The document discusses the various media platforms and technologies used during the research, planning, construction, and evaluation stages of a creative project. During research, the author used blogs, YouTube, social media, and online surveys to gather information. Blogger was the main platform used to present work. Planning involved using Pinterest, Instagram, and Publisher to create mood boards and present genre conventions. A DSLR camera and Final Cut software were used for filming and editing a music video. Additional technologies like Photoshop and PowerPoint were employed to create graphics and ancillary texts. For evaluation, different formats like blogs, video commentary, slideshows, and diagrams were utilized to showcase responses to questions. Overall, the author strived to incorporate
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used search engines like Google to find an unsigned band, YouTube to view band videos, and Facebook and Twitter to contact the band and research similar artists. Planning utilized a camera, blogger, Google Image Search, and font websites. Construction used the same camera and Adobe software. Evaluation featured embedding content on blogger, using YouTube, an online survey tool, and Microsoft Office programs.
William Kitchen evaluates his music video production. He compares shots from his video to famous music videos to show how he was inspired by their conventions. He also compares a shot of him singing to the camera to a similar shot from "Weird Al" Yankovic's "White and Nerdy" video. Kitchen believes combining his video with promotional materials like a magazine ad and CD cover has made his video effective at parody. He has also learned from audience feedback, such as improving a shot based on a suggestion. Kitchen reflects on how using advanced equipment and software has improved his skills since his AS preliminary task.
The student used various media technologies at different stages of their music video and print production project. In the research stage, they used SoundCloud to find an unsigned artist, YouTube to research existing music videos, and Google to research genre conventions. Planning utilized Facebook, Snapchat, and email to communicate with collaborators, and Photoshop to create draft designs. Audience research analyzed Coldplay social media and YouTube comments. Production used Adobe Premiere Pro to edit the music video, cutting clips to the beat of the music. Photoshop was used to design consistent branding across the album cover and magazine ad.
The student used various media technologies at each stage of their music video production project. For research, they used SoundCloud to discover unsigned artists and YouTube to analyze genre conventions. Planning was done through group chats on Snapchat for communication. Premiere Pro was used to edit the video, and Photoshop was used to design album artwork and ads. Audience research utilized online surveys on SurveyMonkey and reading YouTube comments. A DSLR camera was used for high quality shooting. Work was presented on Blogger, which allowed for organization of documents, videos, and peer/teacher feedback. Overall, media technologies played a vital role and allowed for more efficient and creative work compared to 20 years ago.
1) The document discusses how the student used various media technologies in their research, planning, production, and evaluation stages of their media coursework project. They explored music on SoundCloud, analyzed existing music videos on YouTube, and researched print productions online.
2) For planning, the student communicated with their partner using social media and email. They storyboarded by hand but used Photoshop to experiment with print production ideas.
3) To film their music video, the student used a Canon DSLR camera with various lenses and settings. They edited the video in Adobe Premiere Pro, adding color grading, transitions, and special effects.
4) The student created their album cover in Phot
Q4 - How did you use media technologies in the construction and research, pla...vickyharman
The document describes the various media technologies used at different stages of creating a music video coursework project. In the planning stage, the student used Google Chrome, YouTube, Blogger, Excel, Photoshop, Prezi and SlideShare to conduct research, create presentations and plan elements like makeup, costumes and locations. Final Cut Pro and a Sony Handycam HD camera were used to construct the actual music video. Facebook and Twitter were utilized to gather audience feedback on the completed video.
The document discusses research methods and tools used to create a music video and accompanying materials for a rock artist. Search engines, YouTube, and social media were used to research rock music videos, genres, and artists to inform the project. Photoshop and Adobe programs were utilized to design graphics, edit the music video, and create the digipak. Various media tools helped effectively present research, and filming equipment captured quality footage for the music video. Overall, extensive research and technology allowed for an authentic rock genre music video and supporting website and materials.
The document discusses research and tools used to create a music video for a rock genre artist. Search engines and YouTube were used to research rock music videos, their common elements, and audience feedback. Social media was also found to be important for artist promotion. Photoshop and Adobe programs were used to design graphics for the website, digipak, and to edit the music video. Various filming equipment including DSLR cameras, tripods, and lighting fixtures helped capture high quality footage for the music video.
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used search engines like Google to find an unsigned band, YouTube to view band videos, and Facebook and Twitter to contact the band and research similar artists. Planning utilized a camera, blogger, Google Image Search, and font websites. Construction used the same camera and Adobe software. Evaluation featured embedding content on blogger, using YouTube, an online survey tool, and Microsoft Office programs.
William Kitchen evaluates his music video production. He compares shots from his video to famous music videos to show how he was inspired by their conventions. He also compares a shot of him singing to the camera to a similar shot from "Weird Al" Yankovic's "White and Nerdy" video. Kitchen believes combining his video with promotional materials like a magazine ad and CD cover has made his video effective at parody. He has also learned from audience feedback, such as improving a shot based on a suggestion. Kitchen reflects on how using advanced equipment and software has improved his skills since his AS preliminary task.
The student used various media technologies at different stages of their music video and print production project. In the research stage, they used SoundCloud to find an unsigned artist, YouTube to research existing music videos, and Google to research genre conventions. Planning utilized Facebook, Snapchat, and email to communicate with collaborators, and Photoshop to create draft designs. Audience research analyzed Coldplay social media and YouTube comments. Production used Adobe Premiere Pro to edit the music video, cutting clips to the beat of the music. Photoshop was used to design consistent branding across the album cover and magazine ad.
The student used various media technologies at each stage of their music video production project. For research, they used SoundCloud to discover unsigned artists and YouTube to analyze genre conventions. Planning was done through group chats on Snapchat for communication. Premiere Pro was used to edit the video, and Photoshop was used to design album artwork and ads. Audience research utilized online surveys on SurveyMonkey and reading YouTube comments. A DSLR camera was used for high quality shooting. Work was presented on Blogger, which allowed for organization of documents, videos, and peer/teacher feedback. Overall, media technologies played a vital role and allowed for more efficient and creative work compared to 20 years ago.
1) The document discusses how the student used various media technologies in their research, planning, production, and evaluation stages of their media coursework project. They explored music on SoundCloud, analyzed existing music videos on YouTube, and researched print productions online.
