photographyunits

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Level 2 Unit 9: Working with Digital Art and Design Briefs

Unit aim This unit introduces learners to working with digital technologies in art and design briefs. Learners will explore the possibilities of different digital technologies and processes and learn about the formulation, planning and production of digital art and design. Unit introduction Digital art and design encompasses different areas; artists use digital-based processes to produce digital fine art work, sometimes using photographic processes, installation and digitally manipulated imagery amongst others. Digital technologies are also harnessed to produce animated or time-based work. Illustrators can work with digital imagery, or any combination of traditional processes and digital-based production. Digital art and design offers exciting new opportunities to create new forms of work and to involve, interact and collaborate with audiences and participators. Digital art and design briefs can also feature work that is closely related to the graphic communication or new media industries. From digital artists working independently or through digital communities, to companies exploring alternative methods through which to communicate a corporate identity, there is a wealth of outlets for digital art and design. Learners will be taught how to select appropriate source materials, according to the intention of the brief. They will learn how to identify and use the necessary software, techniques, processes, equipment and peripherals to achieve the intended outcome. Learners will experience aspects of producing digital art and design, such as file management, file storage protocols, communication technologies, pre-production and production methods. They will review their outcomes against the original purpose or scope of the projects they work on. Learning outcomes To achieve this unit a learner must: 1 Be able to create visual material using digital technology 2 Be able to plan and develop ideas for a digital art and design brief 3 Understand the successful characteristics and quality of digital art and design work. What you need to do Click here for criteria (need to add link when ready)

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Level 2 Unit 10: Animation Techniques

Unit aim This unit aims to introduce learners to the practical processes of animation and to enable them to develop an understanding of historical and contemporary animation techniques. Learners will work on design, character, setting and narrative and will then focus on a specific technique for the production of an animation sequence. Unit introduction Animation production is a significant activity in the creative media sector, not only in high-profile television programmes such as Wallace and Gromit, but also in feature films, mobile phone content, the internet, television advertising and the computer games industry. Whilst there is still room for the traditional ‘craft’ techniques such as cel animation, computer-generated and aided animation is increasingly being used, and in ways that allow for as much creativity as traditional methods. Learners will research the content and production techniques used in historical and contemporary examples of work. Learners will develop understanding in such things as persistence of vision, frame rates, stop-frame techniques and the production of cells. This background will inform planning and production of work using one of the traditional methods or a digital application for animation and provide a basis for exploring and experimenting with animation techniques and content. A successful career in animation requires good visual awareness and attention to detail. It requires the ability to develop fresh ideas for content which will engage the chosen audience. A good animator will take into account at all stages the role of animation as communication, whether this be for entertainment or information. Learners should always aim to move beyond simply creating moving shapes on a screen. Learning outcomes To achieve this unit a learner must: 1 Know about animation techniques 2 Be able to develop ideas for an animation sequence 3 Be able to create an animation sequence 4 Be able to review own animation production. What you need to do Click here for criteria (need to add link when ready)

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Photography Marksheets.pdf

This is a pdf document containing blank photography mark sheets

[photographyunits]

Unit 12: Computers in Art and Design

Aim and purpose

This unit will enable learners to develop skills and understanding of the use of computers in art and design. They will research existing applications of computer use, and develop creative responses through their own study and production of computer-based art and design work.

