Content/production role research
Coming up with an Idea:
When coming up with an idea for an As Live show, the first place that I began was with thinking of a topic that I am passionate about and that I want to take further. (Kellison, 2008:48) An aspect that I struggled with was to just sit and think about what I would be passionate about, what idea would I want to protect and nurture and work on everyday for a number of weeks? (Kellision, 2008:48).
The first step that I took was to get a notepad and pen and to sit for a few evenings just watching television to find out patterns in programming, and what is popular at certain times; along with what programmes I find particularly engaging. This was a great opportunity to really come to terms with different types of television, and the endless opportunities that there are for a 30 minute As Live Show.
Getting to create a show in a television studios is such an incredible opportunity hence we really wanted to challenge ourselves when coming up with the idea. We did not want to create a simple programme that is all focussed on a certain game, or quiz. We wanted to delve out further and find an idea that can grab anyones attention. After we had an idea of what is on television at the moment, Jonathan asked us question: What is popular right now? Myself and George then had multiple discussions regarding what is popular right now and from this we came up the very rough idea of having a 30 minute show that looks at all the current trends, as well as reviewing past trends and crazes and comparing them to now. This idea made me feel excited and as well as this it felt current, which is exactly what a television programme should be. (Kellison, 2008:4)
We wanted to come up with an "innovative idea" (Kellision, 2008:48) that captured the viewers attention in seconds and then managed to hold it through engaging content as the average persons attention span "only lasts for around eight seconds" (Digital Information World, 2018). Furthermore this then enabled us to come to the decision that whatever our show was going to be based around segments, hence making it a magazine show. We wanted an audience to be able to watch half of it and it still make sense to them, however we then needed a way to structure it so that although it is segmented, it does not feel fractured and can still flow as a programme should.
"Magazine shows are programmes with a variety of different items" (Brown et al, 2016:183) therefore meaning that we wanted to have a variety of content all linked up to create our show, giving us a great chance to explore how we can use structure of the segments to allow us to develop a strong idea. When planning the sections it was best to break them down into bitesized chunks so that they could be short and snappy. (Brown et al, 2016:185) From finding this out we were able to start planning what segments we want and we then came up with a basic list explaining each one and what they explore. We created the list by looking at some typical magazine shows such as Saturday Night Takeaway, and Good Morning Britain, and took influences from both. For example we enjoyed how Good Morning Britain approached news in a more chatty way and this inspired us to include a news section. Additionally we enjoyed how Saturday Night Takeaway was fun and uplifting and this also influenced us to have a short game section as well as a performance at the end. Thus we derived our idea from lots of content that we analysed, as well as adding our own twist which allowed to be our own original idea.
When working out how the idea would work and how it would fit together we found that "chunks should be no longer than five minutes maximum" (Brown et al, 2016:185) so this helped us to plan how the segments would flow and how many we could fit into the half an hour broadcast time. We were then able to take this a step further and start figuring out how we can incorporate VT's into the mix as there are crucial with creating a magazine show (Brown et al, 2016:185). This was a big step for me as I have never developed an idea to the extent that we did with Trending as we wanted to be as confident as possible on it before the pitch.
An additional aspect that we needed to consider was who was Trending going to be aimed at. We knew that we wanted it to be young people (age 18-25) as they would most likely be aware of current trends, however we felt that there was not a lot out there for them when looking at programme scheduling. As well as this we wanted Trending to be a programme that bring families and households together for light entertainment and news, hence we decided to also aim it at their parents. In reflection I feel really glad that we did this as it was quite a challenge accommodating to both demographics but I feel that we managed to make it work through researching content that will interest both groups.
Once we had our idea laid out, the final stage that we took with idea development was to "ask for feedback from friends and family" (Kellison, 2008:47) to help us with whether our idea would be viable and whether it would be popular. To help us with this we created a survey that we shared with as many people as possible via our social medias regarding our idea and whether they would watch it and what elements of it we should take further. Creating this survey for research was unbelievably helpful, as not only did it allow us to get useful and constructive feedback on our idea, but it also certain elements of our idea even further. For example the Controversial question section was originally meant to just be a way of getting interactivity to elevate the programmes views (Swift, 2016:88), but consequently we received lots of feedback about young people not feeling confident enough to voice their opinions in their own households, therefore we turned it into a section where families could discuss their thoughts together and then send them in. There were multiple ways in which creating the survey aided us, however I do feel that this alone proves how beneficial it was to use it as we could already work out what was popular about our idea and what was not.
