Evidence
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The document provides evidence of a group recording audio advertisements. It describes how they took photos of each member speaking a line in one of the ads. It also discusses their production meetings where they planned the script, audio, and other elements. They used microphones to record audio and computers to edit and upload the files. They followed a production plan to stay on schedule and used a risk assessment to ensure safety while recording. The author feels the audio recording went well and they were able to create good radio ads on time thanks to the production plan and risk assessment.
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Evidence of radio making (1)
The director is using pre-production materials like the script, risk assessment, and concept ideas to give direction to voice actors. This ensures the actors perform the lines correctly and safely. Equipment was checked to comply with the risk assessment. A sounds engineer is testing audio quality during a recording to avoid issues that could require re-shooting. The timeline shows the director's edit with color-coded recordings and volume fades to blend audio clips naturally.
Question 4
The document discusses the process of creating a documentary on knife crime. In the planning stages, the group created mind maps of possible topics and chose knife crime due to available information sources. They storyboarded shots including camera angles. In research, they used news websites and articles to find statistics and researched similar documentaries. They filmed based on storyboards using equipment like cameras, microphones, and tripods. They edited footage in Final Cut Express, adding titles, transitions, and effects. They created additional materials like a radio trailer and magazine article to promote the documentary.
Evaluation question 4
The student created a documentary about university fees using various media technologies. For research and planning, the group created mind maps of ideas and chose university fees after finding sufficient resources. They storyboarded shots and researched statistics online. For filming, they used a professional camera, tripod, and microphone to capture interviews and footage following conventions. For editing in Final Cut Express, they adjusted audio levels, added transitions, titles, and exported the documentary and radio trailer to YouTube and their blog. They designed a double-page magazine spread in InDesign and Photoshop to promote the documentary.
Camera and production research
The document discusses the history of film cameras from their origins to modern digital cameras. It then outlines the process of planning a music video production, including pre-production tasks like writing scripts, securing locations and equipment, hiring actors, and creating a schedule. Post-production tasks like editing, adding effects, and finalizing the video are also mentioned.
Studio presentation
This document discusses various aspects of audio production such as studio layout and operation, recording and playback formats, file transfer, linear and non-linear recording systems, ISDN, telephones, delay lines, effects, sequences, production and post-production stages, production roles, copyright, performing rights, and contracts. It provides information on capturing and transferring audio, editing audio, different recording systems, transmitting audio over networks, using audio effects, and organizing audio into sequences. Legal considerations like copyright, performing rights, and contracts are also covered.
Question 4 media evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. Firewire allowed computer control of devices.
5. A scanner uploaded paperwork to the computer.
Question 4 Media Stuides Evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. Firewire allowed computer control of devices.
5. A scanner uploaded paperwork to the computer.
Question 4 Media evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. A scanner and websites uploaded documents and research to the computer.
5. Adobe CS5 programs like Photoshop and Premier were used for graphics and editing.
6. Microsoft Office programs organized documents and audience feedback.
7. Websites like Facebook, Wikipedia, YouTube, and blogs were used for research, footage, and documenting the process.
Recommended
Evidence of radio making (1)
The director is using pre-production materials like the script, risk assessment, and concept ideas to give direction to voice actors. This ensures the actors perform the lines correctly and safely. Equipment was checked to comply with the risk assessment. A sounds engineer is testing audio quality during a recording to avoid issues that could require re-shooting. The timeline shows the director's edit with color-coded recordings and volume fades to blend audio clips naturally.
Question 4
The document discusses the process of creating a documentary on knife crime. In the planning stages, the group created mind maps of possible topics and chose knife crime due to available information sources. They storyboarded shots including camera angles. In research, they used news websites and articles to find statistics and researched similar documentaries. They filmed based on storyboards using equipment like cameras, microphones, and tripods. They edited footage in Final Cut Express, adding titles, transitions, and effects. They created additional materials like a radio trailer and magazine article to promote the documentary.
