Beren Attoe Journalism

FMP Portfolio (Finished)

This FMP Portfolio is finished. A list of differences between the previously uploaded version and this complete version has been compiled.

  • I have taken out the ‘what are my inspirations’ part of the “Background of my Project” chapter, instead now rewriting it and placing it into the “Literature Review” chapter. I felt that it was asking me something I had previously already answered, so I used that answer and elaborated on it.
  • Everything has been cited!
  • The “Research Design” section has been completed.
  • Pre-production has been finished primarily with screenshots and explanations.
  • The FMP itself has been compiled as a look into the protagonist’s character profile, the drafts of my synopsis for part of the prologue, the two proof of concept scenes and a look into the planned ending for one of the routes.
  • Post-production has been completed as a prelude to the evaluation, looking at several problems faced during production and how I overcame them as well as how to possibly avoid them for the future.
  • Evaluation has been completed with an answer to each question provided, though questions were cut because I felt they had already been answered in other portions of the portfolio.

This link should work. Notify me if it does not. Also, I have previewed the link in Google Documents but the layout is glitched – please download the word file and view it from Microsoft Word. That should fix the layout issues I’ve been having with the document.


Unit 12 – Research Paper

[ All done. All that’s left is the bibliography. ]

Unit 12 is the summarization of research that will go into Unit 13, the Final Major Project. The unit’s aim is to focus on the project’s hypothesis and present an academic paper on the topic. To do so, the hypothesis must be broken down into its core elements and analyzed using research and industry examples. By doing so, the topic is understood and completes up to half of Unit 13.

The hypothesis presented in this paper is the following:

How does choice influence a story?

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Year 2 – Unit 11

This unit is aimed at creating a portfolio and evidencing our work experience. This is so that, when we reach out into the industry, we have more than enough to impress employers. Many were tasked to compile their points and qualifications into a CV and create a website. I have taken a slightly different approach to this and created a Tumblr blog instead, and this post is also aimed at explaining my decision-making and why I believed Tumblr to be a more writer-friendly platform rather than making a standalone website.

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Year 2 – Unit 12 – Introduction

Over these weeks, we were introduced to Unit 12.

Unit 12 is the preliminary unit to Unit 13, which is the Final Major Project for this year. The learning objectives of Unit 12 are to research and critically examine the influence of historical and contemporary contexts on their own practice. It is an academic compilation of research, defined as ‘an opportunity for students to take greater control of their own learning by independently researching and presenting an investigation into an area of personal interest within creative media production and technology’.

It is intended to influence and inform direction and decision making for the final project’s proposal and execution. To that end, I will be going over initial writing advice I have sought out and my aims for the research. Who will I study? What mediums will I examine? How will I go about this?

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Year 2 – Unit 9 – Projects & Evaluation

In this post I will be completing Unit 9 with an evaluation of my work, coupled with bits and excerpts of both forms that I had explored; those being interactive stories and poems. I will be calling back on the mediums’ characteristics and its influences to support my evaluation, as well as understanding the difficulties I faced.

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Year 2 – Week 7 – Greg

[ may be slightly unfinished, will add more at the end later ]

This week we identified the characteristics of a radio news feature and radio drama, all while comparing the differences and similarities. The result was two minute scripts for both mediums, which we used for comparison and contrasting purposes. We had to first ask the basic questions that applied to both.

  • What is the present situation?
  • How has it come about?
  • What will happen if it isn’t remedied?
  • What steps are being takedn?
  • Who is taken them?
  • When can we see a change?
  • What is that change likely to be?
  • In short the old ‘who, what, when, where’ questions…

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Year 2 – Evaluation / End – Celia

Over the Christmas holidays and the beginning of January, we were given extra time to complete our project. The new deadline was set to be January 10th. During this time, I was able to complete the project – but not completely as intended due to technical and personal difficulties. Below is a full outline of what the final result would’ve been, the problems I faced, the solutions to those problems and my evaluation of the work.

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Year 2 – Week 11 – Celia

This week we learned how to make use of and exploit the Rotate tool in order to duplicate shapes and create a flower. Afterward, we were made aware of the Symbol Spray Tool, allowing us to spray a variety of symbols and patterns onto our page. Finally, there is an outline of my storyboard and what this Twine layout means.

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Three pictures overall.

  1. The first is of the Rotate tool. We started with a single circle and an oval petal-like shape. Using the center of the circle as the anchor and selecting the petal, we used the Rotate tool and input ‘360/24’. This duplicated the petal 24 times in a spread while rotating it 360 degrees – around the entire circle.
  2. Using the spray tool. Selecting a symbol from an expansive library, we simply sprayed to our hearts content. I chose some from the ‘mad science’ category, and the above is the result. This can be used to add in symbols such as arrows and small pictures that drawing may not be able to replicate.
  3. My storyboard. Twine allows for the easy creation of a flowchart and interactive fiction. The picture is an example of this, and the first few ‘parts’ of my project. The top, marked with a green rocket, is the starting point. From then on, it goes downward, branching off into two small sections before joining up once more. Using Twine, I can join these sections up into one path, or ‘route’ as it’s commonly referred to. If I so wish, I may add videos and images in these slides, add in input fields that lead to different results based on if it’s right or wrong, and remember certain details (if a choice is made at the very beginning that affects the ending, I can tell it to remember that and alter text based on that variable).

Year 2 – Week 10 – Celia

As I was not present for Week 9, that blog post is pending.

This week, we learnt about how to use gradients and the perspective grid tool. How to apply these into our work using basic shapes as examples, and various tweaks to the system we can make.

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