The Big Pitch:
After coming up with the idea, the next stage to prepare for was the pitch, and this is an art within itself (Masterclass, 2020). Even though we have done pitches before, this one felt very different as we were doing to to multiple people, but there was also the added pressure of only one group being commissioned at the end of it. When researching for how to have a successful pitch I read that they need to be "exciting and edgy" (Kellison, 2008:107) thus that is exactly how I wanted our pitch to go. Our idea also fit well with this, as it is fun and entertaining so when considering colours to use for the pitch we chose for them to be bright and engaging. As well as this the colours that we chose perfectly reflected social media apps and their branding, and as Trending is linked to social media and interacting with others online we felt that it was good to use lots of bright colours, as this also helped us to stand out. Additionally "in a pitch it is important to know your brand" (Kellison, 2008:107) thus I am very glad that we made a decision to decide branding colours for the pitch as it helped us portray visually how we wanted Trending to come across, and therefore establish a clear brand identity.
Creating an As Live Show:
The first thing to consider when creating an As Live Show is that "the USP needs to be clear" (Brown et al, 2016:120) in order to have a programme that stands out from the rest. I feel that this was definitely a hurdle that we did face, as sometimes magazine shows can fall into the trap of always following the same structure and although we wanted to take influence from this, we also wanted to develop it even further by having a more multipurpose set so that the areas can be used for different elements, as this alone makes our show unique.
When working in the studio it is key to know how to look after the talent, and in our case this meant the hosts but also the contestants. As Producers, not only were we going to have a whole crew to look after, but also guests from outside of the course which meant that we had to "assign a member of the team to look after the talent" (Brown et al, 2016:60) so that we know they are never left alone as not only does this create a more professional atmosphere but it also reduces the stress from other on set as they know that the talent are taken care of. Nonetheless it is paramount to be "professional in a studio environment" (Brown et al, 2016:60) as not only is it etiquette and code of conduct, but there are also health and safety factors to consider such as cables around the studio floor hence if anyone were to act unprofessional this may cause harm which undoubtedly needs to be avoided.
During this unit I have really learnt the significance of keeping to time when filming a Live or an As Live programme because if you do not keep to time you will risk falling off air (Brown et al, 2016:57) and clearly this needs to be avoided hence finding out about the importance of keeping to the timings made me then realise the importance of the running order (Brown et al, 2016:60) as you have to keep to time. Finding out the vitalness of keeping to time influenced me to research into how to create timings for a show and how to know that it will be on time. "Everything has to be timed to the second" (Brown et al, 2016:57) hence to help we were advised to read the script ourselves and then time how long it takes to read each line as this way we were able to have a rough idea of the length of each item. Being on time was probably my biggest worry throughout the whole unit as I had used the method of timing myself over and over again and had tried to get it exactly to 30 minutes and zero seconds. In retrospect I was probably a little too hard on myself when working out the running order and the timings but I do believe this was due to almost excessive research and reading up on how crucial it was for timings to be exact. In future rather than worrying too much about it I am going to try as hard as I can to get things on time, I would focus more on thinking of fillers that we can add to fill the buffer time in case the show is not to time. Nevertheless even-though admittedly I did worry a lot about the timings of the programme, it was such a good learning experience for me to realise just how intense the pressure can be to get it timed right and how crucial the running order is.
When creating an As Live show it is crucial to research and understand the different job roles in Television Production, especially as I was the Producer as I would definitely be working with every class member at some point hence I felt it would benefit me if I fully understand what they are all responsible for. I found a diagram from ScreenSkills that broke down the different roles into departments, and by knowing this it aided me with knowing who was going to be working closely with who, which therefore meant we could bring in our organisational skills to group people together such as those working on cameras, or those working on VT's, as "having good communication is so important" (Kellison, 2008:128) and without it there would be chaos. After seeing this diagram it influenced myself and George to create a document that explains and outlines everyones job roles and their responsibilities. This was so useful and I am happy that we made it as I referred to it several times as did others in the class. It also meant that by the time we were in the studio preparing for Trending, the whole class was confident on production roles which helped with the flow of production. A slight issue that we did face with production roles was that even though we had been assigned roles and that some people had to delegate tasks, we were also in the same class hence it was always really important to remember to motivate and be positive when it came to delegating tasks to the relevant class member. In future I feel that I would stress less about this as I have now done it once and feel confident with understanding how roles work and that people don't mind doing tasks as that is what their production role entails, thus I will put slightly less pressure onto myself.
