NTU Sports Societies - Group Production Log

Project Group
GROUP MEMBERS
1 Indigo Johnson
2 Brandon Boyd
3 Abigail Narandja
4 Ella Farnsworth
5
6
Olivia Dodgson
Matt Tubb
Ocean Productions

Log of Group Meetings
WEEK No. Group
members
present
Actions taken
Week 11
12/10/18
Everyone. Started on production log.
Decided to go with Sports socs as our main focus.
Looked at previous years videos and noted what we do and don’t like about them. We also decided
we would do a survey as part of our market research and we will aim to send it out soon.
Week 12
19/10/18
Everyone. Matt
joined the
group.
Continued with market research. We finalised the survey and sent it out to everyone. We wrote out
some questions for fencing freshers regarding their experience with NTU sport before they came.
We also added the survey onto Abi, Brandon and Olivia’s Instagram stories as well as assessing past
students work.
Week 13
26/10/18
All except Abi
who was ill.
Began working on the storyboard, scenic breakdown.
Week 14 Everyone. Completed design element work (including setting design, representation, prop designs and lighting
design) and storyboard, took group photo, worked on group feel and aesthetic of powerpoint.
Added more detail to the scenic breakdown, emailed societies to find people to take part in the video.
Began discussing when to film and logistics of filming.

WEEK No. Group
members
present
Actions Taken
Week 15
9/11/18
All We completed the group presentation to the class as well as finishing the scenic
breakdown, client mini brief, the storyboard slides. We also added the responses of sports
clubs we have contacted in.
Project Week
16/11/18
No university this week
Week 17
23/11/18
All but Abi Record Routine. We practised different production roles on set to produce an interview,
with different people swapping roles to gain experience of what all the different roles of
filming entail.
Week 18
30/11/18
All but Abi We completed preparatory documents such as risk assessments for filming, continued to
plan days when we would film and discussed editing the film. We also filmed our NTSU
website scene.
Week 19
7/12/18
All We had an editing workshop. We wrote the voiceover script and looked over footage from
Cheerleading filming.

WEEK No. Group members
present
Actions Taken
Week 20
14/12/18
All except Matt
who was ill.
Recorded voice over.
Week 25
18/01/19
All Monday-Group meeting
Tuesday- started editing sections individually
Thursday- put together a rough first draft.
Finished editing video, sorted problems with voiceover and missing shots.
Week 26
25/01/19
All Thursday- Review Video and finalised slides on production slides.
Friday- completed the video and production log

Analysis of previous student projects
Society Sam
Download the Assessment Matrix
on NOW to help you analyse and
assess the videos by previous
students.
The assessment criteria has been
broken down into these 5 elements
Assessment Criteria Your Comments
Idea A guy appears to another guy telling him he’s too boring and needs to join a
society. He shows him all the positive aspects of joining a society. Suitable for the
brief as it highlights the benefits of joining a society.
Content Not overly informative on how to join and where to find list of societies etc.
It does show off a range of societies such as squash, design/photography and
warlock which appeals to a wide range of student interests.
Form Nice pace. At the start is is slow with long takes which reinforces the tone of the
video. After he joins the societies and becomes happy/content the pace picks up
to match the tone of the film.
Technical The music picks up and changes when his mood changes. Some camera is nice,
including shots that change focus from deep to shallow.
Voice over works well and has good quality. The text graphics are poor and dated.
Needs to be more slick to have a more professional vibe and appeal.
Audience & Market Appealing successfully to those who currently don’t do societies or are maybe too
nervous to join and all the positive reasons why they should.
Indicate what grade you would give the video: Low 2.1

Moving to University
Assessment Criteria Your Comments
Idea The idea of the video is to let new NTU students know what to expect when
they move to university.
Content The video includes an in depth walk through of moving to university. It's also
very informative and includes how to find and join different sports societies.
Form There are quick shots. A good timelapse in the beginning. The use of a
transition from Blur to focus. It was focused in areas but the blur of the gate
made it uncomfortable to look at. Panoramic and Blur shots are good
individually but together it shouldn’t be used.
Technical Nice Montage scenes, some shots are too quick and a rew crash zooms. A big
vlogger style. Nice captions and voiceover
Audience & Market Restricted to only those moving to New Hall as that’s the only flat they
explore.
Indicate what grade you would give the video: Low 2.1

Nightmare on Veg Street
Assessment
Criteria
Your Comments
Idea Comedy style video on eating healthy, recognising dangers of eating unhealthily and showing an easy
healthy meal for student to make.
Content Slight emphasis on form over content, more of a focus on being funny at some points than providing
information, though it does seem like the content is appropriate for the purpose of the video and that it
has been researched somewhat.
Form The pacing of the comedy elements is really well done, with jokes being placed for impact, however overall
the video does sometimes flip too quickly between shots, particularly when explaining health implications
of not eating healthy.
Technical Generally the technical aspects of the video are good, although the first shot is slightly shaky and is poorly
lit, perhaps for effect but this can prove distracting. Angles are used well, particularly when she says that
eating unhealthy can result in certain things, with the shot falling towards the floor, as if the cameraman
has died, and the use of panning when she mentions being distracted. these are used well for comedic
effect and make the video interesting to watch, as well as showing that the group has become more
technically accomplished while filming the video.
Audience & Market The video is entertaining and enjoyable, especially for a younger audience, who may appreciate the
comedy aspects more. However as an informational video for students who know little about cooking on a
budget it focuses little on how to cook on a budget and more about healthy eating, therefore not focusing
on purpose and also not thinking about the audience and the information they need. It seems to be
focused on too wide of an audience and doesn’t think about the needs of the audience.
Indicate what grade you would give the video: Mid 2.1