2) For planning, the student communicated with their partner using social media and email. They storyboarded by hand but used Photoshop to experiment with print production ideas.
3) To film their music video, the student used a Canon DSLR camera with various lenses and settings. They edited the video in Adobe Premiere Pro, adding color grading, transitions, and special effects.
4) The student created their album cover in Phot
Q4 - How did you use media technologies in the construction and research, pla...vickyharman
The document describes the various media technologies used at different stages of creating a music video coursework project. In the planning stage, the student used Google Chrome, YouTube, Blogger, Excel, Photoshop, Prezi and SlideShare to conduct research, create presentations and plan elements like makeup, costumes and locations. Final Cut Pro and a Sony Handycam HD camera were used to construct the actual music video. Facebook and Twitter were utilized to gather audience feedback on the completed video.
The document discusses research methods and tools used to create a music video and accompanying materials for a rock artist. Search engines, YouTube, and social media were used to research rock music videos, genres, and artists to inform the project. Photoshop and Adobe programs were utilized to design graphics, edit the music video, and create the digipak. Various media tools helped effectively present research, and filming equipment captured quality footage for the music video. Overall, extensive research and technology allowed for an authentic rock genre music video and supporting website and materials.
The document discusses research and tools used to create a music video for a rock genre artist. Search engines and YouTube were used to research rock music videos, their common elements, and audience feedback. Social media was also found to be important for artist promotion. Photoshop and Adobe programs were used to design graphics for the website, digipak, and to edit the music video. Various filming equipment including DSLR cameras, tripods, and lighting fixtures helped capture high quality footage for the music video.
The document discusses the use of various media technologies throughout the creation of an advertising package for a film. In the research and planning phase, the author used the internet, survey monkey, blogger, prezi, cameras, and slideshare to gather information on the horror genre and target audience. During construction, cameras, iMovie, and Photoshop were used to shoot footage and create the film poster, magazine, and trailer. In the evaluation, prezi, blogger, google docs, and PowerPoint were utilized to present answers, gather audience feedback, and analyze the effectiveness of the pieces. Overall, media technologies played a crucial role in every stage of creating and evaluating the advertising package.
Evaluation question 4 - How did you use new media technologies in the constru...Charley Kemp
The document discusses how the author used new technologies in their research, planning, production, and post-production stages of creating a dance music project. They researched dance music conventions by watching YouTube videos and analyzing audience comments. Social media like Facebook and Instagram helped them learn about artists and marketing techniques. Presentations on Slideshare provided secondary research. Google Docs helped create consistent presentations. During production, they used cameras, lights, and a projector. Post-production involved editing software like Final Cut Pro and Motion to add effects and polish the video. Feedback was gathered through a questionnaire on Facebook.
The document discusses the use of various media technologies in the construction, research, planning, and evaluation stages of a media project. In construction, the author used iMovie, Premier Pro, and Photoshop to edit video, add effects, and create graphics. YouTube and music streaming sites helped with research by analyzing existing music videos and understanding audience preferences. Voki, Prezi, and YouTube informed planning by identifying target audiences and developing timelines and ideas. WhatsApp, video blogs, and Facebook provided evaluation feedback from friends and a variety of consumers. Overall, different media technologies supported each stage of the project and helped the author learn and improve.
The document discusses how new media technologies were used at different stages of creating music products. Spotify was used for music research and planning. Blogger was used to document the entire process. Final Cut Express was used for video editing. YouTube and Facebook were used for uploading finished products and gathering audience feedback. Fireworks software enabled the creation of professional-looking ancillary products like a digipak and magazine posters. Common websites like the artist's website and Facebook helped with research, planning, and understanding the target demographic.
How did you use media technologies in the construction, research and planning...kierajowetta2
The student used various online tools and technologies throughout their research and production process. YouTube was heavily relied upon for music video research, allowing comparison of conventions across genres. Google search was used to research mise-en-scene styles. Photoshop, Premier Pro, PowerPoint, and Blogger were utilized for editing, presentations, and project blogging. Social media and a smartphone also supported location filming and remote work.
The document discusses how the student used media technologies throughout their music video project. They researched music videos and directors on YouTube to help plan their own video. They used Survey Monkey to collect audience feedback on their video. During production, they communicated with their artist via Blackberry and storyboarded their video in Windows Movie Maker. Adobe Premiere Pro was used to edit the footage and Photoshop was used to design packaging for the video. Social media like Facebook, Twitter, and Ning helped with collaboration and organization.
The student used new media technologies throughout the research, planning, construction, and evaluation of their media products. YouTube, Google, and Facebook were used for research to analyze other artists and gather audience feedback. Final Cut Pro and Photoshop were used to construct the music video and advertisements. SoundCloud and YouTube were used to record and share evaluations. While some technologies provided advantages, others like Facebook produced limited feedback.
The student used new media technologies throughout the research, planning, construction, and evaluation of their media products. YouTube, Google, and Facebook were used for research to analyze music videos, gather audience feedback, and develop a consumer profile. Final Cut Pro and Photoshop were used to edit videos, create graphics, and design packaging. Evaluation utilized YouTube, Facebook, SoundCloud, and Mac camera to gather audience feedback and record presentations. While some technologies provided advantages, limitations included limited audience reach and engagement on Facebook.
The document discusses the creation of a music video for the song "Rock the Boat" by Steve. It describes how the video uses conventions established by music video theorist Goodwin involving close-ups of the artist and a relationship between the music, lyrics, and visuals. The video is shot as a live performance with an accompanying audience. Feedback from surveys found that the venue suited the artist's style and that the target audience would be 13-18 year olds. Research, planning, and evaluation made use of technologies like YouTube, Ning, Survey Monkey, and Adobe software.
The document discusses the production of a music video for the song "Rock the Boat" by Steve. It describes how the music video uses conventions established by media analyst Goodwin involving close-ups of the artist and a relationship between the music, lyrics, and visuals. The document also discusses how the DVD digipak and magazine advertisement that accompany the music video were designed to have a consistent style and effectively promote the artist and music. Audience feedback indicated that people felt the venue suited the performance and that the target audience would be 13-18 year olds. A variety of media technologies were used in the research, planning, production, and evaluation stages of the project.