Finally when researching creating an As Live show I came across the significance of motivating the team (54) and creating a positive atmosphere in the studio. Before this unit I was under the misconception that production crews are just people that work together, but throughout the developmental process of creating Trending, I have realised how close the crew become and how it is all about team work. Everybody has a crucial individual role and is essential (Brown et al, 2016:44), yet they all fit and work together to get the programme in motion. If one person or role is missing this then has a domino effect on the whole production hence it is so vital that the whole production crew feel valued and and I learnt that you can do this by "being encouraging and positive" (Brown et al, 2016:60) as by doing this it really accentuates that it is a group effort. Admittedly I feel at times I was so focussed on making everyone in the class feel valued that sometimes I forgot to appreciate my own efforts and this led me to feel that I may be doing something wrong or not doing enough, however when looking back I now realise that I did do more than enough, as did everyone else in the class.
Creating a News segment:
During the show we knew that we wanted to include a news segment, yet we stayed very conscious of "the USP being clear" (Brown et al, 2016:120) as we did not want the news chunk to blend into the normal structure of a magazine show news section.
We took to researching and found that young people tend to seek out more positive news (Brown et al, 2016:135) and this then implemented how we wanted our news segment to go. We started to have a discussion and watched different news shows and stories and did pick up on the fact that they were all quite negative. When sending out our survey to get feedback on our idea before pitching, we briefly mentioned how news makes people feel and we found that 87.7% of individuals who filled it in felt overwhelmed by negative news stories at some point and even describe it as 'doom scrolling.' With todays level of technology, " people can find the news that they want to watch" (Rabkin, 2016:134) meaning that if our viewers were likely to get overwhelmed by negative news stories they may in turn avoid watching Trending. Obviously we did not want this to happen hence we focussed on how we can make the Trending news segment something that people will watch and feel positive about. I feel that this is unique and makes the news chunk very original, as well as fitting with the tone of the show.
This did however lead to a hurdle as News has to be accurate and informative (Brown et al, 2016:136) however we were going to take on the challenge of making sure all stories had a positive edge, which may be hard to do if there is no positive edge. For example if there was a tragical disaster would we mention it as it is a news show hence we should, however it would be impossible to tell it from a positive angle. We also had to work out how to make the news segment work for our intended audience as they will want to hear what is relevant to them (Brown et al, 2016:135). To help us with narrowing down how we will write news stories, we took to even more research; we looked at other positive news stories and found that the BBC have something called "stories to make you smile" (BBC Newsround, 2021) and we took some influence from this as we realised that our news section did not have to cover all stories as we first worried, but we can choose a select few that are accurate, what the audience are seeking, and also that take a positive angle. I am happy that I carried out this research as it allowed me to realise that just because we are having a news chunk in the show, it does not mean that we have to cover all news. From this we were then able to work out what was relevant to our show at the time of production which leads me onto my next point.
When creating news, there are quick turnarounds (Mitchell, 2009:120) due to the news needing to be relevant. This meant that we would not be able to write the news section until the week before, which provided challenges as it meant that we would not know exactly how long the news segment would be, as well as not being able to plan any of the graphics needed until the last minute. This was a challenge as we knew that we would be very busy leading to production hence it was another job to the list, but the added pressure id add to the excitement of creating the show and I developed my multitasking skills of working on writing multiple different news stories at once.
Finally we knew that we wanted the news stories to work with the style of Trending, thus we took to social media to help us develop our stories as well as to provide short videos and still images that link to the stories. Nowadays all you need is a phone to create visuals (Brown et al, 2016:135) so when seeking out materials to include in our news show we took to social medias and Tiktok. Furthermore making the news section work with the style of Trending aided us with keeping a consisted brand identity for our as live show.