Unit introduction

The use of computers by artists and designers is firmly established in many fields and disciplines. This area of art and design is exciting and dynamic, with new technologies continually advancing, enabling the development of new ways to communicate and combine different art and design forms. Understanding and keeping up to date with the changing technological needs of the creative industry is critical in order for learners to be flexible, adaptable and employable. It is important that learners engage with new technology and develop the skills, knowledge and understanding necessary to communicate ideas effectively in a highly competitive, technical and innovative sector. Learners will develop their understanding of how computers are used as new media in contemporary art and design. They will also develop an understanding of the potential benefits of combining digital and traditional art and design techniques and processes to develop their own work. It is anticipated that digital techniques, in conjunction with appropriate hardware, will be introduced as a foundation on which to develop skills in using new technology and processes to communicate art and design ideas, concepts and proposals in contemporary and innovative ways. The extent to which the full range of digital techniques can be covered will depend on the centre’s access to computer hardware and multi-media software facilities. Learners will need to be given appropriate briefs to focus their work and guide them through investigating and experimenting with hardware and software, in relation to art and design. Briefs will need to be designed within a relevant vocational context and take into consideration new industrial developments in computer hardware and software technology. These skills will help learners progress and adapt to a vocational environment where computers play a key role.

Learning outcomes

On completion of this unit a learner should:

1 Understand the potential of digital media in contemporary art and design practice

2 Be able to select materials for digital experimentation

3 Be able to produce work using digital art and design techniques

What you need to do

Click here for criteria (need to add link when ready)

[photographyunits]

Unit 38: Mixed Media Image Making

Aim and purpose

This unit is designed to develop learners’ skills in creative and experimental use of non-traditional graphic media and methods in their design work. Learners will gain an understanding of the potential use of graphic media and the range of skills needed in order to exploit these forms effectively. Unit introduction The range and scope of graphic media products is wider than it has ever been. As the media and communications industries expand, the demand for versatile, creative designers is stronger than ever. Despite the largely digital or electronic nature of most vocational practice in graphic media, designers need to be able to use a wide variety of practices, tools and materials in order to meet the need for original, inventive design. Designers need these abilities and skills to compete and succeed in the industry. The use of the term ‘mixed media image making’ in this unit is intended to convey the use of a range of materials and processes not conventionally associated with graphic design processes in order to inspire creativity and innovation in design and concept generation. This unit is designed to encourage learners to be creative and experimental in their approach and broaden their experience of using non-traditional media and methods in their design work. Through completion of this unit, learners will gain an understanding of the varied nature of graphic media and the range of skills needed to exploit these forms effectively. Learners need to gain a good knowledge of reproduction methods along with an understanding of ways in which to implement these processes.

Learning outcomes

On completion of this unit a learner should:

1 Be able to use experimental and non-traditional graphic media techniques and processes

2 Be able to use mixed media in producing graphic image outcomes

3 Be able to select reproduction techniques towards graphic image outcomes.

What you need to do

Click here for criteria (need to add link when ready)

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Unit 34: Image Manipulation Using Computer Applications

Aim and purpose

This unit aims to develop learners’ skills and understanding in technical and creative image manipulation, using

a variety of processes and for different purposes.

Unit introduction

The use of computers by artists and designers is widespread. Digital image manipulation is an extremely exciting and dynamic area with technologies continuing to advance that enable new ways of communicating and combining different art forms. Image manipulation skills are highly sought after in the industry so it is important that artists and designers embrace new technologies and develop the skills, knowledge and understanding needed to work in this area. This will allow them to communicate ideas effectively in a highly competitive and progressive sector, which span areas such as graphics and animation, film and photography to fashion and fine art. Learners will develop an understanding of how digital image manipulation software is used in many areas of the art and design industry. They will also develop an understanding of the potential benefits of using digital techniques and processes in order to develop their own creative work. It is expected that digital techniques and use of equipment will be taught as a foundation learners can build on to develop an understanding of skills in relevant technologies and associated processes. Learners will then explore these aspects practically by learners in developing art and design work which communicates in contemporary and innovative ways. Learners will be given themes or specific assignment briefs to focus their work and guide them through investigating and experimenting with relevant hardware and software. Briefs will be designed within a relevant vocational context and take into consideration new industry developments in computer hardware and software technology. These skills will help learners progress and adapt to a work environment where digital image manipulation plays an increasingly important role.