Evaluation question 4
The student created a documentary about university fees using various media technologies. For research and planning, the group created mind maps of ideas and chose university fees after finding sufficient resources. They storyboarded shots and researched statistics online. For filming, they used a professional camera, tripod, and microphone to capture interviews and footage following conventions. For editing in Final Cut Express, they adjusted audio levels, added transitions, titles, and exported the documentary and radio trailer to YouTube and their blog. They designed a double-page magazine spread in InDesign and Photoshop to promote the documentary.
Camera and production research
The document discusses the history of film cameras from their origins to modern digital cameras. It then outlines the process of planning a music video production, including pre-production tasks like writing scripts, securing locations and equipment, hiring actors, and creating a schedule. Post-production tasks like editing, adding effects, and finalizing the video are also mentioned.
Studio presentation
This document discusses various aspects of audio production such as studio layout and operation, recording and playback formats, file transfer, linear and non-linear recording systems, ISDN, telephones, delay lines, effects, sequences, production and post-production stages, production roles, copyright, performing rights, and contracts. It provides information on capturing and transferring audio, editing audio, different recording systems, transmitting audio over networks, using audio effects, and organizing audio into sequences. Legal considerations like copyright, performing rights, and contracts are also covered.
Question 4 media evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. Firewire allowed computer control of devices.
5. A scanner uploaded paperwork to the computer.
Question 4 Media Stuides Evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. Firewire allowed computer control of devices.
5. A scanner uploaded paperwork to the computer.
Question 4 Media evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. A scanner and websites uploaded documents and research to the computer.
5. Adobe CS5 programs like Photoshop and Premier were used for graphics and editing.
6. Microsoft Office programs organized documents and audience feedback.
7. Websites like Facebook, Wikipedia, YouTube, and blogs were used for research, footage, and documenting the process.
Question 4 Media Evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. Firewire allowed computer control of devices.
5. A scanner uploaded paperwork to the computer.
How did you use media technologies in the construction and research, planning...
The document discusses the various media technologies used to create a documentary production. These included cameras, tripods, editing programs like Adobe Premier, YouTube for research, microphones, and lighting equipment. The production involved filming a band with multiple cameras, conducting interviews that were recorded, taking photos in a studio with lighting adjustments, and creating radio ads in a studio using microphones and Audacity. The final products were shared on Facebook and through email to gather feedback.
Studio Layout
The document discusses various aspects of audio production such as:
1. Studio layout and operation involves recording vocals or live audio using studio microphones and transferring the audio into software for editing and formatting.
2. Recording formats refer to capturing audio data onto tapes or disks, while file transfer involves transmitting files between computers for editing, backup, or sharing projects.
3. Post-production involves tasks completed after filming like editing raw footage, adding effects, and dubbing sound to cut together a final project. It follows pre-production and production phases.
Question 4 media studies coursework
The student used a variety of media technologies throughout the research, planning, production, and evaluation stages of their documentary project. In research, they used the internet, Google Images, blogs, YouTube, and analyzed other documentaries. Microsoft Word was used for questionnaires. During planning, they created storyboards, mind maps, and used Prezi and Slideshare for presentations. Production involved using a professional camera, tripod, microphone, and Adobe Premiere Pro for editing. Evaluation was created and shared using PowerPoint, Prezi, blogs, SoundCloud, and social media.
Question 4
The document discusses the various media technologies used at each stage of creating a documentary project, including:
- Using mind maps, Safari, Internet Explorer for initial research and planning.
- Using Word, PowerPoint, Premiere to write scripts, questionnaires and edit footage.
- Using a video camera, microphone, tripod for filming interviews and b-roll footage.
- Using Premiere and Audition to edit videos, adjust sound and color, and add transitions and titles.
- Using Photoshop, InDesign and Word to create a TV listing page layout for the documentary.
Use of media technologies
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation of a documentary project. Microsoft Office programs like Word and PowerPoint were used for research, scripting, and presentations. Blogger was used to create a blog documenting the entire process. Prezi and Tagul helped with brainstorming and presentations. A Sony camera and Lumix camera were used to film interviews and footage and take photos. Adobe Premiere Pro and Audacity were used to edit video and audio. YouTube hosted research materials, final products, and feedback. Overall a wide range of technologies supported all stages of the documentary process.