Project Briefing
PROJECT BRIEF Make a Video Showcasing NTU Sports Clubs, Healthy Eating on a Budget or
University Accommodation
LENGTH OF VIDEO- 1.5-3 mins
AUDIENCE (who will see it?) New NTU Students.
MARKET (where will it be
shown?)
Shown on NTU sport website, NTSU website and played at open days for possible
students who are going to be joining the uni.
FORMAT/S e.g. Mp4 File
Format
MP4
DEADLINE 25/01/19

Ideas
1) Societies available at NTU- overview of all available, clubs and sport etc. Talk about freshers fair and the SU website.
Talking head interviews from people like Jack Purdie and Ollie Judd. Benefits of joining, social etc.
2) Sports Societies at NTU- close ups of lots of different sports. Start by talking about NTU sport and how many sports
societies there are. Mention how to join socs, the gym, Clifton and City sports. Experience and how you don’t need any to
join. Time to try something new. Benefits of joining, body, mind and social. Join anything from Cheer (hundreds of
members, mostly girls) to Fencing (much smaller, mixed gender).
3) Focus the video towards those who aren’t sporty and don’t take part in drinking culture as there is a big student
population who isn’t interested in whether sports or drinking. Show off the clubs you can join from pride to chess.
Educational, religious. Take one society and give an overview of what they do and their calendar.
Societies at NTU

Synopsis & Working Title
TITLE/WORKING TITLE NTU Sport- Find the One for You
SYNOPSIS The video seeks to show off the huge variety of diverse sports societies available at
NTU. It will showcase a range of different sports from darts to cheerleading. It will
highlight key information such as how to find a list of all the sports and how to sign up
for taster sessions as well as showing off the Lee Westwood Sports Centre and its
facilities. The aim of the video is to entice A-Level students and
unconditional/conditional offer holders to come to NTU and join a sports club by
showing off our great range. The video will then talk through a number of positive
reasons and success (like the title) to join an NTU sport society.
1) It’s a great way to meet new people and try new things 2) It has huge positive
effects on your body and mind 3) There is the chance to compete in BUCS and varsity
and help the team win matches.
It will focus on the NTU sport key values such as teamwork, sportsmanship and
overcoming challenges. This will be shown off via a number of techniques such as a
montage sequence of sports and facility footage with a couple of talking head
interviews with key NTU Sport inspirations and some voice overs.

Audience & Client Mini Brief
1) Research Identify the main interests of the client for your video.
Client- NTU/NTSU
The main interests of the client for this video would concern the video being largely informative, giving freshers student as much
information as possible on sports societies and sports facilities. They would also want us to be inclusive to all students, regardless of
whether they live at home, which campus they live on and whether they have participated in certain sports before or not. They would
also want a video marketable on their website, with a professional and friendly style to encourage new students to join sports societies.
1) Research and identify the main interests of the audience for your video. In order to answer this successfully, you may need to
conduct a small scale survey or focus group to inform your answer. You can scan & attach any results as an appendix to the Log.
Audience: New NTU students
The audience would be mainly interested in the opportunities available to them, both in terms of the campus that they live on, and also
whether they aim to play competitive sports or whether they want to play for fun. Therefore, we will aim to provide as much information
as possible regarding opportunities for students across campuses, as well as including information on competitive sports, but also
mentioning that students do not have to participate in this if they don’t wish too.
Because the students we are aiming the video towards will be new students, they will also be interested in the opportunities available in
sports societies and the benefits participating in university sports may have, such as making new friends, learning a new sport or joining
a sports committee, which looks brilliant for future employers after university.

Audience & Client Mini Brief
3) How do you think your video can reflect the interests of the audience and client in terms of content and
form?
Our video can reflect the interests of our audience by including simple and easy to understand information
about sports societies for new students at NTU. This is clearly an interest for our audience as shown by our
research, which shows that many students were unclear about sports societies when starting university
and would like more information on this in an informational video.
Our video also reflects the interests of the client as we are promoting NTU Sport by making a video about
it, which they could use for marketing and promotional purposes, either on the NTU/NTSU websites or on
social media. By promoting NTU Sport in the video this may bring more students to take part in sports,
therefore meaning that it is within the interests of our client that we make this video.
4) How will you avoid a conflict of interest between audience and client?
The main way we aim to avoid conflict of interest between the audience and client is in the case of
drinking culture. Whilst this is an interest for many students, particularly freshers, and many sports
societies do provide drinking socials for members, this may create a bad image for NTU as it may make NTU
students look like they are only interested in drinking, creating a bad reputation. Therefore in our video
we will refrain from discussing the drinking elements of sports societies and will focus only on giving
information about societies sports facilities and how to join to avoid conflict of interests.

Research
Content Already out there:
Only Video on the NTU Sport Website Pages-
- Montage
- Slow mo
- Shows off some sports but mainly gym, Wheelchair
Basketball, football, cheer and Lacrosse.
- No voiceover or text to offer extra information
- Show off core values- togetherness, teamwork, good
sportsmanship, overcoming challenges.
We found that on the NTSU Website Sports section there
was not a video telling students about NTU Sport. So
there is a gap for the video we’re planning to make.
We emailed NTU SPORT to see if there Is anything we
should or shouldn’t include in the video as well asking
about any potential interviewees. We explained what out
aims for the video were and the message we are trying
to get across.

Research - (Continued) & Survey Planning
Questionnaire:
Google Forms Survey:
We used a questionnaire to find out
what the target audience are looking
for in a video about sports societies
and we used the results to inform
the making of our video. This way
we can understand what the
audience need/want to know and
what subjects we can ignore.
Fencing Freshers Questionnaire:
1. Where did you find out
about fencing?
2. Was there enough
information surrounding
sports club when you came
to Trent?
3. What made you want to join
a sports club?
4. Do you want to compete?
5. Would you recommend
joining a sports club to new
freshers?
6. What have you gained from
joining a sports society?
We decided to add an
explicit question as to
whether or not people would
be interested in a video
about sports societies. We
wanted to ensure that
people would be interested
in a video being made,
otherwise there was no
point of making a
promotional video about the
sports societies.