Learning outcomes

On completion of this unit a learner should:

1 Understand how image manipulation techniques are used in the work of others

2 Be able to digitise source materials

3 Be able to originate work using image manipulation hardware and software

4 Be able to present own design outcomes.

What you need to do

Click here for criteria (need to add link when ready)

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Unit 33: Lens-based Image Making

Aim and purpose

This unit introduces learners to skills in and knowledge of a variety of lens-based technologies and processes for image making. Learners will explore the potential of this area in response to given themes or briefs.  Unit introduction There is a broad range of techniques that tutors and learners can within this discipline. Film-based or digital technologies can be used along with the investigation and use of processes like photograms, control of cameras, composition, editing and darkroom techniques. When meeting the requirements of design briefs it is essential to develop skills in a broad range of areas. Learners need to be taught how to experiment with a variety of media in order to develop the creative and technical skills needed for the art and design industry. Although this unit is primarily concerned with developing proficiency in lens-based image making, the overall aim is to incorporate these skills within the chosen art and design discipline and apply them in order to communicate visually. Learners will need to understand how to analyse a given theme or brief to plan and produce the most effective outcomes. This will involve using visual sources to develop creative ideas and will need to take into account appropriate and available technologies and equipment in order to build on technical skills. Learners must be made aware of the health and safety issues that apply to this area of study and explore them in sufficient detail to limit risk. Tutors will demonstrate safe working practices for equipment and processes. Through this unit learners will develop an understanding of how to respond to a given theme or brief that incorporates lens-based image making and how to develop appropriate ideas and final solutions, using relevant technologies and techniques to produce outcomes.

Learning outcomes

On completion of this unit a learner should:

1 Know about lens-based image making

2 Be able to develop ideas using lens-based technologies

3 Be able to produce final outcomes for a set brief

4 Be able to review own lens-based outcomes

What you need to do

Click here for criteria (need to add link when ready)

[photographyunits]

Unit 32: Experimental Imagery in Photography

Aim and purpose

The aim of this unit is to extend learners’ creative and technical skills in investigative approaches to manipulating photographic materials, processes, procedures and subject matter. Understanding of how photographic imagery can be manipulated and challenged is central to this investigation. Unit introduction Artists and designers use technology, both new and traditional, to push the boundaries of image making, by exploring new ways to use materials, techniques and subjects. Diverse photographic media have often been brought together with this aim. This approach is considered a valuable and creative means of communicating intentions. This unit extends learners’ creative and technical skills through the development of research skills and investigative approaches to manipulating materials, processes, procedures and subjects. This could be considered supplementary to the accepted range of conventional techniques. The development and understanding of photographic processes, and how photographic imagery can be manipulated and challenged, is central to this investigation. Learners will be encouraged to develop an individual and creative response to applying techniques in varying combinations in order to originate new methods of working. They will use their experiments to produce innovative examples of new methods of producing exciting photographic imagery. This unit covers the key areas of research, evaluation, practical experimentation, selection and production. There will be opportunities for learners to challenge the context in which photographic imagery exists and to test different techniques, refine their ideas and select appropriate processes with which to make finished work. As learners recognise the potential of experimental approaches to the medium, they will develop their ideas towards imaginative and creative outcomes. Learners will research into the work of current professional practitioners to develop their understanding of contemporary approaches as well as to inspire and inform their own studies. Knowledge and understanding gained in this unit can be applied across a range of disciplines such as graphic design, 3D design and fine art. A key factor in the unit is for learners to achieve a workable balance between technical considerations and creative intentions. Edexcel BTEC Level 3 Nationals specification in Art and Design – Issue 1 – January 2010 © Edexcel Limited 2009 2

Learning outcomes

On completion of this unit a learner should:

1 Be able to explore and test techniques, materials, processes and media

2 Be able to create images through selecting techniques, materials processes and media to meet

intentions

3 Understand experimental imagery in photography

4 Be able to evaluate and refine developmental work to produce outcomes.

What you need to do

Click here for criteria (need to add link when ready)