How did you use media technologies in the
We used the internet to research our subject and contact interviewees. Websites like BBC News, Google, and music sites provided facts, statistics, and a way to arrange professional interviews. YouTube provided background footage of illegal downloading sites. During construction, we used video recorders, tripods, headphones, and Apple Macs to film, store footage, and ensure sound quality. Editing software like Final Cut Express allowed us to add transitions and create a storyboard to smoothly edit our documentary into its final professional format.
Evaluation q6
This document discusses what was learned about technologies from constructing a product. It describes undergoing training to learn how to use equipment like cameras and Adobe Premiere Pro for editing video. Skills learned include editing clips together, adding transitions, visual effects, audio, and titles. Hands-on experience shooting footage from different angles and uploading edited sequences taught the importance of attention to detail. The training highlighted how technology has advanced production processes even for low budget independent works.
A2 media powerpoint evaluation q4
This document discusses the various equipment used to film, record, edit, and produce a documentary. It describes the Canon XM2 video recorder used to film footage, the DV-capture deck to transfer footage to the computer, a clip microphone for higher quality interviews, and Adobe software like Premier for editing and Photoshop for posters. A scanner was used to upload images, Samsung monitors to check edited footage, a quad core PC for editing, a soundproofed college radio room for voiceovers, and various websites for research.
Evaluation - A2 Media Studies
The documentary titled "The Gig Experience" focuses on live music from the perspective of artists and bands through the process of the public attending concerts, from buying tickets online to queuing at venues. The group contacted managers of local bands playing in Manchester and Liverpool to film their concerts, successfully filming Tyler Hilton, Imagine Dragons, and Alex Clare. Over 100 hours were spent creating the finished documentary product.
Sound recording glossary
This document provides definitions for audio and sound design terms as part of a glossary assignment. It includes:
- Definitions for terms like Foley artistry, sound libraries, audio file formats like .wav and .mp3, audio limitations like mono and stereo audio, audio recording systems, MIDI, software sequencers, plug-ins, and audio sampling concepts.
- For each term, it also provides details on how the definition relates to the student's own production practice, such as how file formats allow easy transfer of audio or how limitations could impact a project.
- The definitions are from online research and each includes a URL source. This glossary is intended to help the student better understand key concepts
Question 4 evaluation presentation
The document discusses the use of various new media technologies in the production stages of a music video. Video cameras and tripods were used to record footage, while cameras were also used to take still photos of performers. Mobile phones recorded audio feedback from audiences. A Tricaster was used to film green screen footage. The internet provided research resources and ways to stream other music videos for inspiration. Websites like YouTube and blogs allowed sharing and uploading work. USB drives transferred music tracks and files between team members. Adobe Premiere Pro was used to edit all footage and produce the final music video.
Question 4 evaluation presentation
The document discusses the use of various new media technologies in the production stages of a music video. Video cameras and tripods were used to record footage, while cameras were also used to take still photos of performers. Mobile phones recorded audio feedback from audiences. Software like Adobe Premiere Pro, YouTube, and Blogger were used for editing, uploading, and tracking progress.
Question 4 evaluation presentation
The document discusses the use of various new media technologies in the production stages of a music video. Video cameras and tripods were used to record footage, while cameras were also used to take still photos of performers. Mobile phones recorded audio feedback from audiences. A Tricaster was used to film green screen footage. The internet was researched for inspiration and to upload the final video. Adobe Premiere Pro was used to edit all footage into the final music video.
Question 4
During the research, planning, construction, and evaluation stages of creating a documentary, the student used various media technologies. DVDs, 4OD, YouTube, and laptops were used for initial research. Websites like BBC, Channel 4, and TV Choice helped decide the target channel. Microsoft Word, PowerPoint, and Prezi aided planning. Equipment like video cameras and Final Cut Pro were vital for filming and editing. GarageBand was used to create background music. Adobe InDesign assisted with the double page spread. The documentary, radio trail, and other materials were published to Blogger, YouTube, SoundCloud, and embedded using technologies like Scribd and SlideShare.