The student used various media technologies throughout the production process of their music video. In the research stage, they relied heavily on YouTube to research conventions of their chosen genre, compare elements between videos, develop narrative and casting ideas. They also used YouTube to upload drafts and the final video. Google was used for additional research on mise-en-scene conventions, clothing brands, and band information. Adobe Photoshop and Premier Pro were the primary editing tools used to create graphics, edit video footage, and compile drafts. Blogger was used to document the entire process and gather audience feedback through polls. Prezi was employed to develop and share outfit ideas with audiences.
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, InDesign, and the internet were used for pre-production tasks like scheduling, designing ancillary materials, and conducting research.
Q4 - How did you use media technologies in the construction and research, pla...vickyharman
The document describes the various media technologies used during different stages of creating a music video coursework project. Photoshop was used for planning makeup, costumes, and visuals. YouTube, Google, and blogs were used for initial research on the indie pop genre. Facebook and Twitter were used to gather feedback after completion. Final Cut Pro was used to construct the final music video, allowing editing of footage and addition of effects. Prezi and PowerPoint were used to create presentations on various planning and research elements.
How Did You Use Media Technologies In The Construction, Research, Planning An...s0014961
During the research, planning, construction and evaluation stages of creating her advanced portfolio, the author used various media technologies. She used Blogger to research other students' portfolios, gaining ideas. YouTube and Google were used to research music videos and find information on her chosen genre of indie folk. PowerPoint and Prezi helped plan and organize her ideas. A camera and tripod were used to film her music video. Blogger documented her process and allowed audience polls. YouTube, PowerPoint and Prezi were also used for evaluation by sharing drafts, collecting feedback and presenting her process.
The student used various media technologies at each stage of their project. During research, they used Wikipedia, YouTube, Prezi, and Survey Monkey. For planning, they created mood boards using Google Images and communicated with their group via WhatsApp. Final Cut Pro X, Photoshop, and Wix were used for production of the music video, digipak, and website. For evaluation, the student chose to use Prezi, Slideshare, and their blog to present their work and provide evidence through images and video. They found learning from peers to be most effective for using new software like Final Cut Pro X. The internet provided a quick source of information but limited exploration at times.
The music video evaluates Erica Shine's song "When Will it End". It uses typical music video forms like a solo shot of the artist and narrative sequencing. However, the lighting differs from conventions. Close-ups focus on the artist throughout to follow the narrative and make her the main character. The story depicts female stereotypes of being emotional. Feedback found the editing was best but lighting could be improved, and it was more suitable for YouTube than major channels due to quality. The genre was correctly identified but could have been reinforced more.
The student created a music video for their song "Schools are Prisons" that both used and challenged conventions of the punk genre. They received positive feedback on the storyline from test audiences but needed to improve the timing. The student researched conventions by analyzing other punk music videos online. They created supporting materials like a digipak and magazine ad that visually linked to the video using Photoshop. Audience feedback helped guide improvements and evaluate the effectiveness of combining the main video with ancillary texts.
The document discusses the media student's process in creating media products for their coursework assignment. They analyzed real pop music videos to understand conventions of the genre and audience expectations. They researched styles, shots, costumes, and lighting commonly used in music videos. While incorporating these conventions, they aimed to create their own unique twist. Feedback from a diverse audience helped them evaluate if they successfully conveyed their narrative and message. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for design work, and Final Cut Pro for video editing.
This document summarizes how a student's music video project used, developed, and challenged conventions of real media products. The student researched conventions of genres like rap and nerd rap to appeal to different audiences. Inspired by YouTube Rewind's postmodern remixing, the student included smooth transitions and micro-narratives linked to lyrics. Conventions like close-ups, dark backgrounds, and fire visuals supported the lyrics. Film noir influences like lighting, angles, and an alienated protagonist conveyed themes of nerd suppression. The student also incorporated conventions from K-pop like audience interaction and seamless transitions. Intertextual references to other media products further reflected remix culture.
The student discusses how they have progressed from their preliminary task to the full product. They feel they have gained more experience and skills with editing software like Final Cut Pro. Their storyboarding and camerawork has also improved, with better continuity and following film rules. Feedback from last year helped them improve the lighting. Overall, the student feels they have learned important technical skills and how to structure shots effectively that allowed them to create a better final product.
The document discusses how new media technologies were used throughout the research, planning, construction and evaluation stages of a media studies project. It provides examples of using Photoshop, Premiere Pro, YouTube, and social media to research styles, find inspiration, communicate with professionals, construct graphics and videos, and gather audience feedback. The project included a music video, digipak, and magazine advertisement that were all informed by online research and created using various software programs and production equipment.
Morgan Stacey used various media technologies to research, plan, produce, and evaluate their Christmas music video project. Google and YouTube were used for initial research of conventions and inspiration. Blogger was used to document the research process. Planning involved using Pages, email, and Facebook Messenger to communicate. Adobe Premiere Pro and Photoshop were used for video editing and graphic design work. Adobe After Effects created effects and transitions. YouTube shared works-in-progress. Keynote created an evaluation presentation.
The document discusses the use of various media technologies throughout the creation of an advertising package for a film. In the research and planning phase, the author used the internet, survey monkey, blogger, prezi, cameras, and slideshare to gather information on the horror genre and target audience. During construction, cameras, iMovie, and Photoshop were used to shoot footage and create the film poster, magazine, and trailer. In the evaluation, prezi, blogger, google docs, and PowerPoint were utilized to present answers, gather audience feedback, and analyze the effectiveness of the pieces. Overall, media technologies played a crucial role in every stage of creating and evaluating the advertising package.
Evaluation question 4 - How did you use new media technologies in the constru...Charley Kemp
The document discusses how the author used new technologies in their research, planning, production, and post-production stages of creating a dance music project. They researched dance music conventions by watching YouTube videos and analyzing audience comments. Social media like Facebook and Instagram helped them learn about artists and marketing techniques. Presentations on Slideshare provided secondary research. Google Docs helped create consistent presentations. During production, they used cameras, lights, and a projector. Post-production involved editing software like Final Cut Pro and Motion to add effects and polish the video. Feedback was gathered through a questionnaire on Facebook.