Creating a Game Segment:
We knew that we wanted to have a game section in Trending called 'Trendsetters' yet we had not delved much into the making of game shows and had to build jeopardy. The first technique that I found was that "the presenter can be used to build tension" (Brown et al, 2016:120), however I do only partially agree with this. The presenter can be used to build tension, but I do feel that the game has to create a certain level of tension for the presenter to then accentuate it. Thus we knew that we needed to work out how the game would already include existing tension. Originally the contestants were going to have 30 seconds to answer each question, and then 10 questions to answer, admittedly looking back this would not have built much tension as at the end of each question the clock automatically resets meaning that there would not have been much pressure the the contestants running out of time. Jonathan suggested that a good method may be to have a countdown that keeps going down for all the questions as this way they would have to use their time very wisely; hence causing jeopardy. In retrospect I feel really happy that we went with Jonathans suggestion as it also enabled the game to be even more unique which also adds to the USP (Brown et al, 2016:120) of Trending and this is important to help us with gaining viewership and interest.
Another issue that we faced was the fact that we did not have an audience as audience also contribute to building tension. Due to this I took to researching and in an interview with Martin Scott, he discusses creating The Chase which is actually filmed without an audience. In the interview he states that you can "get the crew to encourage them and build tension" (Scott, 2016:124) hence we thought it would work to have our crew clapping and encouraging contestants, as well as using sound stings. This was a good choice that we made as adding sounds when an audience would normally clap our cheer not only built the tension in the game, but the excitement too which is exactly what we wanted.
Another aspect of the game that we had to research was how to write questions as they are undoubtedly the crucial part of it. Not only doe the questions need to be "entertaining and challenging" (Brown et al, 2016:121) but they also needed to "fit with the tone of the show." (Brown et al, 2016:121) When taking these both into account we were able to create three categories for questions; Hint, Pictures, and Anagrams. By deciding on these fun and simple categories we could then brief the research team on the style of questions that we were looking for. We went through a few rounds of altering questions until we had three sets that we were happy with; two that we could use for rehearsals and one to use for the As live recording. Reviewing the questions a few times was a good decision as they do add to "the entertainment value of the show" (Brown et al, 2016:121) so it is important that they fit with Trending. Looking back I did underestimate the amount of work that goes into question making, as I feel I was under the illusion that they were quite simple to come up with, yet I was proven wrong. I am glad that I have learnt this as I now know that in future when working on questions for a game or quiz show, I would be able to go through the process of creating them successfully by giving myself enough time.
We also found that they the key ingredient of coming up with a game is being able to play it and enjoy it. (Brown et al, 2016:121) This furthered my development of working on a game as by playing it, we were able to see what worked and what did not. We could then make adaptations to it so that it worked well, and I would always do this again in future. I might even take it a step further and get others to play too while writing the game so that I can watch how it works.
Being a Producer:
A large part of my research was focussed around my role of being a Producer, as I wanted to be the best one that I could possibly be. As Producer, there are multiple things that my role entails and I wanted to make sure that I understood all of them. To helped me with research, early on in the unit I watched an interview by the Producers of Game of Thrones and I was quite surprised by what they said. They state how you very much have to "learn on job" (Benioff, 2016) and that you have to be good at working with people. (Weiss, 2016) as production crews are very much teams and my role as Production is to help collaborate everyone together (Kellison, 2008:128) by using communication skills. Being a Producer means that I am "involved with every part of the production" (Kellison, 2008:128) which is why it is so essential to make sure that I clearly understood everyones roles and what tasks they were working on, and therefore hopefully fulfil my role as Producer.
I don't think I fully comprehended the significance of the Producers role until completing this unit, as I believed that they were there for the organisation side of things, as well as for some guidance throughout the production. But through research I learnt so much more about it as not only do you have to be the coalface of any decision making (Brown et al, 2016:46), but you also have to be there to offer support and be there for the production team, (Kellison, 2008:14) as well as working out how different people work and absorb information (Kellison, 2008:14) and therefore delegating tasks to them in that way. Finally, and probably the most important one that I discovered, is that you have to have "patience, humour, and a clear vision." (Kellison, 2008:5) You have to be able to think quickly whilst staying calm and not getting stressed , and you have to make it a positive environment for the production team otherwise it may have a detrimental effect on how the programme turns out. In Television a dilemma could show up at any moment (Brown et al, 2016:14) and as Producer you have to tackle it and overcome it quickly, which is one of the hardest things to do. After all of this research I realised how much of a challenge I had in front of me to be not only a Producer, but a good Producer and to try and move the production along whilst supporting everyone. I am very glad that I did this research as it almost prepared me for the creative journey that we were about to face, and I know that in future I now have the building blocks of knowledge and skills for what makes a Producer.