Evaluation Question 4
The student used a variety of media technologies throughout the different stages of their documentary project. They began by researching online, taking notes from documentaries on YouTube and creating a blog to document their work. Word was used to develop ideas and research content for the documentary. Interviews were conducted and recorded using video cameras and audio equipment, and edited in Premiere Pro. Stock footage was sourced online and imported into editing software. Effects, titles, and music were added to polish the final product, which was shared online through blogs and social media for feedback.
Question 4, How Did You Use New Technologies in the Construction and Research...
The document discusses the various media technologies used during the construction and evaluation of a documentary project. During research, online resources like Google, YouTube, and blogs were utilized. Planning involved using Word for questionnaires and Excel for data analysis. Construction included filming with cameras and microphones, capturing footage with a DV deck, and editing in Adobe Premiere. Evaluation comprised creating films with iPhone recordings and Movie Maker, a Prezi presentation, a Word document with added audio recording, and a PowerPoint slideshow with screenshots and photos uploaded to a blog.
Our roles and evidence of production
We had a team meeting where we assigned roles for our production. Daisy and Cameron were given the role of sound recorders, William was named director, and Phoebe was selected as producer. The team then went to the classroom to record their radio adverts. Evidence photos show the sound recorders checking equipment, the producer ensuring safety guidelines were followed, and the director making sure everything was on schedule during the recording.
Our roles and evidence of production
We had a team meeting where we assigned roles for our production. Daisy and Cameron were given the role of sound recorders, William was named director, and Phoebe was selected as producer. The team then went to the classroom to record their radio adverts. Evidence photos show the sound recorders checking equipment, the producer ensuring safety guidelines were followed, and the director making sure everything was on schedule during the recording.
Media Evaluation
The document summarizes how various media technologies were used at different stages of creating a documentary about music gigs. Research was conducted using YouTube to find documentary characteristics and sound clips. Adobe Premiere Pro was used for editing, and effects like transitions and audio adjustments were applied. Sony HXR cameras captured footage which was imported to a Dell computer for editing. Microsoft Word and charts were used to record audience feedback. Email was used to plan interviews.
Productionplanrunaway 190113145344
This document contains a production schedule for filming and editing a short film over several weeks. It details the dates, tasks, locations, crew and equipment needed for both the production and post-production phases. Production tasks include filming scenes at the director's house on various dates, requiring different casts and props. Post-production involves uploading footage, reviewing shots, editing using Adobe Premiere Pro, finding music, and finalizing the edit. The schedule spans from early February to late March.
Editing process
The document describes James Pugh's editing process for a film project in Adobe Premiere Pro. He began by renaming video clips to make them easier to import in the correct order. He then trimmed clips and added licensed music. Additional editing steps included adding transitions between shots, inserting on-screen text to aid the plot, and including opening and closing credits to professionalize the film. The last step was rendering and exporting the completed edited video.
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Similar to Evidence
Question 4 Media Evaluation
We used various media technologies in the production of our documentary:
1. A Canon XM2 video recorder to film footage and audience feedback.
2. A clip microphone improved audio quality for interviews.
3. A DV capture deck captured all footage.
4. Firewire allowed computer control of devices.
5. A scanner uploaded paperwork to the computer.
How did you use media technologies in the construction and research, planning...
The document discusses the various media technologies used to create a documentary production. These included cameras, tripods, editing programs like Adobe Premier, YouTube for research, microphones, and lighting equipment. The production involved filming a band with multiple cameras, conducting interviews that were recorded, taking photos in a studio with lighting adjustments, and creating radio ads in a studio using microphones and Audacity. The final products were shared on Facebook and through email to gather feedback.
Studio Layout
The document discusses various aspects of audio production such as:
1. Studio layout and operation involves recording vocals or live audio using studio microphones and transferring the audio into software for editing and formatting.
2. Recording formats refer to capturing audio data onto tapes or disks, while file transfer involves transmitting files between computers for editing, backup, or sharing projects.