[photographyunits]

Unit 30: Location Photography

Aim and purpose

The aim of this unit is to introduce learners to the characteristics of location photography. Learners will create photographs on location whilst developing their ability to use the technology, media and techniques associated with location photography.Unit introduction Location photography can be exciting and rewarding. Photographs of news and sports events seen in newspapers and on the internet will have been made by photographers who have the skills and knowledge to photograph successfully at the site of the event. Social photography, for example wedding and location portraiture, requires the ability to manage the environment to create successful images. Similarly, photographers making self-initiated work on location about issues which inspire them, for example artists or documentary photographers, need to be sensitive to their environment whilst having well developed technical and visual skills. Successful professional photographers use visual language skillfully to make their own work distinctive. Confident selection and skilled use of appropriate tools enables the photographer to concentrate on the specific qualities of the location and its potential to offer a unique visual environment. Professional photographers make an informed choice when selecting digital or film-based methods of making photographs. Both methods have validity for specific purposes although digital is by far the most dominant method. A well-informed choice of tools for a specific task may involve purely digital or purely film-based photographic technology and media, or a combination of both. Learners will explore historical and contemporary examples of location photography and key practitioners to develop their understanding of the characteristics of location photography. Learners will plan personal responses and develop their location photography skills when using photographic technology, techniques and media on location. Learners will analyse and review their work from technical and aesthetic perspectives. Learning outcomes On completion of this unit a learner should: 1. Know about the characteristics of location photography

2 Be able to use photographic technology, techniques and media that are used to make photographs

on location

3 Be able to make photographs on location

4 Understand location photography

What you need to do

Click here for criteria (need to add link when ready)

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Unit 23: Photographic Media, Techniques and Technology

Aim and purpose The aim of this unit is to develop learners’ skills, knowledge and understanding of the ways in which different photographic media, techniques and technology contribute to the creation of imaginative photographs.Learners will generate ideas and use photographic media, techniques and technology when creating their own photographs. Unit introduction Photographers use a range of skills when working professionally, which will have been developed over a period of time, through learning and personal experience. A photographer’s choice of materials, techniques and technologies will often provide their work with a unique identity or recognisable character. In some ways this becomes the photographer’s trademark. Many of these materials, techniques and technologies have health and safety guidelines on good working practice and photographers need to be aware of these and also of any changes and updates. This knowledge allows them to minimise the potential of harming themselves and others. Professional photographers use digital photography equipment and processes extensively in studio photography and design-related work. In this unit learners may be able to explore some of the qualities of both film-based and digital photography. Learners will be encouraged to investigate a range of different photographic materials, media, techniques and associated technologies. Emphasis will be on practical exploration, with learners working through as wide a range of media as possible. In working directly with materials and processes learners will be able to form responses and reach conclusions about the characteristics and properties of photographic media. This will help them choose working practices that are appropriate to their intentions, and that best suit their creative interests. Learners will be taught how to use equipment and materials safely. They will need to keep a record of all relevant health and safety guidance and to show an awareness of legislation that applies to activities in this area. In this way they will be building up a valuable store of important information. The unit also offers the opportunity for learners to explore the similarities and differences between film-based and digital photography. They may be able to use film single lens reflex and digital single lens reflex (SLR and DSLR) cameras to experience the similarities between the two types, such as exposure control and interchangeable lenses. They may also be able to experience the differences by processing and printing film-based black and white photographic images, and comparing this with downloading digital-based imagery and using image manipulation software to produce images. As learners progress through the unit they will evaluate and analyse their working practice. They need to describe the properties and working characteristics of the photographic media that they have used and explored. They will review their work in terms of the visual impact of any final piece/s, use of techniques, and other relevant aspects such as adherence to health and safety guidelines. This will provide an opportunity for them to gain valuable insights into photographic media and techniques, and form conclusions about their preferences in photography. Learning outcomes On completion of this unit a learner should: 1 Be able to investigate photographic media, techniques and technology 2 Be able to use photographic media, techniques and technology safely 3 Know about the characteristics and properties of photographic materials 4 Understand own use of photographic media, techniques and technology. What you need to do Click here for criteria (need to add link when ready)

