12.sound design guidance
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To earn an A-grade on the sound design task, students must research existing horror film trailers for influence, then evidence the construction of their original soundtrack using screen grabs and annotated sound files from software like Garageband and Premiere. The soundtrack must be an effective, relevant and emotive score for the student's trailer that is presented in a timeline with explanations for design choices. Sample student projects are provided as examples to follow.
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12.sound design guidance
To earn an A-grade on the sound design task, students must construct the soundtrack for their film trailer by researching existing horror film trailers for influence, recording their sound construction process using screenshots and individual sound files, and annotating throughout to explain design choices. Examples of previous student work that achieved an A-grade are provided.
7.storyboard & animatic_guidance
To create a storyboard and animatic for a one-minute film trailer:
1. Visualize each key shot and scene using the provided storyboard template, discussing the camera movements and shot types.
2. Create an animatic in Adobe Premiere by cutting up an existing trailer to mark where shots change and determine the length of each shot.
3. Add up the number of storyboard frames needed to match the animatic, which will provide the structure for the original trailer.
1.website & team_profiles_guidance (1)
This document provides instructions for setting up a website using Weebly to host coursework for an Advanced Portfolio class. Students are to create 6 main pages for their website - Home, Log, Development, Pre-Production, Production, and Evaluation. Each main page will have drop down subpages listing the specific work uploaded. A team profile page is also required with individual profiles of each team member. Other requirements include uploading the project brief, videos, images, and final product templates to the home page. The website must have a team logo that is bold, branded, eye-catching, and self-contained. The objective is to design an engaging website to present coursework to the examiner. Example websites are provided.
Evaluation question 3
Technology is consistently developing and new technologies are essential for effective marketing campaigns. The document discusses how a range of technologies were used throughout the project to achieve thorough research, planning, construction, and evaluation. These technologies included Blogger, Prezi, SlideShare, SlideRocket, Windows Movie Maker, YouTube, a Sony video camera, Photoshop, Adobe Premiere Pro, and Adobe After Effects. Each technology served a specific purpose in the different stages of production and allowed for interactive presentations, editing, feedback, and professional quality outputs.
Evaluation p3
The document discusses how media technology was used at various stages of creating a trailer.
During the planning stage, Microsoft Word and Publisher were used to create documents for research and inspiration. Adobe Photoshop was used to make a mood board collaging horror genre ideas. Streaming sites like YouTube and Netflix were used for film research.
Adobe Photoshop, Premiere Pro, and After Effects were the key programs used for construction. Photoshop created the magazine cover using tools like color correction and masking. Premiere Pro edited clips and added effects to create a 1 minute 30 second trailer. After Effects made intertitles using a free template.
Classmates provided feedback on works-in-progress
Script and storyboard
This document provides guidance on scripting and storyboarding for a student video production project. It emphasizes that a script includes all action, not just dialogue. Students are reminded that their homework is to take test shots by February 10th and that their blogs will be assessed that week. Guidelines are given for writing scripts in proper format with scene headings and character descriptions. Creating a shotlist from the script is also covered, with details of what a shotlist should include. Finally, storyboarding is discussed, stressing the importance of visual planning and composition.
Research and planninhh
The document discusses various technologies used in research and planning for a student's media production project. A video recorder and tripod were used to capture high quality video and audio for a trailer. Survey Monkey and Padlet were utilized to conduct research and gather audience feedback on drafts to create an appealing trailer. Microsoft Word and PowerPoint helped present research findings visually. Sound Cloud, Clip-Converter, Animoto, and Stupeflix were additional software used for sound editing, converting media formats, and creating explanatory videos from research results.
Technology
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12.sound design guidance
To earn an A-grade on the sound design task, students must construct the soundtrack for their film trailer by researching existing horror film trailers for influence, recording their sound construction process using screenshots and individual sound files, and annotating throughout to explain design choices. Examples of previous student work that achieved an A-grade are provided.
7.storyboard & animatic_guidance
To create a storyboard and animatic for a one-minute film trailer:
1. Visualize each key shot and scene using the provided storyboard template, discussing the camera movements and shot types.
2. Create an animatic in Adobe Premiere by cutting up an existing trailer to mark where shots change and determine the length of each shot.
3. Add up the number of storyboard frames needed to match the animatic, which will provide the structure for the original trailer.
1.website & team_profiles_guidance (1)
This document provides instructions for setting up a website using Weebly to host coursework for an Advanced Portfolio class. Students are to create 6 main pages for their website - Home, Log, Development, Pre-Production, Production, and Evaluation. Each main page will have drop down subpages listing the specific work uploaded. A team profile page is also required with individual profiles of each team member. Other requirements include uploading the project brief, videos, images, and final product templates to the home page. The website must have a team logo that is bold, branded, eye-catching, and self-contained. The objective is to design an engaging website to present coursework to the examiner. Example websites are provided.