The document discusses the use of various media technologies in the construction, research, planning, and evaluation stages of a media project. In construction, the author used iMovie, Premier Pro, and Photoshop to edit video, add effects, and create graphics. YouTube and music streaming sites helped with research by analyzing existing music videos and understanding audience preferences. Voki, Prezi, and YouTube informed planning by identifying target audiences and developing timelines and ideas. WhatsApp, video blogs, and Facebook provided evaluation feedback from friends and a variety of consumers. Overall, different media technologies supported each stage of the project and helped the author learn and improve.
The document discusses how new media technologies were used at different stages of creating music products. Spotify was used for music research and planning. Blogger was used to document the entire process. Final Cut Express was used for video editing. YouTube and Facebook were used for uploading finished products and gathering audience feedback. Fireworks software enabled the creation of professional-looking ancillary products like a digipak and magazine posters. Common websites like the artist's website and Facebook helped with research, planning, and understanding the target demographic.
How did you use media technologies in the construction, research and planning...kierajowetta2
The student used various online tools and technologies throughout their research and production process. YouTube was heavily relied upon for music video research, allowing comparison of conventions across genres. Google search was used to research mise-en-scene styles. Photoshop, Premier Pro, PowerPoint, and Blogger were utilized for editing, presentations, and project blogging. Social media and a smartphone also supported location filming and remote work.
The document discusses how the student used media technologies throughout their music video project. They researched music videos and directors on YouTube to help plan their own video. They used Survey Monkey to collect audience feedback on their video. During production, they communicated with their artist via Blackberry and storyboarded their video in Windows Movie Maker. Adobe Premiere Pro was used to edit the footage and Photoshop was used to design packaging for the video. Social media like Facebook, Twitter, and Ning helped with collaboration and organization.
The student used new media technologies throughout the research, planning, construction, and evaluation of their media products. YouTube, Google, and Facebook were used for research to analyze other artists and gather audience feedback. Final Cut Pro and Photoshop were used to construct the music video and advertisements. SoundCloud and YouTube were used to record and share evaluations. While some technologies provided advantages, others like Facebook produced limited feedback.
The student used new media technologies throughout the research, planning, construction, and evaluation of their media products. YouTube, Google, and Facebook were used for research to analyze music videos, gather audience feedback, and develop a consumer profile. Final Cut Pro and Photoshop were used to edit videos, create graphics, and design packaging. Evaluation utilized YouTube, Facebook, SoundCloud, and Mac camera to gather audience feedback and record presentations. While some technologies provided advantages, limitations included limited audience reach and engagement on Facebook.
The document discusses the creation of a music video for the song "Rock the Boat" by Steve. It describes how the video uses conventions established by music video theorist Goodwin involving close-ups of the artist and a relationship between the music, lyrics, and visuals. The video is shot as a live performance with an accompanying audience. Feedback from surveys found that the venue suited the artist's style and that the target audience would be 13-18 year olds. Research, planning, and evaluation made use of technologies like YouTube, Ning, Survey Monkey, and Adobe software.
The document discusses the production of a music video for the song "Rock the Boat" by Steve. It describes how the music video uses conventions established by media analyst Goodwin involving close-ups of the artist and a relationship between the music, lyrics, and visuals. The document also discusses how the DVD digipak and magazine advertisement that accompany the music video were designed to have a consistent style and effectively promote the artist and music. Audience feedback indicated that people felt the venue suited the performance and that the target audience would be 13-18 year olds. A variety of media technologies were used in the research, planning, production, and evaluation stages of the project.
The student used various media technologies throughout the production process of their music video. In the research stage, they relied heavily on YouTube to research conventions of their chosen genre, compare elements between videos, develop narrative and casting ideas. They also used YouTube to upload drafts and the final video. Google was used for additional research on mise-en-scene conventions, clothing brands, and band information. Adobe Photoshop and Premier Pro were the primary editing tools used to create graphics, edit video footage, and compile drafts. Blogger was used to document the entire process and gather audience feedback through polls. Prezi was employed to develop and share outfit ideas with audiences.
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, InDesign, and the internet were used for pre-production tasks like scheduling, designing ancillary materials, and conducting research.
Q4 - How did you use media technologies in the construction and research, pla...vickyharman
The document describes the various media technologies used during different stages of creating a music video coursework project. Photoshop was used for planning makeup, costumes, and visuals. YouTube, Google, and blogs were used for initial research on the indie pop genre. Facebook and Twitter were used to gather feedback after completion. Final Cut Pro was used to construct the final music video, allowing editing of footage and addition of effects. Prezi and PowerPoint were used to create presentations on various planning and research elements.
How Did You Use Media Technologies In The Construction, Research, Planning An...s0014961
During the research, planning, construction and evaluation stages of creating her advanced portfolio, the author used various media technologies. She used Blogger to research other students' portfolios, gaining ideas. YouTube and Google were used to research music videos and find information on her chosen genre of indie folk. PowerPoint and Prezi helped plan and organize her ideas. A camera and tripod were used to film her music video. Blogger documented her process and allowed audience polls. YouTube, PowerPoint and Prezi were also used for evaluation by sharing drafts, collecting feedback and presenting her process.
The student used various media technologies at each stage of their project. During research, they used Wikipedia, YouTube, Prezi, and Survey Monkey. For planning, they created mood boards using Google Images and communicated with their group via WhatsApp. Final Cut Pro X, Photoshop, and Wix were used for production of the music video, digipak, and website. For evaluation, the student chose to use Prezi, Slideshare, and their blog to present their work and provide evidence through images and video. They found learning from peers to be most effective for using new software like Final Cut Pro X. The internet provided a quick source of information but limited exploration at times.
The music video evaluates Erica Shine's song "When Will it End". It uses typical music video forms like a solo shot of the artist and narrative sequencing. However, the lighting differs from conventions. Close-ups focus on the artist throughout to follow the narrative and make her the main character. The story depicts female stereotypes of being emotional. Feedback found the editing was best but lighting could be improved, and it was more suitable for YouTube than major channels due to quality. The genre was correctly identified but could have been reinforced more.
The student created a music video for their song "Schools are Prisons" that both used and challenged conventions of the punk genre. They received positive feedback on the storyline from test audiences but needed to improve the timing. The student researched conventions by analyzing other punk music videos online. They created supporting materials like a digipak and magazine ad that visually linked to the video using Photoshop. Audience feedback helped guide improvements and evaluate the effectiveness of combining the main video with ancillary texts.