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Unit 10: Personal and Professional Development in Art and Design

Aim and purpose This unit aims to develop learners’ skills and knowledge in their personal and professional development in art and design. Practitioners in this field need to present their work to a range of audiences such as team members, clients, potential employers and interview panels. They will set personal goals and compile a professional portfolio to support their progression. Unit introduction Personal and professional development is a key area within the highly competitive fields of art, craft and design. Artists, craftspeople and designers need to possess the necessary skills to ensure themselves and their work are presented effectively. These skills are also needed for progression through career pathways. Artists, craftspeople and designers need to gather information from a wide range of sources and apply it to areas such as prospective employment or exhibition opportunities, commercial briefs and freelance work. They also need to be able to select and use the information to ensure they have the best progression opportunities. This unit aims to develop learners’ skills in sourcing and selecting from relevant information. They can then apply this knowledge to the important task of organising their personal progression, through career pathways or higher education, and use the research to make informed choices. A fundamental component of any artist’s, craftsperson’s or designer’s presentation will be their portfolio. In this unit learners will develop skills that are essential to producing a strong and balanced portfolio. They will be taught how to select work and be shown examples of different presentation techniques and methods. These will include techniques such as mounting 2D work, labelling or presenting work in digital formats. Issues such as identifying the purpose of the portfolio and the intended audience will also be considered. Learners will be encouraged to identify strengths in their own work. Artists, craftspeople and designers need to communicate effectively. This is achieved through using verbal and written communication skills. In this unit learners will develop communication through discussions based on their portfolio and working practices. Learners will also consider how written statements are used to inform audiences about the purpose, content or meaning of art, craft or design work. The ability to present work effectively is a fundamental aspect of professional working practice, and underpins much of the creative activity of practitioners. Learning outcomes On completion of this unit a learner should: 1 Know how to gather information and use it to select progression goals 2 Be able to prepare a portfolio of art, craft or design work 3 Be able to prepare written material to support progression 4 Be able to develop personal presentation and communication skills What you need to do Click here for criteria (need to add link when ready)

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Unit 57: Photography and Photographic Practice

Aim and purpose The aim of this unit is to develop learners’ knowledge of, and practical skills in, photography. Learners will investigate different areas of photography, such as promotional, advertising and photojournalism, and produce and reflect on their own practical examples of photographic work. Unit introduction Photography, or photo-imaging, is a major industry of the media sector in its own right with a wide variety of applications, from the production of personal records such as wedding photographs or family portraits to technical applications such as industrial or medical photography. Many other media industries, such as the press, television, film and interactive media, use (and often rely on) photo images to support their products. Professional photographers can also operate independently, working to commissions or producing exhibition work that derives from their own interests. Digital technology is rapidly changing the way in which images are produced and digital imaging is becoming increasingly prevalent within the industry. Many professional photographers now shoot exclusively in a digital format, and are required to do so by their clients. However, there is still a place for traditional methods of photography, since prints and slides can easily be scanned and converted to a digital platform. The unit will enable learners to experiment with a range of technology and techniques and should allow for both digital and film-based production. Learners will be able to explore the capabilities of digital image production and how digital cameras and processes can be controlled and manipulated to produce the desired effect. The unit will also allow learners to develop their analytical skills and visual literacy, and gain a contextual and cultural awareness of photography. Learning outcomes On completion of this unit a learner should: 1 Understand different applications of photography 2 Know how to use photographic equipment and employ photographic techniques 3 Be able to plan and produce photographic images for a specified purpose 4 Be able to reflect upon photographic work. What you need to do Click here for criteria (need to add link when ready)