Evaluation question 3
Technology is consistently developing and new technologies are essential for effective marketing campaigns. The document discusses how a range of technologies were used throughout the project to achieve thorough research, planning, construction, and evaluation. These technologies included Blogger, Prezi, SlideShare, SlideRocket, Windows Movie Maker, YouTube, a Sony video camera, Photoshop, Adobe Premiere Pro, and Adobe After Effects. Each technology served a specific purpose in the different stages of production and allowed for interactive presentations, editing, feedback, and professional quality outputs.
Evaluation p3
The document discusses how media technology was used at various stages of creating a trailer.
During the planning stage, Microsoft Word and Publisher were used to create documents for research and inspiration. Adobe Photoshop was used to make a mood board collaging horror genre ideas. Streaming sites like YouTube and Netflix were used for film research.
Adobe Photoshop, Premiere Pro, and After Effects were the key programs used for construction. Photoshop created the magazine cover using tools like color correction and masking. Premiere Pro edited clips and added effects to create a 1 minute 30 second trailer. After Effects made intertitles using a free template.
Classmates provided feedback on works-in-progress
Script and storyboard
This document provides guidance on scripting and storyboarding for a student video production project. It emphasizes that a script includes all action, not just dialogue. Students are reminded that their homework is to take test shots by February 10th and that their blogs will be assessed that week. Guidelines are given for writing scripts in proper format with scene headings and character descriptions. Creating a shotlist from the script is also covered, with details of what a shotlist should include. Finally, storyboarding is discussed, stressing the importance of visual planning and composition.
Research and planninhh
The document discusses various technologies used in research and planning for a student's media production project. A video recorder and tripod were used to capture high quality video and audio for a trailer. Survey Monkey and Padlet were utilized to conduct research and gather audience feedback on drafts to create an appealing trailer. Microsoft Word and PowerPoint helped present research findings visually. Sound Cloud, Clip-Converter, Animoto, and Stupeflix were additional software used for sound editing, converting media formats, and creating explanatory videos from research results.
Technology
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Evaluation – ticking all the boxes
The document provides instructions for four evaluation activities for a media project. The first activity involves analyzing nine frames from the project media using conventions like title, genre, characters. Students screengrab frames and write a blog post analyzing how typical their design is of teaser trailers. The second activity evaluates how well the main product and ancillary texts complement each other. The third activity involves gathering audience feedback on the video by showing it and posting it online. The fourth activity requires students to take a photo with the technology they used, blog it with annotations and screengrabs of the programs used, and briefly describe what was learned.
Adobe Premier
The document discusses how the author used Adobe Premier to add titles and sound to a trailer. To add titles, the author selected a default text option and inserted background images and edited text. Fonts were found using Font Space since the software fonts did not fit the genre. Images and text were added as images to the titles. Sound was added by dragging audio files into the software and trimming them for effective placement in the trailer. Adobe Premier allowed the author to easily insert titles with images and text as well as add and edit soundtracks.
Media a2 coursework evaluation
The document outlines questions for a media coursework evaluation that is worth 30% of the overall grade. Students are asked to answer questions in 4-500 words about how their media product used or challenged conventions. They are to answer in 3-400 words on the effectiveness of combining their main product with ancillary texts like posters and magazines. Finally, they are asked to discuss in 500 words minimum how media technologies were used in the construction, research, planning and evaluation stages of their project.
Personal skills audit
The document discusses the skills gained from creating a film sequence for a previous project. Software used included iMovie, Final Cut, GarageBand, and Photoshop. Extensive research and planning was done before filming, including analyzing other films. Conventions from analyzed horror films were used for inspiration, while also breaking some conventions. Creativity came from combining research with some unique elements. The skills will be further developed for an A2 music video project through more advanced techniques, planning, and challenging conventions.
Personal skills audit
The document discusses skills acquired in digital technology, post-production, research and planning, using conventions of real media texts, and creativity. It explains how each skill contributed to creating the author's product and how the author plans to develop the skills in the next stage of the project through more practice.
Personal skills audit
The document discusses the skills gained from creating a film portfolio project. It outlines the software used for editing, sound, titles, and poster creation. Planning tasks like research, storyboarding, and timelines helped smooth filming. Conventions from horror films provided inspiration while also breaking some expectations. The response identifies further developing skills in editing, camerawork, software mastery, and creative challenges to conventions for the next project.
Personal skills audit
The document discusses the skills, software, and techniques used to create a horror film portfolio. It describes using cameras, editing software, and effects to add professional quality. Research on horror conventions and films helped inspire unique ideas while incorporating standard genres. Creativity was shown by combining conventions like hauntings but adding new twists, like revealing the mother murdered her child. Overall the document reflects on how the filmmaking skills were applied and will continue developing techniques to create shocking yet original horror productions.
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4
The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
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Q4
The document discusses the use of various media technologies throughout the creation of a media product. During the research stage, the internet provided access to information on horror films and target demographics from sites like Google, Pearl and Dean. This research informed the planning and development of a horror film trailer. For production, a Panasonic HD camera was used to film various shots, and Final Cut Pro, Motion, and Photoshop were used to edit, add credits, and design a magazine cover and poster. The finished trailer was shared on YouTube.