Results from Google Survey
This suggests that we should aim our video at those living
at university rather than home, although as this won’t be
specifically mentioned in the video we will be including
students living both at home and university, to widen the
audience of our video and to be inclusive to all new
students.
This result shows that people intend to join a society before
they get to university. This suggests that a promotional video
may help students decide which society is best for them, along
with information explaining how to join.

This result from the survey suggests that we should aim
our video not just at those who do a sports course but
everyone. This would both make the video more inclusive
for a wider audience of freshers, while also shows an
understanding of our audience.
This result suggests that we should make a
video explaining where people can get more
information on sports societies.

Based on this information, we will be sure to include
information on BUCS for new students as not many of
the freshers we surveyed didn’t know what BUCS was.
This could possibly be explained in the interview section
of the video, or perhaps using voiceover at some point
during the video.
This response shows that a video on sports societies at
NTU is a good idea as it would be helpful to new students
who want more information on sports societies but don’t
necessarily know how to find out about this. The video
could potentially be on the NTSU website or on the NTU
website as many students are more likely to view a video,
meaning that we are reaching our audience more easily.

Results from Surveys - Part 1
92% (282) of our respondents are not studying a sports related course. they were only interested in sports as a hobby rather than a career.
In the second question we decided to ask if they lived in private accommodation or student halls. This was to help us with deciding the
target audience of the video. Due to 62% (168) living in halls we will appeal to that section of the student community as it is bigger.
The final question that we asked here was if people wanted to join a society before they came University. There was a mixed response, but
the majority of people (145) did want to actually join a society. However due to 45% not wanting too, we need to aim our video to the
minority by explaining all the positive things about joining a society.
Below are the first three questions that Abi put on her story.The initial question we asked was whether people are studying a sports related
course at university. This way we could make potential contacts of those who might already be a part of a sports society that could lead to
them helping us with our project. It could be beneficial to our project to hear the experience of current freshers and touch upon that in our
research and video.

In the first question we found that 57% (157) of our respondents would consider themselves as ‘sporty’. This is good as it means we have a wide target
audience that our video will appeal too. Similarly, 43% said they weren’t sporty so another idea for our video could be to promote sports to those who aren’t
typically sporty but still want to have the confidence to get involved, keep fit, apply for a committee role and make change within the society.
The next question about whether they take part in societies. The majority said ‘No’. This may be due to the lack of easily accessible, simple and visual
information regarding how and why to join a club.
The final question here was whether a video would help new freshers learn about the available sports
societies. 133 people (84%) said ‘Yes’; which reinforces why we were making this video.
The next three questions that we asked were if people considered themselves as sporty, do they already take part in any sports
societies/clubs, and whether or not a video on the Student Union (SU) website or Sports Societies website showcasing sports would be a
helpful visual for students starting University.

To the right are answers to Abi’s instagram survey. We asked a very open question so people could have
the chance to answer freely and honestly. We wanted to get an idea of why people weren’t joining
sports societies and if we could help bust these myths or change people’s perceptions of sports
societies.
We found that most people didn’t join to laziness. If we could highlight all the positive things, as well as
the social side, about joining it might encourage people to stop being lazy. If we explain that there’s no
pressure to train every week or compete this may encourage more people.
(1) ‘Prefer working out alone’ - Sports societies aren’t just for working out; but also for networking and
developing new friendships with people who enjoy the same sport as you.
(2) ‘Studies take up too much time’ - Sometimes overworking yourself from studying can be too much for you
mind and body. Join the gym and take part in 30 mins yoga or pilates session to help relax your body and mind.
(3) ‘Don’t enjoy team sports - mostly just weightlifting’ - Luckily at NTU there is both a normal and high
performance gym for those who do prefer working alone. Similarly, nt all sports are team sports. For example
darts, squash, pole dancing and snow sports.
(4) ‘Too much commitment and pressure to be either incredible, or in a rubbish team, no inbetween’ - For all
sports there will be a huge range of abilities so there is no pressure to be amazing. Most sports clubs have
coaches that come to teach new members about the sport. This is the same for competing. It seems there are
myths surrounding sports about what’s expected of the athletes.

The final two questions that Abi put on her Instagram were about the
benefits of joining a sporting society and whether people would be
interested in competing. 85% of the respondents voted ‘Making Friends’ as
opposed to the other 15% who voted for ‘Free Time From Study’. This
means that most people use the sport society in a way to meet friends and
socialise, not just get fit.
In the second question, the majority of people (72%) said that they would
be interested in competing (116 compared to 45 who said No). This means
this during out video we need to explain that members can compete and
why.
Brandon also put some of the questions from the survey onto his Instagram
as well, and the results were very similar to Abi’s. One of the questions
which drew our attention the most was the fact that 146 of Abi’s
respondents voted for making friends as opposed to free time from
studying, so we decided to add more options and see if the results would be
any different if we added anymore choices.

Results from Surveys
In Brandon’s survey we decided to add four extra options regarding the ‘benefits of joining a sports club’ question. The options included: starting a new hobby,
being part of the committee, benefiting your mind or benefitting your body. The three top answers were as follows:
-Making Friends - (which is one of the benefits we are going to try and promote in our video, so that people who may be joining University without knowing
anyone else beforehand, will know that it is easy to make friends through societies as everyone in that society has as passion for the same thing
-New Hobby - (which gives us the impression that people might want to give a sport/activity a first shot and try something now
-Benefits the body - (which in theory is relaxation time for your mind and time to not study)
We will reflect on all of these positives throughout our video to reinforce them to our audience.

Scenic Breakdown
This sheet was completed
during the scale up session on
25/10/18.
We then expanded on this with
the rest of the group during
the workshop. This can be
seen on the following slides.