3. Post-production involves tasks completed after filming like editing raw footage, adding effects, and dubbing sound to cut together a final project. It follows pre-production and production phases.
Question 4 media studies coursework
The student used a variety of media technologies throughout the research, planning, production, and evaluation stages of their documentary project. In research, they used the internet, Google Images, blogs, YouTube, and analyzed other documentaries. Microsoft Word was used for questionnaires. During planning, they created storyboards, mind maps, and used Prezi and Slideshare for presentations. Production involved using a professional camera, tripod, microphone, and Adobe Premiere Pro for editing. Evaluation was created and shared using PowerPoint, Prezi, blogs, SoundCloud, and social media.
Question 4
The document discusses the various media technologies used at each stage of creating a documentary project, including:
- Using mind maps, Safari, Internet Explorer for initial research and planning.
- Using Word, PowerPoint, Premiere to write scripts, questionnaires and edit footage.
- Using a video camera, microphone, tripod for filming interviews and b-roll footage.
- Using Premiere and Audition to edit videos, adjust sound and color, and add transitions and titles.
- Using Photoshop, InDesign and Word to create a TV listing page layout for the documentary.
Use of media technologies
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation of a documentary project. Microsoft Office programs like Word and PowerPoint were used for research, scripting, and presentations. Blogger was used to create a blog documenting the entire process. Prezi and Tagul helped with brainstorming and presentations. A Sony camera and Lumix camera were used to film interviews and footage and take photos. Adobe Premiere Pro and Audacity were used to edit video and audio. YouTube hosted research materials, final products, and feedback. Overall a wide range of technologies supported all stages of the documentary process.
How did you use media technologies in the
We used the internet to research our subject and contact interviewees. Websites like BBC News, Google, and music sites provided facts, statistics, and a way to arrange professional interviews. YouTube provided background footage of illegal downloading sites. During construction, we used video recorders, tripods, headphones, and Apple Macs to film, store footage, and ensure sound quality. Editing software like Final Cut Express allowed us to add transitions and create a storyboard to smoothly edit our documentary into its final professional format.
Evaluation q6
This document discusses what was learned about technologies from constructing a product. It describes undergoing training to learn how to use equipment like cameras and Adobe Premiere Pro for editing video. Skills learned include editing clips together, adding transitions, visual effects, audio, and titles. Hands-on experience shooting footage from different angles and uploading edited sequences taught the importance of attention to detail. The training highlighted how technology has advanced production processes even for low budget independent works.
A2 media powerpoint evaluation q4
This document discusses the various equipment used to film, record, edit, and produce a documentary. It describes the Canon XM2 video recorder used to film footage, the DV-capture deck to transfer footage to the computer, a clip microphone for higher quality interviews, and Adobe software like Premier for editing and Photoshop for posters. A scanner was used to upload images, Samsung monitors to check edited footage, a quad core PC for editing, a soundproofed college radio room for voiceovers, and various websites for research.
Evaluation - A2 Media Studies
The documentary titled "The Gig Experience" focuses on live music from the perspective of artists and bands through the process of the public attending concerts, from buying tickets online to queuing at venues. The group contacted managers of local bands playing in Manchester and Liverpool to film their concerts, successfully filming Tyler Hilton, Imagine Dragons, and Alex Clare. Over 100 hours were spent creating the finished documentary product.
Sound recording glossary
This document provides definitions for audio and sound design terms as part of a glossary assignment. It includes:
- Definitions for terms like Foley artistry, sound libraries, audio file formats like .wav and .mp3, audio limitations like mono and stereo audio, audio recording systems, MIDI, software sequencers, plug-ins, and audio sampling concepts.
- For each term, it also provides details on how the definition relates to the student's own production practice, such as how file formats allow easy transfer of audio or how limitations could impact a project.
- The definitions are from online research and each includes a URL source. This glossary is intended to help the student better understand key concepts
Question 4 evaluation presentation
The document discusses the use of various new media technologies in the production stages of a music video. Video cameras and tripods were used to record footage, while cameras were also used to take still photos of performers. Mobile phones recorded audio feedback from audiences. A Tricaster was used to film green screen footage. The internet provided research resources and ways to stream other music videos for inspiration. Websites like YouTube and blogs allowed sharing and uploading work. USB drives transferred music tracks and files between team members. Adobe Premiere Pro was used to edit all footage and produce the final music video.
