ND Creative Media Production Y2 – 2020/21

Unit 23: Multi-Camera Techniques. Unit code: T/600/6648

QCF Level 3: BTEC National. Credit value: 10
Assignment Details Contents
Title: – Understand programme formats that
use multi-camera production. This is your Assignment brief for Unit 23. It
Assessors: Tracy Cullen covers Outcome 1,2 & 3 in which you must
School: Media, Multimedia & Performing Arts achieve a Pass. The brief outlines what you
Programme level: 3 Assignment Number:1 must do to achieve a Pass, Merit, or Distinction.
Issue date: 09/10/20 Interim hand-in (if Read the Scenario and Tasks and follow them
applicable): N/A closely using the notes and guidelines covered
Feedback: Hand in Date: in class and resources provided.
11.11.20
IV: Unit 23 IV date: 01/09/20

Outcomes:
1. Understand programme formats that use multi-camera production
2. Be able to plan a multi-camera production.
3. Be able to perform an operational role in a multi-camera production.

Overview
This unit aims to develop understanding of multi-camera television formats, and to develop skills in
multi-camera production techniques. Learners will also gain an appreciation of how the multi-
camera process integrates with other production skills and gain valuable experience of studio
management, multi-camera directing and studio floor techniques.
The term ‘multi-camera production’ covers a wide range of specialisms and skills in the moving
image industry. It is applied in situations as diverse as live broadcasts of sports events and
concerts, TV productions such as game and chat shows, and the provision of screen displays for
corporate conferences. This unit enables learners to develop the knowledge and skills fundamental
to this sector of the industry by undertaking the study of professional productions and applying that
knowledge in practical multi-camera productions. The unit introduces advanced technical skills in
the use of sound and vision equipment and the essential working practices and conventions of
successfully working in a production team. A good grasp of these skills provides the foundation for
working in specific technical and production roles in the industry, from studio producer to sports
camera, and on programmes as diverse as soap operas, comedy game shows, music festival
broadcasts, local news magazines or Premier League football matches.

Indicative Content
1 Understand programme formats that use multi-camera production
Programme formats: live events, eg sports, concerts, stage productions public events;
studio productions, e.g. game shows, chat shows, news magazines, studio-based drama.
Reasons for multi-camera use: coverage of action; communicating meaning to the viewer; visual
style; maintaining viewer interest; constraints of studio or location environment; multi-camera
simultaneous recording.
2 Be able to plan a multi-camera production.
Multi-camera production roles: camera operation; sound mixing; vision mixing; directing; lighting
desk; floor management; graphics generation.
Develop programme ideas: programme format, studio production, live event; content ideas; visual
style;
Presentation style: scripts, links and inserts; refining original ideas to final script
Planning processes: range of equipment required; allocation of job roles; conversion of word scripts
to shot lists; design of lighting, set, sound; carrying out location recce; timing and sequencing;
ND Creative Media Production Y2 – 2020/21
Unit 23: Multi-Camera Techniques. Unit code: T/600/6648
QCF Level 3: BTEC National. Credit value: 10
health and safety considerations
Production documentation: timed scripts; shot lists; studio floor plans; location plans; lighting
plans; risk assessments; equipment checklist; camera script
3 Be able to perform an operational role in a multi-camera production
Perform a practical role: operate cameras, sound mixing desk, vision mixer, direction, lighting
desk, talk-back, video playback, floor management, graphics generation; communicate effectively
Operational methods: communication within production team, such as shot calling, talk-back,
cueing; vision mixing; video and graphic inserts; sound mixing; health and safety considerations

Scenario
Present a Video Essay/Prezi about multi-camera programme formats.
Program Formats: Select at least two’ live events’ and two ‘studio based productions’.
Discuss the Reasons for multi-camera use: such as (refer to at least 4 points):
 Coverage of action (analyse camera angles/cutting techniques)
 Discuss how they communicate meaning to the viewer.
 Explain how they maintain the viewer’s interest.
 Write about the visual styles of the different production types.
 Discuss the constraints of studio or location environment productions
 Discuss multi-camera simultaneous recording.
Use visual examples, such as screen shots to illustrate your examples.

On completion of this research:

Undertake a role in the planning and development of a multi-camera production –

“A Year in review – NWRC film-makers special”
This will be a series of 3-5 young filmmakers talking us through ‘A Year in Covid’, what effect this
had on their course, their production processes, their products their physical and mental being,
their lives. This will be in the format of a presenter led panel show including screening the
participant’s short films.

Students must:
Be involved in a number of production roles in multi-camera productions, such as camera operator;
sound mixing; vision mixing; directing; lighting; floor management; graphics generation.

Students must script & plan the production with careful detail to:

Work in a team to Develop programme ideas and make decisions about the programme format,
such as: studio production, documenting live events; content ideas; visual style; presentation
style; scripts; links and inserts; refining original ideas to final script.

