For this unit you will compile an audio diary reflecting on your progress and present a final review to camera
Throughout the process of planning and producing your record you must regularly monitor your own activity and examine your achievements and aims.
You must constantly ask yourself if you are achieving what you set out to achieve. If you are not achieving what you want to achieve you should ask yourself why not and what you need to do to get nearer to your intentions.
You must actively use your reflections to inform, shape or modify your work as you think appropriate.
You will need to:
• examine where you succeed and where you do not succeed
• consider areas for improvement
• alter intentions or plans where necessary in order to achieve your aims.
At the end of the process you should think about what you have learnt, and how you can put this learning to good use in your next project.
Monitors progress throughout the planning and production of the record with regularity and care.
Makes consistently effective use of the results to refine ideas and outcomes, showing good understanding of strengths and weaknesses (8-10)
Evidence
recorded evidence of the review process (this might be in the learner’s log or journal for the unit)
Mark band 3 (8–10)
When reviewing and reflecting on their own work learners will be able to describe in some detail relevant aspects of the work considered and provide an explanatory account of the way they dealt with a given situation, clearly acknowledging strengths and weaknesses.
Evidence will show that such reflection was consistent and purposeful, and more often than not had a positive impact on the work in progress.
Your process portfolio will show how well you have worked
Follows safe working practices carefully and efficiently.
Works efficiently to schedules.
Requires very occasional support and guidance
(8-10marks)
Learners will show efficiency in production management, so that the final piece will be completed very much as intended.
Record keeping will be good.
Learners will apply a broad range of skills, materials and techniques to the execution of their specified role or the completion of their record and will do so with confidence, showing, in terms of standards achieved, imagination in conception and a considerable degree of proficiency in the application of skills.
Evidence
the finished product; all pre-production, production and post-production planning
Once you know what medium you will be working with (and, if you are working in a group, have decided whom you will be working with) you can start developing ideas. It is worth bearing in mind at this stage that some things will suit the recording process better than others, and that some will suit your chosen medium better than others.
You need to:
• develop several ideas
• do some basic research on these ideas to see which are workable
• decide which one will be the most suitable for you and your group (if you are working in a group)
• plan carefully how you will record whatever it is that you are recording (for example, if you are recording the making of something, you need to be sure that you can record each stage of the making process)
• prepare a schedule showing all the stages of your procedure, and who and what will be needed when
• make contingency plans • check whether anything you want to do requires copyright
permission before you start
• keep records of all meetings and discussions, reviewing and evaluating your progress as you work.
Displays a disciplined approach to the planning process.
Generates inventive ideas exploring them thoughtfully.
Produces substantial and well-detailed planning documentation.
(12–15)
Teachers should ensure that there is a full and detailed record of the research and planning paperwork of every learner, in order that there is valid and sufficient assessment evidence.
Evidence
You must first consider how you will combine two or more of the creative and media disciplines in order to create your record. Your teachers will give you advice on how to do this.
You need to understand the medium you intend to employ for the making of your record, and you need to know how it can be used. This means first looking closely at:
• a range of examples of recordings made in the medium that you have chosen to use
• examples of work from different periods in time, not just the present
• recent developments in the medium you have selected.
If you are working in a group for this unit you should do this exploration and development with the other members of your group.
You may already be familiar with the technologies of this medium, but, whether you have used it before or are new to it, you should think about any additional skills you will need to or would like to develop. You might, for example, need to improve your skills in using a camera, or in recording sound, or in using a particular type of paint or drawing medium.
You might, of course, choose to combine two mediums in creating your record.
Evidence
undertake an investigation into a recording process and present the results of your investigation
Mark band 3 (8–10)
Learners will show some initiative in research and will be well organised. They will show some ability to focus the research more precisely. They will use a wide range of sources which will produce more useful and relevant information. Learners will show some ability to compare and assess information gathered and will begin to make connections between elements of this information.
The account of how the recording medium has been used to create records will be well organised, thorough and will provide a good range of examples which show some variety. The account will clearly address how the examples were produced and so will be explanatory in nature.
There will be substantial and detailed descriptions of both obvious and less obvious recent developments. Learners working in this mark band will not necessarily note more developments than those working in the middle band, but will discuss them in such a way that they begin to explain how or why the developments occurred.
This unit is about making a record of something. That something could be a performance, an event or a process.
You may be involved in the process of recording, or you may be involved in the creation of something that is recorded.
If you decide to create what is going to be recorded you must develop something especially for this unit. If you are a performer you will work closely at all times with the person or people involved in making the recording.
You may decide to work on your own to make a record of an event, place or situation.