Question 4 evaluation presentation
The document discusses the use of various new media technologies in the production stages of a music video. Video cameras and tripods were used to record footage, while cameras were also used to take still photos of performers. Mobile phones recorded audio feedback from audiences. Software like Adobe Premiere Pro, YouTube, and Blogger were used for editing, uploading, and tracking progress.
Question 4 evaluation presentation
The document discusses the use of various new media technologies in the production stages of a music video. Video cameras and tripods were used to record footage, while cameras were also used to take still photos of performers. Mobile phones recorded audio feedback from audiences. A Tricaster was used to film green screen footage. The internet was researched for inspiration and to upload the final video. Adobe Premiere Pro was used to edit all footage into the final music video.
Question 4
During the research, planning, construction, and evaluation stages of creating a documentary, the student used various media technologies. DVDs, 4OD, YouTube, and laptops were used for initial research. Websites like BBC, Channel 4, and TV Choice helped decide the target channel. Microsoft Word, PowerPoint, and Prezi aided planning. Equipment like video cameras and Final Cut Pro were vital for filming and editing. GarageBand was used to create background music. Adobe InDesign assisted with the double page spread. The documentary, radio trail, and other materials were published to Blogger, YouTube, SoundCloud, and embedded using technologies like Scribd and SlideShare.
Evaluation Question 4
The student used a variety of media technologies throughout the different stages of their documentary project. They began by researching online, taking notes from documentaries on YouTube and creating a blog to document their work. Word was used to develop ideas and research content for the documentary. Interviews were conducted and recorded using video cameras and audio equipment, and edited in Premiere Pro. Stock footage was sourced online and imported into editing software. Effects, titles, and music were added to polish the final product, which was shared online through blogs and social media for feedback.
Question 4, How Did You Use New Technologies in the Construction and Research...
The document discusses the various media technologies used during the construction and evaluation of a documentary project. During research, online resources like Google, YouTube, and blogs were utilized. Planning involved using Word for questionnaires and Excel for data analysis. Construction included filming with cameras and microphones, capturing footage with a DV deck, and editing in Adobe Premiere. Evaluation comprised creating films with iPhone recordings and Movie Maker, a Prezi presentation, a Word document with added audio recording, and a PowerPoint slideshow with screenshots and photos uploaded to a blog.
Our roles and evidence of production
We had a team meeting where we assigned roles for our production. Daisy and Cameron were given the role of sound recorders, William was named director, and Phoebe was selected as producer. The team then went to the classroom to record their radio adverts. Evidence photos show the sound recorders checking equipment, the producer ensuring safety guidelines were followed, and the director making sure everything was on schedule during the recording.
Our roles and evidence of production
We had a team meeting where we assigned roles for our production. Daisy and Cameron were given the role of sound recorders, William was named director, and Phoebe was selected as producer. The team then went to the classroom to record their radio adverts. Evidence photos show the sound recorders checking equipment, the producer ensuring safety guidelines were followed, and the director making sure everything was on schedule during the recording.
Media Evaluation
The document summarizes how various media technologies were used at different stages of creating a documentary about music gigs. Research was conducted using YouTube to find documentary characteristics and sound clips. Adobe Premiere Pro was used for editing, and effects like transitions and audio adjustments were applied. Sony HXR cameras captured footage which was imported to a Dell computer for editing. Microsoft Word and charts were used to record audience feedback. Email was used to plan interviews.
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How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
Question 4, How Did You Use New Technologies in the Construction and Research...
Question 4, How Did You Use New Technologies in the Construction and Research...
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This document contains a production schedule for filming and editing a short film over several weeks. It details the dates, tasks, locations, crew and equipment needed for both the production and post-production phases. Production tasks include filming scenes at the director's house on various dates, requiring different casts and props. Post-production involves uploading footage, reviewing shots, editing using Adobe Premiere Pro, finding music, and finalizing the edit. The schedule spans from early February to late March.