The document discusses the media student's process in creating media products for their coursework assignment. They analyzed real pop music videos to understand conventions of the genre and audience expectations. They researched styles, shots, costumes, and lighting commonly used in music videos. While incorporating these conventions, they aimed to create their own unique twist. Feedback from a diverse audience helped them evaluate if they successfully conveyed their narrative and message. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for design work, and Final Cut Pro for video editing.
This document summarizes how a student's music video project used, developed, and challenged conventions of real media products. The student researched conventions of genres like rap and nerd rap to appeal to different audiences. Inspired by YouTube Rewind's postmodern remixing, the student included smooth transitions and micro-narratives linked to lyrics. Conventions like close-ups, dark backgrounds, and fire visuals supported the lyrics. Film noir influences like lighting, angles, and an alienated protagonist conveyed themes of nerd suppression. The student also incorporated conventions from K-pop like audience interaction and seamless transitions. Intertextual references to other media products further reflected remix culture.
The student discusses how they have progressed from their preliminary task to the full product. They feel they have gained more experience and skills with editing software like Final Cut Pro. Their storyboarding and camerawork has also improved, with better continuity and following film rules. Feedback from last year helped them improve the lighting. Overall, the student feels they have learned important technical skills and how to structure shots effectively that allowed them to create a better final product.
The document discusses how new media technologies were used throughout the research, planning, construction and evaluation stages of a media studies project. It provides examples of using Photoshop, Premiere Pro, YouTube, and social media to research styles, find inspiration, communicate with professionals, construct graphics and videos, and gather audience feedback. The project included a music video, digipak, and magazine advertisement that were all informed by online research and created using various software programs and production equipment.
Morgan Stacey used various media technologies to research, plan, produce, and evaluate their Christmas music video project. Google and YouTube were used for initial research of conventions and inspiration. Blogger was used to document the research process. Planning involved using Pages, email, and Facebook Messenger to communicate. Adobe Premiere Pro and Photoshop were used for video editing and graphic design work. Adobe After Effects created effects and transitions. YouTube shared works-in-progress. Keynote created an evaluation presentation.
The student used various media technologies throughout the research, planning, construction, and evaluation stages of creating a music video. Blogger was used to store all information and research. Google was used for initial genre research and YouTube for analyzing existing music videos. Adobe Premiere Pro was the main editing software used to construct the video. Surveys on Survey Monkey provided audience feedback. Prezi, Movie Maker, and SlideShare were used to present evaluation questions in engaging formats.
How did you use media technologies in theAlice Culham
- The document discusses how the author used various media technologies throughout the construction, research, planning, and evaluation stages of a coursework project.
- WordPress was used as an interactive blogging platform to organize and showcase work. YouTube was used for music video research and analysis. Survey Monkey was used to collect audience feedback.
- Adobe InDesign was used to design a digipak with a template, allowing professional layout and formatting. Photoshop provided tools to design a magazine advert. Premier Pro was used to edit video footage and add titles/credits for the final music video product.
The document summarizes Sarah Tariq's evaluation of a music video project. It discusses how the music video uses conventions from real media products through techniques like matching shots to the pace of the song. Feedback was received from classmates and online surveys that the video had good humor, storyline, and pacing. Photoshop and iMovie were used to edit the video and create promotional materials, and feedback helped improve the work.
How did you use media technologies in the constructionAlice Culham
This document discusses how the author used various media technologies throughout the construction, research, planning, and evaluation stages of a coursework project. Some key technologies discussed include:
- WordPress for hosting a blog to showcase each stage of the project.
- YouTube to research music videos from the indie pop genre and find inspiration. Google to conduct additional research.
- SurveyMonkey to create surveys to gather audience feedback during the research and evaluation stages.
- iMessage and group chats for planning and organizing with project partners.
- Canon DSLR camera and GoPro camera for filming footage for a music video.
- Adobe InDesign for designing a digipak.
The document discusses how various media technologies were used at different stages of constructing a music video. Final Cut Pro was used to edit video clips and add effects. A DSLR camera captured footage. Mobile phones communicated with collaborators. YouTube provided inspiration by watching other music videos. An online blog shared research and gathered feedback. PowerPoint and SlideShare were used to plan settings, target audiences, and get feedback on pitches and storyboards.
YouTube was used throughout various stages of the project to find inspiration, codes and conventions of the genre, camera work and editing techniques, and tutorials on software. Social media was used for audience feedback to help choose fonts and refine the draft video. Blogger and Glogster were used to present research and ideas in an organized way and allow embedding of videos and images. Search engines like Wikipedia, Google, and Bing were used to research the genre and 1950s era for accurate costuming and setting. An iPod Touch and camera were used to film footage, and Photoshop helped design the digipack cover.
The document discusses the production of a music video and ancillary materials for an A2 media studies coursework project. It explains how the student used conventions from other music videos in the same genre to make their video recognizable, while also challenging conventions to convey a strong message. Feedback from audiences showed that camera angles were most appealing. The student learned they could have made the lighting slightly darker based on one comment. Overall, feedback was very positive. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for creating materials, and Blogger to document the process.
The document contains responses from 4 candidates discussing their experiences with research and planning skills for their coursework projects. Candidate A discusses how initial planning difficulties led to an improved product after receiving feedback from blogging about their work. Candidate B describes researching genres and target audiences through textual analysis and surveys. Candidate C focuses on researching styles and conventions for their music magazine genre. Candidate D reflects on improving their research methods from using PowerPoint in AS to maintaining an interactive blog for A2 coursework.
The document discusses the various stages of creating a music video and ancillary texts. It describes using different media technologies like Blogger, Facebook, YouTube, Photoshop, Final Cut Express, Google, SoundCloud, and filming equipment at different stages of the process from planning and research to construction and evaluation. Blogger specifically was useful for sharing ideas and progress updates. Facebook helped find the artist and miming talent. YouTube provided research on similar music videos. Photoshop and tutorials were used to design promotional materials. Final Cut Express was used to edit the music video. Google assisted with various planning tasks. SoundCloud helped discover the artist and obtain the song. Filming equipment supported both planning and shooting.