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Personal skills audit
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The document discusses various technologies used in creating a film project. Blogger was used to create a blog and publish films. Final Cut Express was used to edit filmed scenes and add effects. Live Type was used to create titles and credits with different fonts and sizes. YouTube was viewed to get ideas for conventions. A mobile phone was used to take pictures as proof of work. Survey Monkey conducted a survey of the target audience. A DV camera filmed interviews, tasks, and the opening. Wordle displayed survey results. One True Media made montages of the thriller and characters. SlideShare presented on the technologies used.
4
The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
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Evaluation – ticking all the boxes
The document provides instructions for four evaluation activities for a media project. The first activity involves analyzing nine frames from the project media using conventions like title, genre, characters. Students screengrab frames and write a blog post analyzing how typical their design is of teaser trailers. The second activity evaluates how well the main product and ancillary texts complement each other. The third activity involves gathering audience feedback on the video by showing it and posting it online. The fourth activity requires students to take a photo with the technology they used, blog it with annotations and screengrabs of the programs used, and briefly describe what was learned.
Adobe Premier
The document discusses how the author used Adobe Premier to add titles and sound to a trailer. To add titles, the author selected a default text option and inserted background images and edited text. Fonts were found using Font Space since the software fonts did not fit the genre. Images and text were added as images to the titles. Sound was added by dragging audio files into the software and trimming them for effective placement in the trailer. Adobe Premier allowed the author to easily insert titles with images and text as well as add and edit soundtracks.
Media a2 coursework evaluation
The document outlines questions for a media coursework evaluation that is worth 30% of the overall grade. Students are asked to answer questions in 4-500 words about how their media product used or challenged conventions. They are to answer in 3-400 words on the effectiveness of combining their main product with ancillary texts like posters and magazines. Finally, they are asked to discuss in 500 words minimum how media technologies were used in the construction, research, planning and evaluation stages of their project.
Personal skills audit
The document discusses the skills gained from creating a film sequence for a previous project. Software used included iMovie, Final Cut, GarageBand, and Photoshop. Extensive research and planning was done before filming, including analyzing other films. Conventions from analyzed horror films were used for inspiration, while also breaking some conventions. Creativity came from combining research with some unique elements. The skills will be further developed for an A2 music video project through more advanced techniques, planning, and challenging conventions.
Personal skills audit
The document discusses skills acquired in digital technology, post-production, research and planning, using conventions of real media texts, and creativity. It explains how each skill contributed to creating the author's product and how the author plans to develop the skills in the next stage of the project through more practice.
Personal skills audit
The document discusses the skills gained from creating a film portfolio project. It outlines the software used for editing, sound, titles, and poster creation. Planning tasks like research, storyboarding, and timelines helped smooth filming. Conventions from horror films provided inspiration while also breaking some expectations. The response identifies further developing skills in editing, camerawork, software mastery, and creative challenges to conventions for the next project.
Personal skills audit
The document discusses the skills, software, and techniques used to create a horror film portfolio. It describes using cameras, editing software, and effects to add professional quality. Research on horror conventions and films helped inspire unique ideas while incorporating standard genres. Creativity was shown by combining conventions like hauntings but adding new twists, like revealing the mother murdered her child. Overall the document reflects on how the filmmaking skills were applied and will continue developing techniques to create shocking yet original horror productions.
Film logos
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The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
Maid in manhattan editing task 25th september
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Storyboards
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Introduction to Pre Production - Sequence 2
Pre-production involves preparing resources like mind maps, storyboards, mood boards, location searches, and prop analyses to help create focus for a multimedia product. Mind maps organize ideas and show connections. Mood boards use pictures and colors to help clients visualize designs. Storyboards visualize story processes through sequential scenes. Location searches and prop analyses inform practical production elements. These pre-production techniques aid in planning films, videos, animations, and other creative works.
Personal skills audit
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Film Making courses
provide hands on knowledge about every aspect of films- such as directing, editing, working with camera, lighting and researching. However, a degree in film is not a pass to enter the film industry instead you have to enhance your experience and work hard to get a suitable offer. For more about Film making courses you can visit http://centralfilmschool.com/
Presentation of the different types of technology i used
The document discusses various technologies used in creating a film project. Blogger was used to create a blog and publish films. Final Cut Express was used to edit filmed scenes and add effects. Live Type was used to create titles and credits with different fonts and sizes. YouTube was viewed to get ideas for conventions. A mobile phone was used to take pictures as proof of work. Survey Monkey conducted a survey of the target audience. A DV camera filmed interviews, tasks, and the opening. Wordle displayed survey results. One True Media made montages of the thriller and characters. SlideShare presented on the technologies used.
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The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
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Ig3 music_video_assignment_updated_02.2013
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
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