Develop the Planning processes such as the range of equipment required; allocation of job
roles; conversion of word scripts to shot lists; design lighting, sets, sound; carry out location recce;
work out timing and sequencing; health and safety consideration/implications.

Produce documentation such as timed scripts; shot lists; studio floor plans; location plans;
lighting plans; risk assessments; equipment checklist; camera script, all of these must be
completed and presented in portfolio.
ND Creative Media Production Y2 – 2020/21
Unit 23: Multi-Camera Techniques. Unit code: T/600/6648
QCF Level 3: BTEC National. Credit value: 10
Perform a practical role in different productions such as cameras, sound mixing desk, vision
mixer, direction, lighting desk, talk-back, video playback, floor management, graphics generation
and be able to communicate effectively with team members.
Operational methods such as communication within production teams to manage filming in studio
or on location, using talk-back, cueing; vision mixing; video and graphic inserts; sound mixing;
health and safety considerations.

Individual detailed evidence documenting your role and involvement in the production is
to be presented in portfolio.

1 Understand programme formats that use multi-camera production

LO1.1. Programme formats: live events,
a. eg sports, concerts, stage productions public events; studio productions,
b. eg game shows, chat shows, news magazines, studio-based drama
LO1.2. Reasons for multi-camera use: coverage of action; communicating meaning to the viewer;
visual style; maintaining viewer interest; constraints of studio or location environment; multi-
camera simultaneous
Recording.

2 Be able to plan a multi-camera production.

LO 2.1. Multi-camera production roles: camera operation; sound mixing; vision mixing; directing;
lighting desk; floor management; graphics generation.
LO 2.2. Develop programme ideas: programme format, studio production, live event; content
ideas; visual style;
LO 2.3. Presentation style; scripts, links and inserts; refining original ideas to final script
LO 2.4. Planning processes: range of equipment required; allocation of job roles; conversion of
word scripts to shot lists; design of lighting, set, sound; carrying out location recce; timing and
sequencing; health and safety considerations
LO 2.5. Production documentation: timed scripts; shot lists; studio floor plans; location plans;
lighting plans; risk assessments; equipment checklist; camera script

3 Be able to perform an operational role in a multi-camera production

LO 3.1. Perform a practical role: operate cameras, sound mixing desk, vision mixer, direction,
lighting desk, talk-back, video playback, floor management, graphics generation; communicate
effectively
LO 3.2. Operational methods: communication within production team, such as shot calling, talk-
back, cueing; vision mixing; video and graphic inserts; sound mixing; health and safety
considerations

TASKS
L01: Task 1.
Present a Video Essay/Prezi about multi-camera programme formats.
Program Formats: Select at least two’ live events’ and two ‘studio based productions’.
Discuss the Reasons for multi-camera use: such as (refer to at least 4 points):
 Coverage of action (analyse camera angles/cutting techniques)
 Discuss how they communicate meaning to the viewer.
 Explain how they maintain the viewer’s interest.
 Write about the visual styles of the different production types.
 Discuss the constraints of studio or location environment productions
ND Creative Media Production Y2 – 2020/21
Unit 23: Multi-Camera Techniques. Unit code: T/600/6648
QCF Level 3: BTEC National. Credit value: 10
 Discuss multi-camera simultaneous recording.
L02: Task 2.
(Present written research about all the production roles mentioned above.
Go to Media College online for assistance).

2.2. Develop programme ideas: programme format, such as studio production, live event;
content ideas; visual style;
Task 3.
(Present evidence of brain-storming and development of ideas for multi camera productions
covering the following headings - studio production or live event, production content ideas, and
proposed visual style).

2.3. Presentation style; scripts, links and inserts; refining original ideas to final script
Task 4.
(Present a written statement describing the proposed productions style.
A copy of the script, information about any links or inserts to be used for the production and
evidence to show how the original idea was developed to script and refined before production).

2.4. Planning processes: range of equipment required; allocation of job roles; conversion
of word scripts to shot lists; design, eg lighting, set, sound; location recce; timing and
sequencing; health and safety considerations
Task 5.
(Provide a list of all the equipment needed for production.
Each student is to provide an account of what their role in the production entailed, and show how
the conversion of word scripts to shot lists was developed.
Provide notes, drawing/sketches or plans of designs for the production, include details about all of
the following headings;
‘lighting, set, sound, graphics’.
Provide a location recce using drawings, photos and notes for the TV studio and any other locations
used.
Describe how the timing and sequencing was used in production.
Provide a health and safety check report).