Being a Production Manager:
Another role that myself and George took on, was to be a Production Manager, so undoubtedly I also wanted to research this role too. Admittedly before this unit and understanding production roles, I was not sure what the role of the Production manager consisted of, however I soon learnt that it means you are "responsible for the logistics and making sure everything is kept to budget and on schedule." (Brown et al, 2016:47) Automatically I knew that high levels of organisation was going to be key with taking on this role (Brown et al, 2016:48) and that myself and George would need to make detailed documents and then keep to them. It did seem a little overwhelming to begin with knowing the importance of sticking to the documents however as we went through the process and compiled research on each one it all fit together and I did not need to worry.
The pre production phase is spearheaded by the Production Manager (Brown et al, 2016:61) and knowing this helped us when scheduling as we know that we would be busy at the beginning managing lots of the planning and health and safety implications. (BBC Academy, unknown) As soon as I started the role of the Production Manager I felt quite confident with it as I feel that one of my strongest skillsets is organisation thus I was ready to face the role head on, and I actually really enjoyed it as well as being able to develop my organisational skills even further throughout the process.
Holding Auditions and Sourcing Hosts:
Due to being a Producer and being the "coalface of decision making" (Brown et al, 2016:46) I knew that this meant I would be heavily involved when finding the contestants as well as when finding the hosts for the show. I have find actors in previous shows however never for an As Live show and I have never found presenters before therefore I did not where to begin with what to look for. The research team were very good with creating adverts for the hosts and the contestants, and they also held first auditions, however myself and George had to make the final decision with who to pick. We knew that we wanted the hosts to match the style of Trending hence we wanted them to be fun and enthusiastic, as well as being quite progressive. I also read that they should be "eloquent and not stumble over their words" (Brown et al, 2016:158) and this was something that I had not even thought about, so we noted it down and it influenced us to get them all to read a section of the script during the auditions.
Research for finding hosts helped me to think of other things that we had not considered, even very simple things such as checking that they are free on the filming date at the start because if they are not then there is not much point with continuing with the audition. I watched videos online to help me with knowing how to host a good audition, and I am pleased that I did this as I would now feel confident in the future holding more and knowing what sort of questions to ask the talent.
Crowd funding:
During this unit we had to raise funds so that we would be able to afford travel expenses for the hosts as well as lunch and refreshments for them and small details or props for the show. To help with knowing how much we needed to raise we created the budget and filled it out with rough estimations. We then worked out that we needed around £450 for everything that we would need to purchase. As Producers, it was our responsibility to make sure that these funds were raised, so we took to the internet and had a look at Crowdfunding websites to work out which one was the best. Furthermore, each site had its positives and negatives because some would take a percentage of the money raised, and some would charge those donating a small fee which then may put the person donating off. We decided that the best website to use would be Just Giving as they only take a small amount and it would not be too much a detriment to the amount that we managed to raise.
Fig. 9 Crowdfunding
A big hurdle that we had was the fact that we had to raise all funds during a lockdown, this meant that we could have no events such as cake sales to raise the money therefore we had really push to get the funds raised. We spoke to students from previous years and some suggested that each member of the class donates a certain amount to get us to the goal, however this would have meant each class member would have had to have donated £41. As Producers myself and George have a "duty of care" (Brown et al, 2016:64) and we were against the class donating. We instead came up with the idea that everyone could do something virtual, such as a virtual quiz, or a virtual lesson and in return the people attending would donate to the Trending fund. We wrote a plea on the Just Giving website and created the fund and we were extremely fortunate as within weeks we had raised £500. I felt so pleased and relieved and when reflecting, this was probably one of my biggest worries during the whole process as so many aspects of the show relied on raising the funds hence I feel really proud that we managed it. I also now have the knowledge of how to use a crowdfunding site for future projects, as well as creative ways to raise funds.