Scenic breakdown
Scene Number
(1 onwards)
Setting
(where it is to be set)
Action
(what happens in the scene. Break the scene down into several shots)
Introduction of Sports at
NTU
Based at Lee Westwood Sports Centre Establishing shot of outside of Lee Westwood, introduce sports centre and explain
societies and facilities available through voiceover (done by Abi). ‘Here at NTU we have
a wide range of sports facilities available to all students across both Clifton and City
Campus. Here at Clifton we have the Lee Westwood Sport Centre which includes…’
(lists all facilities)
Walkthrough/tour type POV shot showing different facilities in the sports centre. E.g.
sports hall, gym, dance studio and outside facilities, with added voiceover. The
voiceover will correlate to the shot shown on screen. For example when the narrator
says ‘a dance studio’- there will be a shot of it on screen.
Introduction of City
sports
Based at City SU Walkthrough/tour type first person shot showing facilities of City SU with added
voiceover. Voiceover continues.
‘Similarly here at City Campus there is a number of facilities available at the students
union including’ (Lists facilities) - same formula as previous scene.
- gym
- climbing wall
- Sports hall
- Dance/fitness studio

Scenic Breakdown
Scene Number
(1 onwards)
Setting
Action
Footage of sports socs Lee Westwood/City SU Voiceover Continues - ‘With over 60 sports societies available at NTU there is
something for everyone’ Footage showing different sports socs playing their different
sports.
‘There is a wide variety of both team sports such as : Cheerleading, Rugby, Football
and basketball’
‘As well as a range of individual sports such as: golf, darts, archery and martial arts’
‘Looking to try something more obscure? NTU also has sports clubs such as belly
dancing, ultimate frisbee, pole dancing and snow sports’
Interviews Lee Westwood/City SU Interviews with people from socs, committee members of socs, mid shots, explaining
why joining a sports soc is good and the opportunities that can come from it.
Including Ollie Judd, VP Sport- Variety of NTU sport opportunities e.g amount of
sports and BUCS
Cheer Committee Member- Darcey Riman- Opportunities within a sports club
Staff Member at NTU- facilities at NTU Sport
Use of text titles introducing who they are and what soc they are from.
Talking about competitive opportunities, e.g. BUCS.

Scenic breakdown
Scene Number
(1 onwards)
Setting
Action
How find the list of clubs
and how to sign up
Lee Westwood reception desk. Shot of someone scrolling through the NTU sport clubs lists on the website.
Freshers fair will also be mentioned while showing shots of how to sign up.
Shots will include- scrolling through website, filling out a form, signing in with ID
card.
We do not have access to Freshers fair to add footage of the event so we will mention
it briefly while showing shots of people looking at the clublist and signing up.
‘You can find a list of all the available sports on the NTU sport website, you can sign up
for taster sessions via freshers fair during welcome week and then pay subscription at
the city SU or Lee Westwood reception’
Final section-
information reminders
Matte screen Voiceover ’for more information check out the following websites:’
Text titles at the end giving URLs and search suggestions so they audience can get
more info, e.g. NTSU website and NTU Sport.

Storyboard
Our first rough storyboard, including
some of the shots we would like to
shoot for our video.
During the first 30 seconds of our video, we
would like to create a montage of the many
amazing facilities at NTU (including, the Lee
Westwood Building, inside in the sports halls,
the gym, the dance studios and more. While
using these shots, we would like to have a voice
over informing the audience what these are and
a brief intro about NTU sports societies.
We plan to use a mixture of different shots
including close up, long shot, extreme close up,
all of which are matched up to the pictures
drawn for the storyboard.
Medium Long Shot High angle long shot extreme close up then pan out to
low angle long shot
high angle long shot medium long shot Close up to medium long shot

Storyboard
Storyboard continued…
Now moving onto the second page of
storyboard, the montage is still continued.
We want to also include some short clips
of the sports being played (e.g. mid
playing tennis, cheerleading practise,
football, fencing) to show our audience the
types of sports that get played at NTU.
We also want to show the audience where
they can join societies and also show a
bigger range of the ones they can join. To
do this, we want to include a screen record
scrolling through the online list of all the
societies at NTU.
After these clips, we want to include some
interviews with key members on the NTU
Sports societies team (Jack Purdie).
Mid/close up
close up
Long tracking shot up
and down the peste
Longshot track to
mid shot
Mid/close upMid/close up

Setting Designs: 1
The external shot of Lee Westwood is
important for the video as it is the main
establishing, setting up where most
scenes will take place throughout the
video. As it is an informative video it is
important that we explain everything to
the audience so they understand where
all the sports societies are happening.
This is an important setting for the video
as it familarises the new students with
the external appearance of the building. If
they see a picture of Lee Westwood on a
promotional video, when they come to an
open day or start at the university in
September they will remember the shot
of Lee Westwood from the video and
associate it with the sports department.
We will ‘dress’ the setting by ensuring
that the ‘NTU Sport’ logo is in shot.
Establishing, external shot of Lee
Westwood Sports Centre

Setting Designs: 2
This is the main sports hall in Lee Westwood and
home to many training sessions and BUCS
matches. This is an important part of the video as
it showcases a huge amount of sports in one
open space. It shows off the both the variety of
sports and people who get involved. Due to it
being such a big space we can get a range of
shots types and angles of the sports clubs and
their training sessions to make the video more
interesting for the audience.
Similarly, there is the balcony that overlooks the
sports Hall meaning we can get some interesting
high angle shots of everyone training.
This is also important as this sports hall is home
to things such as the Clifton Freshers fair and
open day sign ins. This, like the establishing shot,
should help create an association in the students
mind so when they come to the university they
remember the sports hall and all the sports that
take place.
Internal high angle shot from
balcony, overlooking Sports
Hall 1 in Lee Westwood

Setting Designs: 3
The gyms are important an important
setting as there is a lot of expensive,
specialised equipment that appeals to a
huge demographic of university students.
In our market research we found that
some responses included comments such
as ‘I prefer weightlifting’ and ‘I like to
work out alone’. In order to appeal to this
section of the student community we will
showcase the gym facilities at both Clifton
and City and the starting prices.
We will dress the scene by getting
permission from those working out to
film them so we can include shots of
people using the equipment.
We need to use the sports facilities as a
way to entice students to come to Trent
rather than a different uni so we need to
highlight the unique thing about the Trent
gym facilities.
Internal eye height shot
of Lee Westwood Gym
facilities.