2.5. Production documentation: timed scripts; shot lists; studio floor plans; location
plans; lighting plans; risk assessments; equipment checklist; camera script
Task 6.
(Present copies of all production documentation such as scripts; shot lists; studio floor plans;
location plans; lighting plans; risk assessments; equipment checklist; camera script

L03: 3.1. Perform a practical role: eg cameras, sound mixing desk, vision mixer,
direction, lighting desk, talk-back, video playback, floor management, graphics
generation; communicate effectively
Task 7.
(Provide a written report about your individual responsibilities and experiences in this project).

3.2. Operational methods: communication within production team, eg shot calling, talk-
back, cueing; vision mixing; video and graphic inserts; sound mixing; health and safety
considerations.
Task 8.
(Present a written comment on operational methods covering all the following headings;
communication within production team;
shot calling,
talk-back,
ND Creative Media Production Y2 – 2020/21
Unit 23: Multi-Camera Techniques. Unit code: T/600/6648
QCF Level 3: BTEC National. Credit value: 10
cueing;
vision mixing;
video and graphic inserts;
sound mixing;
health and safety considerations.

Task 9.
Provide an account of how you communicated effectively with team members, crew and personnel.

Present a portfolio that cover all the tasks set for assignment by writing your responses
into this portfolio of evidence document and do not delete the learning outcome or the
task details.

To achieve a pass grade the

evidence must show that the
learner is able to:

P1 Describe multi-camera production programme formats with some appropriate use of subject
terminology [IE]

P2 Plan a multi-camera production with some assistance [CT]

P3 Perform an operational role in a multi-camera production with some assistance. [TW]

Key
IE – independent enquirers
CT – creative thinkers
RL – reflective learners
TW – team workers
SM – self-managers
EP – effective participators

Merit Criteria Distinction Criteria

To achieve a merit grade the evidence must To achieve a distinction grade the evidence
show that, in addition to the pass criteria, must show that, in addition to the pass and
the learner is able to: merit criteria, the learner is able to:

M1 Explain multi-camera production programme D1 Comprehensively explain multi-camera

formats with reference to detailed illustrative production programme formats with
examples and with generally correct use of elucidated examples and consistently using
subject terminology subject terminology correctly

M2 Plan a multi-camera production competently D2 Plan a multi-camera production to a quality

and effectively showing some that reflects near-professional standards
ND Creative Media Production Y2 – 2020/21
Unit 23: Multi-Camera Techniques. Unit code: T/600/6648
QCF Level 3: BTEC National. Credit value: 10
imagination and with only occasional assistance showing creativity and flair and working
independently to professional expectations.
M3 Perform an operational role in a multi- D3 Perform an operational role in a multi-
camera production to a good technical standard camera production to a technical quality that
with only occasional assistance. reflects near-professional standards working
independently to professional expectations.

PLTS: This summary references where applicable, in the square brackets, the elements of the
personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for
learners to demonstrate
effective application of the referenced elements of the skills.
Key IE – independent enquirers, CT – creative thinkers
RL – reflective learners, TW – team workers, SM – self-managers
EP – effective participators.

Further Guidance & Sources

Research material sourced about film at;

URL http://classes.yale.edu/film-analysis
Cyber College and Media College for notes on TV studio productions.
www.filmsite.org.uk - for film genres, narrative structure and codes and conventions,
www.screenonline - for TV drama genres, narrative structure and codes and conventions
British Film Institute Resources at WWW.bfi.org.uk
British Film Institute Magazine at WWW.bfi.org.uk/sightandsound
Visit the college Library where you will find a number of books that will be very useful for notes for
this project.

Textbooks
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student
Book
(Pearson, 2010) ISBN 978-1846906725
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Teaching
Resource
Pack (Pearson, 2010) ISBN 978-1846907371
Baylis P, Holmes P, Starkey G – BTEC National in Media Production (Heinemann Educational, 2007)
ISBN 978-0435499198
Abercrombie N, Long Hurst B – The Penguin Dictionary of Media Studies (Penguin, 2007)
ISBN 978-0141014272
Branson G, Stafford R – The Media Students Book (Rutledge, 2006), ISBN 978-0415371438
Briggs A, Cobley P – The Media: An Introduction (Longman, 2002) ISBN 978-0582423466
Clark V, Jones P, Malyszko B, Wharton D – Complete A-Z Media and Film Studies Handbook
(Hodder Arnold,
2007) ISBN 978-0340872659
Gillespie M, Toynbee J– Analyzing Media Texts Issues in Cultural/Media Studies (Open University
Press, 2006)
ISBN 978-0335218868
McDonald K – Film and Television Textual Analysis (Auteur, 2005) ISBN 978-1903663547
O’Sullivan T Dutton B, Rayner P – Studying the Media: An Introduction (Hodder Arnold, 2003)
ND Creative Media Production Y2 – 2020/21
Unit 23: Multi-Camera Techniques. Unit code: T/600/6648
QCF Level 3: BTEC National. Credit value: 10