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Unit 51: Page Layout and Design

Aim and purpose This unit aims to develop learners’ skills in designing and producing page layouts for both print-based and digital products using design software. Learners will cover editing, sourcing and preparation of materials, and how to design a page effectively. Unit introduction Page layout and design is an important stage in the development of any print-based text, as well as for interactive media texts such as websites and CD ROMs. Most media products have to compete for both advertisers’ income and readers in an often fiercely competitive environment. Clear and effective page layout and design is important in ensuring that texts are effective in communicating the right message to the right audience in an efficient and professional manner. Ever more sophisticated computer hardware and software are used in the design and layout process and anybody working within this area will require a good working knowledge of the main software programmes that have become the standard within the industry, as well as a good knowledge and understanding of design and layout techniques.This unit aims to give learners the basic knowledge and skills needed to prepare and process text, and source and prepare photographs and other images that will be used in a range of print and interactive media products including newspapers, magazines, books and websites. Learners will then be able to combine these elements and apply design and layout principles to produce effective and attractive page layouts using design and desktop publishing software. Through these activities learners will gain a practical understanding of the principles and conventions underlying page layout and design in different formats, together with a practical understanding of, and ability to operate, software applications. Learning outcomes On completion of this unit a learner should: 1 Be able to edit and process text to meet a brief 2 Be able to source images to meet a brief 3 Be able to prepare images to meet a brief 4 Be able to design and produce page layout to meet a brief. What you need to do Click here for criteria (need to add link when ready)

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Unit 18: Producing Print-Based Media

Aim and purpose The aim of this unit is to develop learners’ understanding of the print production techniques and technology used in the print-based media industries, allowing them the opportunity to demonstrate learning through a range of practical activities. Unit introduction The products that are created within the print-based media industries vary enormously and include books, newspapers, magazines, fine art images, cartons and other forms of packaging, advertising and other publicity material. Digital technology has continued to develop and has significantly increased the prospects for individual print-based producers to set up in business for themselves or use technology to generate their own professional print products and publicity material. The print-based media industries have continued to embrace digital technology in their production processes, though mechanical presses are still used in a significant number of companies, with traditional hand processes now serving only a very small niche market. Learners will be expected to research and recognise the differences in application and ‘fitness for purpose’ of a range of processes both in terms of aesthetic sensitivity and logistical analysis such as meeting deadlines and budgetary restraints. Learners will be introduced to ways of developing ideas for print products. The unit will involve practical work giving learners the opportunity to develop skills in designing and preparing material for print production. Learning outcomes On completion of this unit a learner should: 1 Understand print-based media production techniques and technology 2 Be able to develop ideas and originate designs for print-based media products 3 Be able to produce print-based media products 4 Be able to reflect upon own print-based media production work. What you need to do Click here for criteria (need to add link when ready)

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Unit 85: Exploring Specialist Techniques