Photoshop Rendering
As part of the setting design we photoshop
rendered the images of the setting. This
was done by scanning in the picture and
using the fill paint tool and brush tool to add
colours to the drawing. We also used a
graphics tablet to use the burn and dodge
tool to add shading and depth to the
images. The purpose of this was to help us
think about the angle and positioning of
shots as well as the props.
For example, all people in shot are wearing
the hot pink/navy blue NTU colours to
reinforce the sense of an NTU community.
Secondly, we need to add shots of people
using the equipment, instead of just an
empty gym. Thirdly, we included a spectator
to show the audience that even though you
may not be sporty you can still get involved
with NTU sport by being a spectator and
cheering on the university teams.

Representation
Character 1:
Drawing or photo
Analysis (minimum 50 words)
VP Sport By showing the VP Sport being interviewed, this represents him as
being in a position of authority and therefore being knowledgeable of
sports and sports societies at NTU.
This kind of character, like all of the participants in our video, would
be a person as opposed to a performer or character style of talent,
creating a more authentic feel to who he is and his links to NTU
Sports.
It might come across as stereotypical to have the main authority of
NTU sport being a man, however by representing other people in the
video that are male and female, this would help tp outbalance this
stereotype.
The use of NTU sport clothing for costume would reinforce his
position of authority in sport but would also help to create a
community feel in NTU Sport as we could also include other people in
the video wearing NTU sports clothing.

Representation
Character 2:
Drawing or photo
Sports society member By including a person in the video that joined a sports society having had
little experience with that sport in the past, this represents the idea to the
audience that you can take part in sports without having done it in the past. It
also goes against the stereotype of sports being exclusive and competitive or
inaccessible to those who haven’t done it before.
This member could be either male or female, as although sports is often
stereotyped as a male heavy activity, we found in our research that many
sports society members or those interested in sports societies at NTU are
female.
The inclusion of someone not in a position of authority could represent
friendliness and could encourage people to join a sports society after
watching the video as they feel they can identify with a student more than the
sports VP, who is in a position of authority.
This person could also wear NTU Sports clothing similar to that of the VP to
further reinforce the idea of community in NTU Sports, and to also identify
them immediately to the audience as being a member of a sports society.
This character may be both a person and performer in regards to talent as
although they are a real person as opposed to a fictional character, they may
be shown performing their sport.

Representation
Character 3:
Drawing or photo
Sports committee member By using a sports committee member in our video, when discussing the
benefits of joining a society, this could provide some authority to what they are
saying.
Including someone that is a committee member this also shows their
commitment to sport and goes against the stereotypes of students just going
out and partying whilst they are at university, and shows that many students
who join sports societies have the opportunity to become a committee
member one day too.
This person could also wear the NTU Sports merchandise or clothing from
their own society to reinforce their role as a committee member and as a
person that students hoping to join a sports society can ask questions to and
can relate to both as someone in a position of authority but also a student like
them, making them more relatable than the VP Sports but still important to
NTU Sports and how it is run.
This character would also be a person in regards to talent in the same respect
as the VP sport and society member to create an authentic feel.

Prop Designs
DRESSING PROPS
Prop 1 - Drawing or photo Analysis (minimum 50 words)
NTU Merch
NTU sport logo on the wall
Talking head interviews - foreground something to show NTU logo - e.g.
NTU water bottle being held, flyers given out or hanging on the wall,
clipboard etc. To show that the people we are interviewing are actively
involved and have some involvement with the department, they aren’t just
any student.
Position the camera so the logo is in the background of all shots in Sports
hall and also shots of the NTU sports picture on the wall in the gym. This
makes the branding clear so the audience will recognise the NTU logo etc
when they come to the uni in person.
A mannequin
wearing NTU Sport
merchandise that
students can buy
Strong branding to help the
audience identify with the
university

Prop Designs
Equipment from sports clubs All the equipment that the sports clubs
need e.g. balls, swords, rackets - make
the sport clear. Shots of the equipment
being used - e.g. racket being heldor
used on tennis court, balls being
thrown and caught or hit by a racket
etc. Or even shots of the equipment
hanging on the wall or on the floor.
These props are important as without
them the sports cannot be played and
our message cannot effectively be
communicated.
ACTION PROPS
These props are vital to the
shot and overall message of
the video

Prop Designs
NTU and personal clothes NTU t-shirts, strips, bags, socks. In the NTU shop there are lots of
different merch to wear and style and when with a sport society
you also get NTU sport wear. We can do shots people from
different societies wearing the NTU merch and NTU sport merch
(hats, shirts, tracksuits).
By using all of this merchandise it helps create a sense of NTU
Sport community which is important to the sports team mindset
and values.
PERSONAL PROPS
American
Football’s strip

Lighting Design: 1
Photograph Analysis (minimum 50 words)
Natural Light Although it can depend on weather,
natural light provides sufficient light for
a high quality video. Many of the
societies we are documenting are run
outside, natural lighting will pride the
necessary lighting we need. Natural
Lighting is full of spectrum, it will give
each scene a really professional look
due to the colours that will stand out. If
we decide to include an interview, the
use of a reflector might be necessary as
it will redirect the sunlight on to the
subjects body illuminating them and
making them the main focus.
The large windows provide great natural
lighting which makes the shot better than if
we used the artificial lighting alone.