Social media promotion:
The final thing to research was online interactivity. As Trending is focussed around social media and getting involved it was so important for us to have a strong focus on interactivity and having an audience online. Luckily enough we had a class member called Luke and his role was to focus on creating an online audience. Social media is so important for building an online audience (Brown et al, 2016:76) and due to streaming Trending live via Youtube this made it even more vital for us to have a following, so you could say that interactivity was almost more important. (Swift, 2016:88) In fact, an online audience can almost drive an audience (Swift, 2016:88) meaning that if someone uploaded content to do with Trending, and then others shared it, it would bring more and more people in to be interest with Trending and wanting to know what it is about. When researching we focussed on trying to work out how to get people actively involved with the social media and one method that we used was to ask our online audience to send in their comments. (Scott, 2016:126) I do not think that I anticipated how tactical you have to be when creating an online audience and how important it is to get people hooked in to want to find out more about the show. When looking at the social media that Luke posted, I feel really happy with the online audience that we managed to pull in. I also learnt about features on social media such as the 'polls' and 'question boxes' and Instagram and how they can raise interactivity.
In summary, I feel really positive about all the research that I carried out throughout this unit. I have developed so many skills thats I will take with me onto my next projects but also into working in the television industry.
List of Illustrations:
Fig. 1 Emmerson, S. (2021) Breakdown of the show
Fig. 2 Emmerson, S. (2021) Research Form
Fig. 3 Emmerson, S. (2021) Form Feedback
Fig. 4 Emmerson, S. (2021) Photo from the Pitch
Fig. 5 Emmerson, S. (2021) Slides form the pitch
Fig. 6 Emmerson, S. (2021) Diagram of roles
Fig. 7 Emmerson, S. (2021) Feedback from research on news
Fig. 8 Emmerson, S. (2021) Contestant research form
Fig. 9 Emmerson, S. (2021) Crowdfunding
Fig. 10 Emmerson, S. (2021) Email
Filmography:
How To Pitch a TV Show Idea- TV Writing and Development: Ep6 (2016) [short video] At: https://www.youtube.com/watch?v=hFL0qLOihzc (Accessed 05/02/2021)
How To Get An A-List Acting Talent To Star In A Movie by Gary W. Goldsetin (2013) [short video] At: https://www.youtube.com/watch?v=jypSfavqGzc&t=94s (Accessed 23/02/2021)
David Benioff and D.B Weiss interview on Game of Thrones (2016) [short video] At: https://www.youtube.com/watch?v=SqBsFgeEH-0&t=1252s (Accessed 12/04/2021)
Bibliography:
Brown, L., Duthie, L. (2016) The TV Studio Production Handbook. London: Bloomsbury Academic.
Swift, A. (2016) The TV Studio Production Handbook. London: Bloomsbury Academic.
Scott, M (2016) The TV Studio Production Handbook. London: Bloomsbury Academic.
Rabkin, J. (2016) The TV Studio Production Handbook. London: Bloomsbury Academic.
Williams, (2016) The TV Studio Production Handbook. London: Bloomsbury Academic.
Kellison, C. (2008) Producing for TV and a New Media: a Real World Approach Oxford: Focal. At: https://myuca.uca.ac.uk/webapps/blackboard/content/contentWrapper.jsp?course_id=_70230_1&displayName=Reading%20List&href=%2Fwebapps%2Fblackboard%2Fexecute%2Fblti%2FlaunchPlacement%3Fblti_placement_id%3D_300_1%26course_id%3D_70230_1%26mode%3Dview%26wrapped%3Dtrue (Accessed 15/04/2021)
Mitchell, L. (2009) Broadcast Journalism; A Critical Introduction [online] At: https://ebookcentral.proquest.com/lib/ucreative-ebooks/reader.action?docID=362312 (Accessed 18/04/2021)
StudioBinder (2020) How To Pitch a TV Show Like a Pro At: https://www.studiobinder.com/blog/how-to-pitch-a-tv-show/ (Accessed 04/02/2021)
BBC Newsround (2021) Happy News: Stories to Make You Smile At: https://www.bbc.co.uk/newsround/50434875 (Accessed 10/04/2021)
Rhimes, S. (2020) How to Pitch a Television Show At: https://www.masterclass.com/articles/how-to-pitch-a-television-show#quiz-0 (Accessed 05/02/2021)
ScreenSkills (unknown) Unscripted TV At: https://www.screenskills.com/starting-your-career/job-profiles/unscripted-tv/ (Accessed 20/02/2021)
StudioBinder (2020) What Does a Tv Producer Do? A Brief Overview. At: https://www.studiobinder.com/blog/what-does-a-tv-producer-do/ (Accessed 10/04/2021)
BBC Academy (unknown) Is TV Production Management For Me? (Accessed 21/04/2020)
Comments
Post a Comment