The student used various new media technologies throughout their media studies course for research, planning, and evaluating their work. They used Blogger to organize and display their work, and a Canon EOS 600D camera to take photos for research and their film poster. YouTube, Prezi, and Animoto were used in the planning stages to present ideas. Adobe Premiere Pro was the main software used to edit video clips, add effects, titles, and sync music to create their short film. A range of technologies were employed to produce their product package, incorporate cross-media convergence, and make the film available online.
The document summarizes the various digital tools and online resources used during the research, planning, construction, and evaluation stages of a media studies coursework project involving the creation of three related media products. Key tools and sites mentioned include Google for general research, Wikipedia for in-depth artist and label information, YouTube for researching genre conventions and getting feedback, Word for planning, DaFont.com for choosing fonts, Paint for image editing, SoundCloud and Vimeo for uploading music, Photoshop for designing an advertisement, Premiere Pro for video editing, Wix for building a website, questionnaires and interviews for evaluation feedback, and SlideShare for presenting evaluation findings.
The document discusses how various media technologies were used in the planning and research stages of a media project. YouTube, Wikipedia, WordPress, and IMDb were used for research to analyze conventions in film trailers, gather information on media texts and genres, and keep records of research. WordPress also allowed the user to communicate with others and get feedback. Polls on WordPress helped choose between options. Adobe Premier Elements, which was used to construct the trailer, was practiced earlier in the year to build skills.
The document discusses how various media technologies were used at different stages of planning, researching, and evaluating a media project. Web 2.0 technologies like YouTube, Blogger, Prezi, and Google Chrome were used extensively for research and planning by allowing access to existing media examples and presentations. iMovie was used for editing draft music videos. Microsoft PowerPoint, Word, and Photoshop were also used to create presentations, tables, and images to support different stages of work.
Question 1a Research and Planning Exemplar Essayjphibbert
1. The document discusses the development of the author's research and planning skills over time from their Foundation Portfolio to their Advanced Portfolio.
2. For their Foundation Portfolio, the author conducted semiotic analysis of music videos and magazines to inform their music magazine project. They also did quantitative and qualitative research through interviews, questionnaires, and an online survey. This research helped with planning and creating a preliminary magazine using basic software.
3. For their Advanced Portfolio, the author again did primary research through interviews and questionnaires and secondary research analyzing other students' work. They storyboarded scenes and created schedules to plan their music video. A preliminary video created in basic software helped prepare for the final production.
The document is a response to a question about how the student's research and planning skills developed over time and contributed to their media production outcomes.
For their foundation portfolio, the student conducted research into typical conventions of music magazines and indie/rock music through analyzing existing magazines. However, the research was not in-depth and their production lacked originality. For their advanced portfolio, the student engaged in more thorough online research using participatory culture and transmedia navigation theories to deeply understand conventions. They planned productions using storyboards and social media collaboration, leading to more sophisticated outcomes. The student showed progression in developing research methods that immersed them in genres and allowed for original planning and production.
This evaluation form provides guidance for evaluating creative media projects at Level 3. It recommends using appropriate terminology, staying concise and focusing on key points, evaluating statements, and focusing on work rather than process. The document outlines sections for project overview, themes and research, development, outcomes, and personal response. It aims to help students critically reflect on their projects and identify strengths and weaknesses.
The document discusses the use of various media technologies in the construction and research stages of a trailer project. Specifically:
1) The internet, including YouTube, IMDb, and Wikipedia, was used for research and inspiration from existing trailers in different genres.
2) WordPress enabled communication with others through polls to get feedback, and allowed visual progress updates through linking to videos, posters, and websites for analysis and comparison.
3) Basic video editing skills were learned in Adobe Premier Elements early on to facilitate planning and construction of the trailer later in the year.
The strategies applied to meet the campaign aims were creating posters, a social media page, and a trailer. The products were made in order to raise awareness of bullying. Feedback on the products was gathered through surveys. While the strategy was effective to an extent with some views and followers gained, improvements could be made such as increasing promotion of the social media page and gathering more feedback.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
1. N
Research:
First of all, the research section of the creative process
had a diversity of technologies used as it was important to
present content and information I had gathered in
different mediums. The majority of which revolved
around online and website based information which was
useful for referencing to when creating thinking about the
creation of my products as they were easy access meaning
I could get to them from the classroom as well as at
home. Many of the websites I had used before so I was
confident in being able to use them professionally and I
easily understood how they work.
Formats I used for research included:
Blogger
YouTube
Social Networks/ Forums
Online Survey Software
Blogger - was a huge part of the entire course as it was
the platform that I used to present all of my work
meaning I had to know how to get the best out of the
software and how to use it to promote my work
effectively. Being specific to the research aspect, I used it
to embed videos from YouTube as well as images and
hyper-links from other website which were relevant to my
research for examples links to my artists Facebook page
or merchandise store as well as visuals such as examples
of music videos which I had researched and images or
screenshots of the bands/ artists to convey the style of my
genre. I could use the features of the blog such as the
fully customisable layout to portray an image which I
thought best represented an advert for the Mojokings, this
was done through buttons as the side, custom made
headers and backgrounds.
Introduction:
For my A2 coursework I made sure that I used a variety of media platforms/ technologies to aid me in all the stages of the
creative process. I will justify and explain my use of technologies under the categories of 'Research', 'Planning',
'Construction' and 'Evaluation.
I wanted each piece to look different and stand out to make the
posts appealing and also to show the experience and
understanding I had of the technology. To do this in my posts I
used a mixture of different formats such as the main feature of
the embedded video but with carefully selected screenshots
and accompanying images which helped explain my point
about what was typical, what worked and how it suited the
look of that band. A good example of this was my post on the
video analysis of The Graveyard Johnnys song Dead
Transmission where I spoke about how concept videos were
different for the genre and showed screenshots of where these
elements were shown in the footage as well as taking about
synergy throughout their products and then giving sourced
images & screenshots of their t-shirts, CD, other merchandise
and their website and how it clearly references the video. To
get the videos I had to find the embedded option on YouTube
and then simply paste it in to the HTML option on Blogger
and paste it. With the images I had to save and capture those
previously and then upload them to Blogger and insert them
that way.
