage surrealist piece.

42 Page | Introduction To Website Production | Learning Portfolio Within this book students will develop an understanding of: What is website production Different purposes of websites Target audience Common components of a web page Brand identity User experience (UX) Web accessibility Interactive content Website assets Site map Appropriate for classroom, remote or home learning.

CREATIVE ARTS - CLASSROOM DISPLAY - FILM - MEDIA - DESIGN - ART - PHOTOGRAPHY In your portfolio Elements of design Composition design Anatomy of film Photo composition Photography basics The best places to find creative ideas SWOT Analysis Design club What is  design thinking? Why Art? Types of Art

BTEC Level 3 Extended Diploma: Creative Digital Media Production: Unit 12 Website Production LOB 25 page learning portfolio for remote or in class learning FULLY PLANNED In this unit you will: Prepare materials for website production What are website assets? Primary & secondary assets Legally sourcing secondary assets Website assets - problem based task 1 Website assets - problem based task 2 Assessment

Introduction To Branding & Graphics - 24 Page Digital Booklet - Appropriate For Remote Learning

Product Design & Technologies | Yrs 8-10 Research Task Creative Toys | Textiles

Multi Materials & Product Design - KEY RING DESIGN & PRODUCTION ASSESSMENT - Digital/Printable Portfolio - Double Diamond Process Students will be assessed on their ability to design & produce a wooden key ring. The results of this assessment will be shown as DESIGN BRIEF & PRODUCTION on your report. Included: *What is a key ring? * A decorative object attached onto keys, your pencil case or school bag that may be threaded in order to keep them together or for decorative purposes. Student examples Multi Materials Room Rules & Behaviour Contract *Skills definitions & trials * For cutting wood w/ a coping saw, sanding, filing varnishing, staining & glueing Double diamond Design process *Key Ring - Final plan * Orthogonal drawing practise *Assessment Rubric *

Graphic Communication - Brand Personality Adjectives Activity Worksheet

The Impact of Images - Photography worksheet - Photo discussion prompts What was the first thing each of you noticed in the photo? How does the image make you feel? Why? What does everyone think the artist is trying to say?

LESSON ONE: What is Typography? Font and Typeface Type Foundations Anatomy of a Letter Tips in using Typography Activity LESSON TWO: Activity LESSON THREE: The Art Of Calligraphy Creating letterforms Activity Follow us on Instagram @theartandcrafthut