Lighting Design: 2
Artificial Lighting Many of the societies are run inside, this is
where artificial lighting such as studio
lights and light absorbers will help. We may
find ourselves in a situations with little
natural light leading us to rely on other
sources of light to replace it. Artificial
lighting can be manipulated to show off
different moods such as pathetic fallacy,
however as our film is documenting
societies we will be looking to give off a
professional mood. Artificial Lighting can
create both high key and low key lighting,
high key lighting can enhance the sense of
liveliness and emphasise the intensity of a
situation - this will be useful when filming
sports.
An example of high key
artificial lighting.

Lighting Design: 3
Editing Editing can help to create and add to the scene already shot. Programs
such as Adobe Premiere Pro or Sony Vegas have software installed that
can edit things such as the exposure of a shot. Having the ability to edit
certain shots means that if a shot does go wrong we can use the
options available to make it look right.
This drop down menu has a list of
lighting adjustments that can be
made to the shot to make the footage
darker or lighter or even add a
coloured tinge.

We decided to email some of
the sporting societies (well
known and obscure, team and
individual) to get a variety of
sports included and involved in
our video project. One of the
aims of our video is to not just
give them information of what
societies are available but what
the societies do and can offer
to the individual. This would
off the new student a range of
choice, giving them the
opportunity to make an
informed decision about what
clubs to join.
Emailing Societies
Some of the societies didn’t have their NTU
Sports emails on the website, so we decided to
find one of their representatives on Facebook
and message them directly to see if they would
be interested in helping us with our project and
to also confirming the training times on the
website were up to date.

Emailing Societies (continued)
First point of contact:
Dom- Squash
Guilia- Pole Dancing
Sixtine- Volleyball
Joe- Futsal
James- Motorbiking
James M- Ultimate Frisbee

Ideas Pitch
For our ideas pitch which we had to present in front of the class so we decide to cover some of the
most important parts of our project. We wanted to briefly explain who ‘Ocean Productions’ were as
a team, and what individual/group qualities that we could bring to the project. Some of our slides
included some of our past successes as well as how the concept behind our idea would make a
successful project. We feel that our pitch was presented confidently and allowed us to effectively
communicate our reasoning behind picking this as a project, how our skills to create an effective
video and how it would potentially make a difference.

We converted
the results into a
pie chart to
make it clear
where our
strengths and
weakness are:
Key:
Outstanding
Very Good
Good
Fair
Ideas
Pitch-
Feedback
Results

Feedback from Ideas Pitch
Comments on the ideas for the video:
(For example, Idea / Proposed length /
identification of audience)
From looking at the feedback we received, nobody mentioned the specific timing for the
video but we are going to aim for nearer 3 minutes so that we can get as much
information in about NTU sport and societies as possible. Our target audience for the video
project is to potential freshers starting at NTU and students already studying at NTU to
raise awareness of the sports societies available. From the feedback it seems as though we
could have communicated this more effectively.
How does the idea for the video follow the
requirements of the Project Brief?
Our idea follows the brief, as we have to make a video helping to promote the sporting
societies. From the feedback it seems as though we have mixed comments on how
successfully communicated our video idea. Some audience members though we had a good
idea and others commented that they didn’t understand it. It was also commented that
maybe we could have used images and stats from the market research to back up our point
as to why the video was necessary.
How do you intend to act upon the feedback?
Do you need to make any changes to your idea,
and if so, what?
After analysing the feedback, the majority of the responses stated that we constructed our
group identity clearly by having a logo/group picture and that our past experience seems
good and helpful. As stated above some of the audience was a little unclear about what our
idea was and how we intended on putting the project together,However, we feel that the
lack of understanding was due to a poor presentation rather than a confused project idea.
We feel we have a very simple idea but in the presentation we obviously just didn’t
explicitly communicate the point of the video. We are hopefully going to start filming over
the next few weeks, finding out which societies have training/sessions on which days, and
we will split up the group so we can cover as many sessions as possible and get a variety
of footage and interviews.
Apart for that I don’t feel the presentation raised any other major issues about the project
that we we need to seriously consider.

Interviews:
Ollie Judd (VP Sport) & Darcy Riman (Captain of
‘Trent Tigers’)
For our project, we also thought it
would be good to do some interview of
people who already have a role in a
sports club, and see if we could find out
some more information about what
they do.
We decided to interview Ollie Judd who
is the VP for Sport, and Darcey Riman
who is one of the Captains for ‘Trent
Tigers’ - the cheerleading group.
The Questions:
1- Introduction of who they are.
2- What made them join a sports club?
3- Why did they become their chosen role (VP
Sport/Captain for Cheer)?
4- Why do they think new students should get involved
with sports clubs/societies?
5- Why do they think sports clubs are so important
within University culture?
6- What would you say to someone who is
unsure/worried about joining a society?

Record Routine - Workshop
In the ‘Record Routine’ workshop, we were given individual roles on a mock film set. The aim was to make a video that seemed as if we were filming a multi-
cam video but only using one camera. Brandon and Olivia were the interviewee/interviewer. The other roles including camera, lighting, director and
clapperboard were assigned to different members of the class.