Editing process
The document describes James Pugh's editing process for a film project in Adobe Premiere Pro. He began by renaming video clips to make them easier to import in the correct order. He then trimmed clips and added licensed music. Additional editing steps included adding transitions between shots, inserting on-screen text to aid the plot, and including opening and closing credits to professionalize the film. The last step was rendering and exporting the completed edited video.
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Evidence
This document provides evidence of the filmmaker directing actors in shots for their film. It describes explaining scenes to actors and adjusting camera angles and focus through multiple takes to achieve higher quality. It also shows setting up shots, including adjusting the camera position and tripod length. As director, the filmmaker made sure to inform actors of any risks.
Legal & ethical considerations
The director must get consent from all actors, especially those under 18, to be shown in the film on websites. Any music or effects used must be from sources that allow use in films. The film will be rated PG due to lack of offensive content. To ensure the film's success, it must avoid copyrighted material, slander, or libel, which could result in the film being banned from sites like YouTube.
Treatment scripts
Mason, Dom, and Jack break into Harvey's house. Harvey and his dad catch them and demand they drop their weapons. Mason refuses to go along with Dom and Jack's plans. An argument breaks out between Mason and Dom. Harvey's dad arrests the three boys for committing a crime. Harvey tells them to get out of his house and that he never wants to see them again. After they leave, Harvey thanks Mason for not giving in to peer pressure.
Treatment scripts
Mason, Dom, and Jack break into Harvey's house. Harvey and his dad catch them and demand they drop their weapons as they are under arrest. Mason refuses to go along with Dom and Jack's plans. There is arguing between Mason and Dom and between Harvey and Jack. Harvey's dad tells the boys they have committed a crime and must leave. Harvey thanks Mason for not getting involved with Dom and Jack's actions.
Productionplan 190125094942 (1)
This document provides a production plan and work plan for a student film. It outlines the equipment that will be used, including a camera, tripod, microphone, computer and editing software. It also discusses the cast, including the roles for three actors. A budget of £50 is planned, which will cover costs of food, drinks and petrol. Legal considerations are also discussed, such as copyright and permissions needed for any copyrighted content. The film is planned to launch on Valentine's Day to relate to the romantic plot.
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This 3 scene summary outlines a story of relationship betrayal:
Scene 1 introduces Billy and Jason discussing going on holiday together while Billy's girlfriend Jess asks Billy to run an errand, leaving her alone with Jason. Scene 2 reveals Jess and Jason have been secretly seeing each other and she is pregnant with his child. Scene 3 Billy finds a note from Jess admitting to the affair and that she and Jason are leaving together. The story depicts the discovery and fallout of Jess's betrayal of Billy with his friend Jason.
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Casting details
This document provides casting details for three main characters - Billy, Jess, and Jason - in an upcoming film. Billy will be played by Brad, a 17-year-old with great charisma suited for an upbeat protagonist. Jess will be played by Emily, a 19-year-old everyday young woman intended to be relatable to audiences. Jason will be played by Chris, an 18-year-old who is well-suited for an antagonist "villain" role due to his height and ability to portray dark characters well. The document explains clothing and physical characteristics for each character and the reasons these actors were chosen for their roles.
Client feedback
The client provided feedback to the writer at three different meetings/communications to improve the structure and formatting of their script. The first meeting included recommendations to add a school address, scene numbers, split descriptions before character entrances, remove brackets from directions, and include character emotions. The second meeting focused on shortening two scene descriptions. An email then confirmed the client was happy with the final script and approved it for publication.
Character profiles
The target audience for this drama film is broad, ranging from teenagers to people in their late 40s, as the film involves relationship drama and plot twists that many can relate to. It will appeal most to fans of the drama genre. The main characters are Billy, a 20-year-old man engaged to Jess, a 21-year-old woman; and Jason, Billy's 22-year-old best friend. By the end of the film, audiences are likely to feel sorry for Billy after Jess cheats on him with Jason, and dislike Jess and Jason for their disloyalty.