2. Social Media - sites helped me a lot in gaining
information about my artist (the Mojokings) and also
their audience. In my initial research I used research
from the Mojokings Facebook page to find out about
them and to see what sort of things their fans post and
the bands that they are interested in, this was aided by
looking at upcoming gigs via their social media and
looking at like-minded bands they have played with
such as The Brains and The Creepshow which are
very popular Psychobilly artists. The content posted
on these platforms helped me to furthermore gain a
feel for the style and the look of the band from seeing
their promotional pictures and existing merchandise.
In addition, I used Facebook to contact the
Mojokings about using them for my project.
Online Surveys -
YouTube - helped me massively in my research as it allowed me to view and analyse real media products by bands/ artists who
were already producing content for the Psychobilly genre. To find content on their website I simply had to search the artist's
name in the search bar and if they had any music videos they would appear, for example "The Brains" and I found their video
"Misery". The usefulness of YouTube is that other videos related to the artists or similar bands are suggested down the side
which allowed me to further explore the genre and what is typical for the Psychobilly style.
This website FreeOnlineSurveys.com helped me
a lot during my research stage. It is a free online
program which allows to you make professional
looking surveys and distribute them online to as
many people as you wish. I used it to acquire
feedback from fans of the Mojokings about their
viewing habits, opinions and tastes on music
videos as well as what they thought looked a
good CD cover. The quality of my feedback was
down to the technological capabilities which I
exploited from this website, first of all being
online it meant I could reach a wide range fans
and I managed to contact the Mojokings who
kindly posted the linked to the survey on their
Facebook page assuring my responses were from
genuine fans. Secondly, the professionalism of
the program allowed me to create my survey so
that it reflected the bands image as well as being
interesting and interactive with the people filling
it in with drop down menus and also star-based
rating (ranking) questions which was not
available on alternative websites. All I had to do
was create an account and chose the question
style I wanted, then fill in the content of the
question and responses myself.
Forums – were the final place where I got information from.
This was specifically about technology as I used them to look at
reviews and ratings for the camera which I would use eventually
use for filming my music video. It was useful as I could see
footage from the camera as well as get feedback from owners of
the product to see if it was suitable for what I wanted to use (i.e.
in low-key lighting). NOTE: I also used social media (above) to
get information and recommendations about this camera by
contacting known Psychobilly artists such as members of The
Brains & The Graveyard Johnnys.
3. Planning:
Similarly, I used a range of
technologies when it came to the
planning stages of my
production. I aimed to use new
platforms for each stage to
ensure that there was variety in
my work, keeping it creative and
interesting. Examples of new
technologies used for this section
include Pintrest, Intsagram,
Publisher and Prezi.
I also continued using technologies like Blogger further in order to present my work and
continue updating the look of portfolio keeping up with the bands style and themes
popular from my audience research. In addition, I further utilised the creativity and style
of blogger in my planning to create a magazine analysis where I used scanned in images
and uploaded images from online collated together to act as a visual aid with the write-
up of the advert analyses. Its diverseness in terms of being an open-source program
meant I could bring in content such as embedded videos, images and PowerPoints etc.
from other websites, it allowed me to make my blog much more interactive and
interesting for the planning stages.
I kept on using YouTube and watching videos from Psychobilly artists to better my
knowledge of the genres forms and conventions, this was especially key for planning
my music video as I could see real life examples.
These programs and media platforms helped me greatly in the planning process especially in presenting my posts
creatively. I used ccreative media platforms such as Instagram & Pinterest for inspiration on my music video and
to present genre conventions in the form of a mood-board. The images were sourced from Pinterest and Instagram
by using their easy search tools similar to Google I could see photos that artists had posted from their Instagram
pages as well as searching general themes and bands on Pinterest which then gives me related images to a topic,
for example Psychobilly. Pinterest is a website where people can save and Pin photos related to a topic and save
them to their own Boards, for example a board about the Psychobilly music or classic cars. All photos under that
heading are linked to that specific title. It is good for finding inspiration and seeing images which are linked. One
thing I found out was the clear image from the bands was the Psychobilly clothes style and the heavy influence of
the double bass, this was something which I used in my music video as well as the use of low key lighting. With
regard to my digipak it further confirmed my ideas for using a female character/ star motif. Instagram is an
online mobile photo-sharing, video-sharing, and social networking service that enables its you to take pictures and
videos, and share them either publicly or privately on the app, as well as that you can then share them through a
variety of other social networking platforms, such as Facebook, Twitter, Tumblr, and Flickr. Finally, once I had
collected the images I used for inspiration I then used Microsoft Publisher to arrange, crop and place the images
in a collage/ mood-board format. I could freely arrange the images and edit them in the program then lastly save
them in the file format I desired (image). By using a mood-board it provided a much more visual representation of
the music genre which is sometimes better presented than simply writing about the forms and styles you can
actually see them and imagine ideas for your own production. These were all images related to the Psychobilly
genre or photos of bands similar to the Mojokings. Later on in my planning stages I used a storyboard to piece
together the performance / shots I was going to film for my music video, this was done simply on paper, however
to use a different form of media technology I presented it using a program called Prezi which is a form of Power-
Point-style presentation software. I scanned the storyboard in to the PC and then uploaded them to a Mojokings
themed presentation.
4. In the construction part of my overall project I made the most of both physical media and digital media in terms of the
technology I used. This was shown in my main production and ancillary texts. By using new and professional
technologies it helped to push my creative ideas and make my texts unique to a high quality.
When filming the Mojokings for my music video I used a Nikon
D3200 DSLR camera. It was used throughout my production also
being used to shoot the photos on my ancillary texts. I decided to use
this camera as it gave me a lot of control over different aspects of my
filming and shooting, such as the option for manual focus meaning I
could have shots go from a clear shot of the double bass and then
slowly blur out of focus as the bass is being moved towards and away
from the camera. An additional quality of this piece of technology was
its ability to film in 1080p meaning that my footage was to a
professional standard and it had a clear, crisp look to all shots when
desired. The reason I picked this camera specifically is because I
knew it worked well under low light conditions with its big lens it was
capable of filming fast action shots of the Mojokings under minimal
light as well as flashing lights from the stage. Constantly with the
colour change it kept up with the band. With having manual controls,
it meant that I could be more precise with my shot types.