Production Role & Record Routine
Name of Team Member & Role in ‘Record Routine’: Brandon Boyd
My responsibilities & what I have learned from the Record Routine (minimum 300 words):
In the Record Routine workshop, my main role was as the interviewee. I had to discuss questions with my interviewer (Olivia) and we decided the topic of
my first year University experience. The questions included ‘any regrets’ and ‘if I was part of any societies, which ones was I part of’. For my role I had to
make sure I remembered exactly what I said for each of my answers because we were working on a multi-camera shoot which meant we were being
filmed multiple times from different angles when everything starts being edited together, the answers need to be the same/similar for the video to flow.
My next role was controlling the clapperboard to signal which scene and which take of that scene we were filming. For example: if we were on Scene 1,
Take 3, I would have to wait for the set to be silent, and the signal that there is ‘silence on set’ to which I would hold the board in front of the camera and
state that we are currently filming the third take for the first scene. This is an important role so that while you are filming you can note which takes are
good, and which ones you’re able to scrap. This makes it easier when you do go into the editing stage, so you don’t have to watch all of the takes/scenes,
because you already know which ones came out well and which ones didn’t; and reflect on ways you could have improved them.
I’ve been in a similar workshop back when I was in Primary school, but it was good to refresh my memory of the variety of roles available, and although
it’s great to be in charge of the camera or direct the scene, my ‘roles of preference’ would either be as an actor in a project or the post production aspect;
whether that be making a thumbnail, editing a video/photos or doing a write up of a particular project.
332 words.

Name of Team Member & Role in ‘Record Routine’: Olivia Dodgson
One of the main roles in the record routine, was being the interviewer, this involved asking Brandon questions about ‘University Life’. I learnt
how to act infront of the camera and remembering what questions I asked for retakes. While I was doing this role, I had to make sure I was
aware of all the surroundings on set and was following the instructions of the director. At times, I did have to be patient while waiting for the
rest of the set to be ready to film. Overall, this was probably my favourite role during the record routine.
The next role I had was a sound technician. I had the responsibility of making sure the sound was clear during the record routine. I had to listen
to the instructions of the director when we were about to film. We had to do a few practise runs to make sure the sound was all set up properly.
I had to communicate with the rest of the team to ensure everything was set up to the directors liking.
The last role I took during the record routine, was the director. I enjoyed this role a lot and liked controlling how the set looked. I found it easy
to give directions to the team and felt confident within the role. I had to make sure all aspects of the set were perfect for the video and had to
make sure the interviewer and interviewee were ready to film and knew exactly what they were saying to avoid wasting time.
Overall, I enjoyed participating in the record routine and it made me realise what sort of roles I would enjoy doing in a professional
environment. I would definitely prefer a bigger role such as director or interviewer, as these are the roles I enjoyed the most. I also feel as if
during these roles I performed the best and felt the most comfortable.
(319 words)

Name of Team Member & Role in ‘Record Routine’: Ella Farnsworth
In the recond routine I played the roles of the camera operator, lighting technician and director.
I learned whilst acting as the director that it is particularly important for the whole team to work together to
ensure a good outcome from shooting. I also learned how important it is to give your production team clear and
concise instructions as a director to ensure the everyone in the production team is on the same page and know
what everyone is doing at any one time, for example by saying “silence on set” and “camera rolling?”. by being
an assertive yet attentive director, this means that everyone in the production team has a good idea of what is
required of them during the shoot, and also what is needed for each particular shot.
In relation to this, I learned as the camera operator the importance of listening to the director and their wants
and needs for the shoot, but also to suggest things to the director such as shots I thought would look good or
whether the lighting was glaring. This meant that we could get a variety of shots that the director may not have
thought of, and sorted issues to do with lighting that may have not been noticed until after shooting which may
not have been able to be fixed.

Name of Team Member & Role in ‘Record Routine’: Indigo Johnson
There were multiple roles I took on during this workshop. My first role was as director. This meant that I was in charge of the set and the others had
to follow my instructions. I learnt about the lead up to recording and the steps that must be taken. The order is: I say ‘silence on set’, I then ask the
camera operator if the camera is rolling, they then turn it on and report that back. The clapper then comes into shot. I then shout action and the actors
start. This was valuable as now when we film as a group outside of the classroom we know how to create a professional shoot.
My next role was a camera operator. Here I learnt how to frame the actors in shot using the rule of thirds and also focus them. I experimented with
different angles and zooms to create different and more interesting effects for the post production.
My final role was sound operator. I held the boom mic and listened through headphones. I learnt how quite they must be as any sound from any
movement by me will be picked up my the mic.
I enjoyed exploring a range of different, professional roles on our mock film set. The camera operator and mic operator jobs do not appeal to me. I was
struggling with the weight mic. While operating the mic and camera I was on edge as I was worried about knocking the camera or making a noise
that would be jarring or disrupting during editing. As a naturally confident person I felt comfortable in the role of director and am considering now
that it is something I could work towards in the future.
This was really valuable as I could understand what roles I do and don’t enjoy, however currently, I still prefer the editing.
308 words.

Name of Team Member & Role in ‘Record Routine’: Matt Tubb
In the Record Routine I took up multiple roles in the production, these included being the interviewer, lighting and production assistant. As the
interviewer I had to be organised and pre plan the questions I was going to ask the interviewee, I wanted to make the questions interesting for
the viewer and also open so the interviewee had a chance to really express their opinion. I also had to introduce the show and end it, I wanted
to make sure to grip the viewers the interview started and round up the questions asked at the end. The main responsibility I had was
remembering my lines, as we were getting multiple shots I wanted to make no mistakes so the production would be efficient and run smoothly
for the other members of the team
The next role I had was lighting operator, within this role I had to make sure the LED lights were illuminating the interviewer and interviewee.
The main responsibility of this role was to give the best lighting I could so the shot looked as good as possible. I communicated with the other
members of the crew, mainly the camera person to make sure the lighting looked professional on the shot. The lighting poles were heavy and
had a risk of falling over I had to make sure everybody was safe and there wasn’t a chance of hurting anyone.
The final role I had was production assistant, within the role I had to take note of each shot the crew shot whilst looking at the clapperboard to
note the number of the scene. I had to make note of if we were going to use the shot and any comments, these comments included what was
in the shot or what went wrong. I communicated with the director to see whether we would include the shot and let the crew know what shot
we were on if anyone was confused.
I found the experience valuable and will take the skills I learnt with me for the future.
338 words.

