3. production experiments(4)
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The document describes a script for a morning radio show between Edan Burrows and Fraser Hardwick where they discuss breakfast. They recorded the radio show and then Edan edited it, cutting out mistakes and adding volume adjustments and music. For the final product, Edan plans to include background music, use volume adjustments with key marks, and include an intro and outro song to give the radio show a "donut" structure.
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3. production experiments(4)
The document describes a script for a mock radio show between Edan Burrows and Fraser Hardwick discussing breakfast and morning. They recorded their conversation, adding sound effects along the way. Fraser then played a song to end the show.
The process section details how they obtained sound effects and music online, recorded their show while adding effects, and then edited it. This included using multitrack to check voice levels, placing background music after the show, and using an opening and fading to make it sound professional.
The reflection question asks what elements from the experiments will be included in the final product.
Pastsimplevspastcontinuous
The document compares and contrasts the past simple and past continuous tenses. It explains that the past simple is used for finished actions, often with time expressions like "yesterday" or "last week." The past continuous is used for ongoing actions in the past, frequently paired with phrases like "at 10:00" or "yesterday evening." It also discusses using the two tenses together, with the past simple interrupting or following an action in the past continuous.
Past continuous-form-and-use3609
The document discusses the past continuous tense and how it is used to describe actions that were in progress at a specific time in the past. It provides examples of using the past continuous alone and with the past simple tense. When using past continuous and past simple together, past continuous is used for the ongoing action and past simple for the interruption. It also discusses using while with past continuous and when with past simple to indicate timing.
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The document discusses the past simple and past continuous tenses in English. It provides examples of how each is formed and the main uses of each tense. The past simple is formed with an -ed ending while the past continuous uses an -ing ending. The past simple is used to describe completed actions while the past continuous describes ongoing actions happening at the same time. Certain verbs like state of being, possession, senses and feelings are usually only used in the past simple, not continuous form. Time expressions are also provided to demonstrate when each tense is typically used.
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The document discusses the simple past tense and its uses in 3 sentences or less:
1. The simple past tense is used to talk about completed actions, events, or situations that occurred in the past and are now finished, with the time reference given using words like yesterday, last week, etc.
2. Regular verbs are made in the simple past tense by adding "-ed" and irregular verbs have their own past tense forms.
3. The simple past tense can be used in affirmative, negative, and interrogative sentences with both regular and irregular verbs.
Past Simple Versus Past Continous
The document provides a summary of the differences between using the past simple and past continuous tenses in English. It explains that the past simple is used for completed actions, often with time expressions like "yesterday." The past continuous expresses actions that were ongoing in the past, frequently used with phrases like "at 10:00." Finally, it discusses how the two tenses can be combined, with the past continuous showing an action interrupted by the past simple or a past continuous action that began before a past simple one.
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The document describes a script for a mock radio show between Edan Burrows and Fraser Hardwick discussing breakfast and morning. They recorded their conversation, adding sound effects along the way. Fraser then played a song to end the show.
The process section details how they obtained sound effects and music online, recorded their show while adding effects, and then edited it. This included using multitrack to check voice levels, placing background music after the show, and using an opening and fading to make it sound professional.
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The document discusses the past continuous tense and how it is used to describe actions that were in progress at a specific time in the past. It provides examples of using the past continuous alone and with the past simple tense. When using past continuous and past simple together, past continuous is used for the ongoing action and past simple for the interruption. It also discusses using while with past continuous and when with past simple to indicate timing.
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The document discusses the simple past tense and its uses in 3 sentences or less:
1. The simple past tense is used to talk about completed actions, events, or situations that occurred in the past and are now finished, with the time reference given using words like yesterday, last week, etc.
2. Regular verbs are made in the simple past tense by adding "-ed" and irregular verbs have their own past tense forms.
3. The simple past tense can be used in affirmative, negative, and interrogative sentences with both regular and irregular verbs.
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The document provides a summary of the differences between using the past simple and past continuous tenses in English. It explains that the past simple is used for completed actions, often with time expressions like "yesterday." The past continuous expresses actions that were ongoing in the past, frequently used with phrases like "at 10:00." Finally, it discusses how the two tenses can be combined, with the past continuous showing an action interrupted by the past simple or a past continuous action that began before a past simple one.
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The past perfect tense is used to describe actions that occurred before other past actions. It is formed using the past tense of "have" (had) and the past participle of the main verb. Some key uses of the past perfect include:
1) Describing events that happened before another time or action in the past.
2) Expressing the cause of a past action.
3) Using time expressions like "before", "after", "by the time", etc. to indicate one past action occurred prior to another.
New past continuous tense
The document discusses the past continuous tense in English. It explains that the past continuous tense, also called the past progressive tense, is used to describe actions that were ongoing or in progress at a specific time in the past. It contrasts the past continuous with the simple past tense. Some key uses of the past continuous include describing interrupted or simultaneous past actions. The document also notes certain verbs like thinking or wanting that are generally not used in the continuous tenses and provides examples of mixed verbs that can be used either continuously or non-continuously depending on their meaning in specific contexts.