In addition to the camera I used a backup
iPad which was recording the entire
performance from the side. This was done to
ensure that if the worst happened and my
camera did break which couldn’t be fixed I
did have some form of backup with footage
from that. Whilst I did not use and clips from
the iPad it was still a different form of
technology used to film the Mojokings.
To edit my music video, I used Final Cut as it is a
professional piece of software and I had previous
experience with how it works and how to make
the best of its effects etc. from using it last year
with my thriller. It offered a range of features
allowing me to adjust and manipulate my footage
precisely, for example adding the vintage style
look to my shots which was done by altering RGB
levels. It also let me experiment with other
options such as the brightness and contrast which
I lowered to make my video seem more of the
typical Psychobilly video.
5. Continuing with Final Cut, it gave me the free
reign to create special effects which were a
unique feature to my music video alone. This
was done through their advanced use of filters
whereby I could change levels of thing like
static, clarity and contrast; this combined with
the blue filter gave me the iconic effects used
to emphasise parts of the song in my music
video. I then just had to apply those filters to
the desired shot (or part of shot) to then give
the blue ‘out of control/ bad TV’ style visual
effect.
I used Final Cut for both my rough cut and
final production as by practicing on it gave me
further knowledge of the software but also it
meant that when it came to tweaking my first
draft it was easier since it was already on that
program. When saving and uploading my
footage it gave me loads of different options
including different audio compressions and
video quality. I decided to use the top quality
options since I had filmed in HD, this did take
longer to render and convert however the
overall product was to a much higher standard.
A crucial part of editing was
reliant on the technology of the
computer I used. The Apple
Macs are high spec and were
easily capable of coping with the
HD footage and most important
it was these PC’s that had access
to the software of Final Cut
which is exclusive to the Apple
OSX platform.
The Macs were also good because they have large HD screens which meant
I was able to edit in the best quality possible (same quality as my camera
footage). They were also very fast which was useful since I didn't have to
wait for ages for the clips to render, it saved a lot of construction time as
oppose to using standard Windows computers.
When creating graphics for my music video, I relied heavily on digital
technology with programs such as Adobe Photoshop when it came to editing
images and creating animation frames which would work with the style of
the footage. The images I created were for the beginning and end of the
video displaying the song title in a classic 1950’s style TV frame, this was to
reference the genres roots.
6. When creating my ancillary texts, I used a wide range of media technologies taking the best parts from each in order to form
the adventurous stylistic look I wanted for the Mojokings. Two of the most important programs I used in this process was
Microsoft Power-Point, which I used for placing basic images together and I used the text tool to make the title of the album
"Whatever Happened To Rock 'N' Roll?". The font used is 'TrueCrimes' which is a 1950's poster/ comic style font which
links back to the roots of the genre. The text was then manipulated to make it central and emphasise the middle of the
sentence. The second program I used was an online tool called PIXLR photo editor. Since I created my anciliary texts at
home I didn’t have access to anything like Photoshop however this program proved much better. I used to it drain the colour
from the images to make it black and white, then I used a filter to give a blue tint to the whole image. After it was tinted I
then emphasised this by increasing the vibrancy of the blue while also turning up the contrast to make the black shadows
stand out (this also made the text and sleeves on the t-shirt appear the pure contrasting black). Finally, I used a whitening
tool to change the t-shirt from blue to a bright pure white colour. I finally used a border tool to create a ripped-paper edge to
the image. I did this to extract key themes from the Psychobilly genre and also with the tinting making something fresh.
7. Evaluation:
To continue with my want to use different
forms of media technologies, for my
evaluation section I used a different format
for each question I answered. This included
web based programs and PC software:
Q1 – Written Blogpost (Blogger)
Q2 – Directors Commentary (Final Cut)
Q3 – Slideshare (Power-Point)
Q4 – Poster/ flow chart diagram (Word)
FINAL CUT
Like throughout Blogger was used for all my evaluation questions
to present my evaluation questions as its diversity allowed me to
upload my work in many different formats and have it embedded
into my posts. For Question 1 specifically it proved useful as it was
good for the simple essay style format I was looking for and I
utilised the technological capabilities of this service to use both the
textual information but also pair it with images I had uploaded as
well as a short clip and links from YouTube, keeping the post
interactive for the viewer. It was most appropriate because of the
sheer size of the content I had written meaning it would be far too
wordy to have as a PowerPoint and it would be too busy for a mind
map or a video. It wouldn’t hold the interest as well. The only issue
however with blogger is that on occasion the formatting of the
program isn’t brilliant and how you se things on the post isn’t how
it appears when you upload it, specifically images and captions.
This means I spent a bit of time playing around with it trying to get
thing correctly aligned.
For the second question I used final cut for my director’s
commentary. Initially I had planned to do this at home using
Windows Movie Maker however I soon decided to move to final
cut using it at college as it was actually easier and more
professional in terms of the transitions I could make but most
potently I could overlap images and audio which was something I
couldn’t on Windows. It was also easier to trim clips and add
sections make faster cuts in Final Cut. The only downside is that
this took longer since it had to be done in class time but overall it
produced a better looking product.
My third question was a PowerPoint
presentation which a rather simple piece of
technology but compared to something like
Blogger it allowed me to be much more creative
in the way I presented my answer. It was good
in illustrating the link between what I was
writing in the answer as well as providing
stimulating visuals which related to the text, for
example talking about my focus group I had
photos of some of the most influential people.
When talking about typical conventions for the
genre I could the images and the style/ layout of
the presentation to show pictures which
supported my points. it was easy to customise
the overall design of the presentation to make it
reflect my ancillary texts and my Blogger
design. The only downside again was formatting
when I uploaded the PowerPoint to Slideshare
to be able to get it on my blog it changed the
positioning of some of the text and images. Also
if I were to add any slide transitions these would
not be carried over to Slidehare
For my final question I decided to use Microsoft Word in creating a poster/ flow chart
style piece of work. This was to have a good combination between text (content like a
blog post) but with also a good design which reflects the Mojokings style and carefully
acquired screenshots. Photoshop would have been better for creating a poster/ chart
like this however since this work was done at home it was creatively what I decided to
use as the best mixture of design and content. It was also a platform that I hadn’t used
for a while so I fancied a challenge getting back used to this creative extent.