Unit 16 treatments
The document provides treatment plans for two short film ideas by James Pugh. The first film idea, called "Backfire", is about a group of teenagers who try to pressure another boy into committing a crime. However, the boy gets help from his friend to set up a trap for the group. The second idea, called "Runway", is about a man who discovers his fiancée and best friend have been having an affair and have run away together, taking his money. Both films are targeted at teenagers and young adults and explore themes of peer pressure and betrayal. Contingency plans are also discussed in case of scheduling or weather issues during filming.
Production plan
This document provides a production plan for a short film. It includes a work plan schedule to keep the project on track to meet deadlines. It also includes a list of equipment that will be used, such as a camera, tripod, microphone, and computer for editing. The document discusses the software that will be used, including Adobe Premiere Pro for editing. It also includes sections about the cast and crew needed, planned budget, legal considerations regarding copyright and permissions, ethical considerations like the film rating, and a proposed launch date of February 14th to match the romantic plot.
Recce
The document outlines the filming locations and scenes for a short film. Scene 1 will take place in the lounge to start the film. Scene 2 will be filmed in the kitchen where the characters Jason and Jess will have a conversation. Scenes 3 and 4 involve Billy making a phone call, either in the kitchen or another room. Scene 5 follows Billy searching for his passport through the hallway and upstairs to his bedroom. Scene 6 concludes the film with Jess and Jason driving away together outside the house.
Risk assessment
The document identifies several potential hazards for a film production crew:
- Slipping hazards from wet surfaces both inside and outside could cause injury.
- Tripping over obstacles, especially on stairs, poses a risk.
- Heavy or fragile equipment could cause injury if dropped accidentally during handling or transport.
- Electrical equipment left on or near water presents electrical and fire dangers.
- Moving vehicles near outdoor filming locations endanger actors and crew in the road.
- Sharp objects like knives in kitchen filming locations could damage equipment or injure someone if left accessible.
The document outlines actions already taken and responsibilities to address each hazard during filming.
Risk assessment
The document identifies several potential hazards for a film production:
- Slipping hazards from wet surfaces either outside or inside if there are spills. The production team will check for spillages and wet surfaces before filming.
- Tripping hazards from obstacles, especially on stairs. The production team will be aware of trip hazards and remove obstacles.
- Injuries from dropping or breaking heavy or fragile equipment. The team will be careful handling equipment and clean up immediately if anything is dropped.
- Electrical hazards from equipment left on or near water. The production team will turn off and properly store electrical equipment.
- Injury from moving vehicles for outdoor shots. The team will ensure no cars are moving where filming occurs.
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Evidence
- 1. Evidence Above are the imagesthatshowus recordingour adverts.We tookpicturesof each personas each one of usspoke at leastone line inone of the advertsso we had to prove thatwe didthis.We also heldourproductionmeetingsinthis roomwhere we discussedourscript,audioandother componentsof tryingtomake the bestadvertpossible whichwouldappeal tothe targetaudience. We usedthe microphonesforthe recordingthe audioandthe computersforuploadingthese files ontoour accounts so that we couldeditthemat a laterdate.For example,thisinvolvedaddingthe musicand otherputtingthe audioclipsinthe correct orderfor the advert. We usedthe productionplantomake sure that we stayedon track for ourpre-productionandthe recordingof the audio.Thismeantthat we couldsetdeadlinesthroughouttoensure thatwe reachedthe final deadline forourcompletedadvert.We alsomade sure that we usedthe risk assessmenttomake sure thatwe were all safe whenrecording.Thismeantthatwe checkedthe floorand desksforanyhazards that couldcause us to slipandeitherhurtourselvesordamage equipment.Ifeel thatthe recordingof the audiowentverywell aswe completeditveryquicklyand to a good standardso that the audioclipswere clear.Ithinkthat everythingwithourproduction wentsmoothlyandtherefore Iwouldn’tchange the waywe diditas it workedwell andwe managed
- 2. to create good radioadvertsbythe deadlinedue tothe helpof the productionworkplanandthe riskassessmentsandrecce.