Evaluation - Question 6

1. What have you learnt about technologies from the
process of constructing this product?
Camera skills:
To film our media product, we used
the same camera as what we had
used in our previous preliminary task.
In doing this, we were already
familiar with how the camera worked
and were confident in being able to
use it successfully by including a
variety of techniques to acquire a
large range of shots. Previous
experience using this camera taught
us to charge the camera fully the
night before filming and to have a
charging cable at the sight of filming
to ensure the camera would not run
out of battery making us unable to continue with filming. We have
learnt the importance of using a tripod in practically every bit of
footage that is filmed as an unsteady camera will degrade the quality
of the product dramatically.
Another aspect we learnt whilst filming is how hard it is to keep the
lighting consistent. As we used natural light to film the majority of
our piece, we found that the lighting altered a substantial amount
between each scene. However, by using natural lighting I think we
achieved a well-lit scene that created a clean crisp mise-en-scene.

2. Sound kit:
Similarly to the camera, we also used the same sound kit as what
was used in our preliminary task. This was:
Microphone with an auxiliary lead that plugged into the camera
Dead cat
Boom Pole
We used the sound kit successfully in our preliminary task so we
already had good understanding of using this piece of kit for our
main task. One major area we learnt and improved upon from our
preliminary task and carried through to our main task was ensuring
the camera kit (the boom pole in particular) did not fall into shot. In
the preliminary task this was extremely noticeable and ruined the
quality of our piece. We did not make this error in our main task.
We also used a dead cat to ensure any unwanted sounds that may
have been picked up by the microphone from the background. This
meant that only the sounds and dialogue we wanted and had
planned to include were picked up. We also used a dead cat whilst
recording the sound of the alarm ringing. We did this to ensure the
sound wasn’t too loud and distorted.

3. Adobe Premier Pro:
To edit the footage and combine all the shots together we used the
programme Adobe Premier Pro. To me this was the most difficult
and challenging task of creating our media product yet one of the
more successful areas. In this process we have learnt and performed
the following:
Transferring the footage from the camera to the computer and
then importing the useful footage we were going to use into
Premier Pro.
Cropping and stitching together each piece of footage and
combining them to create a sequence to perform the skills
required such as match on action.
Adding transitions between each scene such as fade to black
and additive dissolves.
Adding text that fits into and matches the colour of objects in
the scene and then animating it.
Adding blank title screens at the beginning and end of the
sequence.
Altering the volume level to the sounds.
Inserting a soundtrack that continued throughout the duration
of our piece that faded in and out accordingly to what was
happening in the sequence.
The importance of adding several layers of video and audio
tracks.

4. These screen shots were
took during the editing
process in which we
were animating the text.
In these two particular
scenes we wanted the
text to fall from the top
of the scene to the
bottom one by one. To
do this we had to create
a title per letter and use
video effects to animate
each letter. This involved
inserting key frames
when we wanted the
title to appear and when
and then inserting a
following key frame that
determined where the
title would end up on
screen once it’s finished
moving and when. The
top two screen shots
show us matching the
timing of the title falling
with the stomping of the
foot so as the foot hit the
floor so did each letter. I
am really pleased with
how this task was
performed and think it
added a unique and
professional element to
our media as a pose to
just having still titles
appear on screen.
Similarly below, this
screen shot shows the
same technique being
used of the text falling
down, just a little faster
and in a less regimented
way.
Both screen shots show
us layering each title up
on different video tracks.
This allowed coherent
flowand didn’t made
sure material wasn’t
cropped.

5. This screen shot shows us once again using key frames to animate our text however this
time we are moving our text across screen horizontally rather that vertically. We did this
because we wanted to give the illusion to the audience that the text was being blown
across screen whilst the character was drying her hair with the hair dryer. I think we have
been incredibly creative learning and performing inserting key frames to animate our titles
to do specific things so they fit in with the mise-en-scene.
The screen shot above shows us inserting key frames to animate the text in order for it to
sit on the curtains whilst the camera pans from the bed to the curtains and back. In this
particular scene we used just one title with all the text on because we wanted the text to
move together and not each letter individually.

6. Youtube:
The final task in producing our media product was exporting it and
uploading the content to the schools media account on youtube. We
did this by selecting: File - export - media
Tumblr:
Throughout the course we have constantly been uploading work that

7. was being done in order to produce our media product on the
blogging site, ‘Tumblr’. These things were mainly planning and
research which included a variety of digital technology. This required
getting to know how to use Tumblr in order for us to be able to
upload our work which came in the format of pictures, videos, word
documents, PowerPoint documents and Prezi links. We have also
customised our own blogs by creating and selecting different themes
to make them personal to us.