‘NTU - Find the Sport for You’
Video Peer Assessment
YOUR GROUP NAME: Ocean Productions (peer assessed by Anchor Visuals)
Summary of comments from peers
Idea Does the original idea shine
through?
How does it entice the viewer
from the start?
-Strong engaging question from the start
-Good use of infographics scattered throughout
-Consistent voiceover with clear aim of idea
Form Please comment on the pace /
rhythm and structure of the
video
-Structured nicely, with some good pacing.
-Rhythm nicely broken up with interviews scattered throughout.

Comments
Content How does the video deliver its
information effectively?
-Majority information delivered through voiceover or interviews
-Use of talent that is relatable to the audience and fits the market
-Some good use of infographics, could use more to label specific
club information?
Technical
Prowess
How have sound and image been
recorded?
Any tips for improvement?
-Clean audio throughout voiceovers.
-Interviews have elements of echo, could be improved with
lavalier microphones or boom?
-Correctly exposed video with some nicely lit interview shots.
-Some sort of stabilisation could be utilised to ensure a
consistent pan on some of the shots
Conclusions What is your lasting impression of
the video?
A well paced video with clear ideas, provided in an informative
way. Perfect choice of interviewees that match the target
audience. Good use of different camera techniques - maybe look
at some other camera movement options in addition to the pans?

Risk Assessments,Consent Forms
and Copyright
The following slides are the risk assessments from the shot
locations, the consent forms from those we filmed, and the
copyright forms.

RISK ASSESSMENT FORM
Location City SU fitness studio Date 22/11/18 Time/s 8-9pm
Description of Activity Filming pole dancing
Names of Students in Production Team
ABI NARANDJA, ELLA FARNSWORTH, MATTHEW TUBB
Names of Additional Persons
Types of Hazard (see list above and tick the hazards you are likely to encounter)
Moving vehicles Hot objects/liquids Working alone
Moving machine parts Noise Geographical area
Fall from height Weather Stairs ✓
Trips or falls ✓ Chemicals Manual Handling ✓
Electrical Vermin Shooting at Night
Risk Evaluation
Hazard High Medium Low
Trips and falls ✓
Manual handling ✓
Stairs ✓
Pole Dancing

Location Lee Westwood astro pitch -
Clifton
Date 22/11/18 Time/s 8:30-
9:15pm
Description of Activity Filming American Football team
INDI JOHNSON, BRANDON BOYD
Fall from height Weather ✓ Stairs
Electrical Vermin Shooting at Night ✓
Risk Evaluation
Trips and falls ✓
Manual handling ✓
Weather
Shooting at night ✓
American Football

Location Lee Westwood- Clifton Date 28/11/18 & 10/12/18 Time/s 3:30-
4:30pm
Description of Activity Filming BUCS matches at Lee Westwood
Filming facilties
INDI JOHNSON, Abi Narandja
Trips or falls ✓ Chemicals Manual Handling
Risk Evaluation
Stairs ✓
Trips and falls ✓
Lee Westwood

Location Lee Westwood- Clifton Date 27/11/18 Time/s 8-10pm
Description of Activity Filming fencing Lee Westwood
INDI JOHNSON
Moving vehicles Hot objects/liquids Working alone ✓
Fall from height Weather Stairs
Trips or falls ✓ Chemicals Manual Handling
Risk Evaluation
Trips and falls ✓
Working Alone ✓
Fencing

Location Date 30/11/18 Time/s 2-3pm
Description of Activity Filming Ollie Judd - interview
INDI JOHNSON, ELLA FARNSWORTH, MATT TUBB, BRANDON BOYD, OLIVIA DODGSON
Names of Additional Persons Ollie Judd
Electrical ✓ Vermin Shooting at Night
Risk Evaluation
Trips and falls ✓
Stairs ✓
Electrical ✓
Manual handling ✓
Interview with Ollie Judd

Location City SU Date 6/12/18 Time/s 4-
5:30pm
Description of Activity Filming ballet fitness class and city SU sports facilities
ELLA FARNSWORTH, MATT TUBB, ABI NARANDJA, OLIVIA DODGSON, BRANDON
BOYD
Names of Additional Persons Ballet fitness members
Risk Evaluation
Trips and falls ✓
Stairs ✓
Electrical ✓
Manual handling ✓
Ballet fitness and city SU

Location City SU Date 6/12/18 Time/s 7-9pm
Description of Activity Filming cheerleading and interviewing cheerleading president.
ELLA FARNSWORTH, ABI NARANDJA, BRANDON BOYD
Risk Evaluation
Trips and falls ✓
Stairs ✓
Electrical ✓
Manual handling ✓
Cheerleading and Interview with Darcy Riman

Location Lee Westwood Date 10/12/18 Time/s 4:30-5
pm
Description of Activity Filming cheerleading and interviewing cheerleading president.
ELLA FARNSWORTH, INDIGO JOHNSON, MATT TUBB
Fall from height Weather ✓ Stairs
Electrical Vermin Shooting at Night ✓
Risk Evaluation
Trips and falls ✓
Shooting at night ✓
Weather ✓
Manual handling ✓
Ultimate Frisbee

Lee Westwood
Permission
Ollie Judd-
VP Sport
City SU
Permission
Darcy Riman-
Cheer Captain

Copyright Log
Name of
Production
NTU sports club video
Names of Producers
Indigo Johnson, Brandon Boyd, Olivia Dogdson,
Ella Farnsworth, Matt Tubb, Abi Narandja
Date 23/01/19
Media Form of
Material Used
(video, audio,
image or other)
Description / name of track
Where Obtained
(web URL etc.)
Copyright
Status
Details of
Permission
Gained
Background Music Adventure
https://www.youtube.com/
watch?v=MkNeIUgNPQ8
None n/a
NTU Logo Filmed when in Lee Westwood n/a Permission given
Email /verbal
confirmation

NTU Sports Societies - Group Production Log

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