Aim and purpose The aim of this unit is for learners to explore the features of their chosen specialist field in art, craft and design by investigating the associated materials, techniques and processes. Unit introduction Practitioners in the fields of art, craft and design continually evaluate their application of materials and techniques and adopt working practices that are in line with the features and requirements of their area. The work they produce has to address the challenges of set briefs, but also has to allow the creative development of personal themes and ideas. Over time, practitioners build a personal language of using materials and making techniques which is unique to them in order to produce work that is distinctive with a clear personal identity. This makes their work identifiable to other artists, makers or designers, and to their audience, which establishes criteria by which their work is appreciated. In this unit learners will research and explore the visual and physical characteristics of their chosen specialist field through practical investigations of materials and techniques and by the production of tests, samples, maquettes and prototypes. Experimental and innovative approaches to using materials, techniques and processes are encouraged. This will help learners understand how and why particular techniques are used in a range of specialist areas and contexts. As learners’ knowledge in these areas grows, so too should their understanding of their own emerging working personality. Personal recording of this information is essential for learners to use and refer back to future work. A sketchbook/journal is to be used to record the investigations, observations and discoveries that learners make on the various properties, and how practitioners have used these. Evidence can include photographs, drawings and notes. Throughout this unit, learners will need full health and safety induction into the practice of working in a specialist environment and be shown the correct use of materials, tools and equipment. From their broad exposure to art, craft and design activities, learners will identify their chosen direction and potential specialist field. This unit will build on prior experiences and provide the opportunity to explore a particular area in greater depth and detail. It can act as a supporting unit for Unit 86: Extending Specialist Techniques when learners apply the skills and understanding gained in this unit to develop, realise and evaluate design outcomes in their chosen specialist field. The two units can be delivered in sequence or through an integrated programme of study. Learning outcomes On completion of this unit a learner should: 1 Understand the characteristics of the specialist field 2 Be able to investigate specialist materials and techniques 3 Be able to record investigations about the properties of specialist materials and techniques. What you need to do Click here for criteria (need to add link when ready)

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Unit 35: Darkroom Practice

Aim and purpose The aim of this unit is to develop learners’ skills using the equipment, materials and techniques of traditional wet-based darkroom practices. Unit introduction Traditional wet-based photographic darkroom practice continues to be used in some areas of professional photography. Although digital processing is now more common, traditional wet-based darkroom practice is particularly used for black and white exhibition printing and fine art photography. Working in the darkroom can be very satisfying; skilled photographers and printers work to very high standards to make prints that are suitable for exhibition. High quality prints can only be produced from correctly exposed negatives which have been processed to equally high standards. Therefore understanding how to process photographic film correctly is an important skill to be learned if high quality photographic prints are required. Black and white printing can be helpful in promoting a good understanding of exposure. For example, exposing photographic paper under a photographic enlarger and watching the image appear in the developer can clearly reveal the relationship between time and intensity. This unit introduces learners to the equipment, materials and techniques associated with traditional wetbased darkroom practice. Learners will develop their photographic film processing and printing skills whilst using darkroom equipment, materials and techniques to create their own photographs. Learners will learn to recognise common technical faults and review their work from a technical perspective. Health and safety practices appropriate to safe darkroom working will be introduced. Learning outcomes On completion of this unit a Photographer should: 1 Be able to carry out black and white negative processing in the darkroom 2 Be able to produce black and white prints in the darkroom 3 Be able to present own photographic darkroom production work. What you need to do Click here for criteria (need to add link when ready)

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Unit 29: Photography Location Techniques

Aim and purpose The aim of this unit is to introduce learners to the equipment and techniques needed to photograph on location. Learners will develop their location photography skills when using equipment and techniques to create their own location photography. Unit introduction Location photography can be very rewarding and requires skilful use of technique when operating equipment on location and when producing the finished photographs. Successful location photography also requires skilful use of the techniques associated with visual language. In the workplace, location photography is created using either digital technology or traditional wet based methods, or a mixture of both. Decisions about the equipment and techniques to be used will depend on the requirements of the client and the creative intentions of the photographer. For example if paper prints are required, the decision to use digital or traditional wet-based media may be based on the creative technique the photographer wishes to use to fulfill their intentions. If location photography is to be integrated with moving images and form part of a multimedia presentation the final outcome will be appropriately sized digital files in a suitable format. This unit introduces the equipment and techniques associated with location photography. Learners will develop their location photography skills and extend their visual skills as they develop their ideas with reference to key practitioners and published examples of location photography. Learners will analyse and review their work from technical and aesthetic perspectives. Learning outcomes On completion of this unit a photographer should: 1 Be able to use equipment to produce location photography 2 Be able to use techniques to make location photography 3 Be able to develop ideas in response to location photography briefs 4 Be able to review own location photography What you need to do Click here for criteria (need to add link when ready)