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The document compares and contrasts the past simple and past continuous tenses in English. It discusses their different uses - the past simple for completed actions and the past continuous for ongoing actions. It provides examples of using each tense alone and together. When using both tenses together, the past simple can interrupt or follow an action in the past continuous. Time expressions like "while" and "when" are also discussed in determining which tense to use.
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3. The plan aims to support the student in improving their performance in the English subject. Meeting all the outlined requirements is important for fulfilling the recovery action in English.
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Ken and I came up with the idea of doing a Deep House radio show because Ken was knowledgeable about the genre. I researched top Deep House music and Ken advised on songs. We listened to other radio shows to understand the format. A former student gave us tips on working in radio. When recording, we learned to use microphones, a sound board, editing software, and a sound kit. We created jingles by recording vocals and adding music. We edited levels and effects. Our jingles matched the genres. We learned how to play jingles, adjust volumes, and create playlists. Mixing took practice but I learned. Between songs, we faded out and played jingles or promotions. Our schedule
Similar to 3. production experiments(4) (8)
More from edan burrows
1. work related learning research 2-2 (2)
This document contains information about work-related learning opportunities and university courses related to film and media production. It includes listings for job vacancies in video editing and filmmaking, requirements for the roles, and links to university courses in film and television production, film photography and media, and digital film production. It also includes an action plan for future education from 2015-2025 and a case study about a filmmaker and photographer who creates short films, videos, and photographs of concerts.
7. evaluation(3)
This document summarizes Edan Burrows' evaluation of their FMP project. It includes sections on research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For the research section, Edan explains how they researched existing similar products and gathered images, text styles, and pricing information. For planning, Edan describes choosing fonts, colors, and layouts, and gathering relevant images. They note strengths in finding matching images and planning layouts. The time management section reflects on how planning could have saved time. Peer feedback praised the simple layout but suggested adding more text to the cover. Edan agrees all feedback was useful to improve the product.
6. production reflection(3)
The document describes the process of creating a production reflection. The creator started by adding page numbers and a main title image. They discussed the best DSLR lenses and the types of shots they enable. Images of a DSLR camera and shots from an iPhone were included to show the difference between camera and phone quality. Both advantages of shooting with a phone and disadvantages compared to a camera were addressed.
5. pre production(3)
This document outlines a pre-production plan to create a magazine that combines scooter and action sports content with photography tips. It includes sections for style sheets, layouts, props and locations needed, contingency planning, health and safety considerations, and a 8-day production schedule.
4. proposal(3) 2
The document proposes a magazine to educate and entertain people on filming and photographing scootering. It would discuss lenses and how to capture the best shots. The target audience is people ages 14 and up who ride scooters and are interested in filming or photography of the sport. The content will include images of shot types and discuss the best lenses, in the author's opinion. Legal considerations include avoiding offensive material and using existing brand names and products to recommend equipment without risk of copyright infringement.
2. research(3)
The documents summarize three existing magazine covers. They each feature a large central image, logo at the top, and information about the magazine's contents. Research analysis notes these common elements appeal to audiences interested in the activities featured. The audience profile defines the target for a new magazine as ages 6+ male and female scooter riders interested in filming their rides.
7. evaluation 3
The document summarizes Edan Burrows' FMP evaluation project. It describes the research conducted on similar games, the initial planning process, time management efforts, and technical qualities of the project. Peer feedback praised the smooth animations and professional menu design, but suggested adding more gameplay elements and movement. The author agrees improvements could have included more start screen options and gameplay to make the experience more engaging.
6. production reflection(2)
The artist created a background drawing set at night with city streets, finished pixelating the drawing, began animating it and added a loading screen with a blinking arrow for an retro video game feel. They completed a timeline animation, added a skateboard graphic and exported the finished product, expressing satisfaction with how their work turned out at each stage of the process.
5. pre production(2)
The document discusses pre-production planning for a game design project. It includes analyzing reference images for inspiration on style and realistic elements to include. Potential issues are identified such as losing work, software crashing, or missing deadlines, along with proposed solutions. Health and safety concerns from extended computer use are also addressed. A one week schedule is outlined for planning, drawing characters and backgrounds, animating movements, and adding sound effects.
3. production experiments(2) 2
The document describes a ghost game experiment where a Ghostbuster fails to catch Slimer, gets bitten and dies, and the Ghostbusters logo ghost emerges from him. For the final product, the student plans to use Photoshop and include some of the colors and actions from the experiment, creating a Ghostbusters-themed game where a character gets bitten by Slimer and the Ghostbusters logo appears.
2. research(2) 3
The document discusses features of existing skateboarding games that make them appealing. It notes that games take a realistic approach by including real-world locations like El Toro high school and by having the camera perspective look like you are looking down at your feet while skating. Including recognizable locations makes the games more engaging as players have seen these spots in videos. One game shows skating through traffic, collecting coins to progress, and the possibility of hitching onto moving cars. However, this game does not seem very fun as it is just left and right movement. The analysis indicates that realistic features like shadows are important to include. The intended audience is broad, appealing to both male and female ages 6+ who enjoy sk
7. evaluation 2
This document summarizes Edan Burrows' final media production project evaluation. It discusses the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback sections of the evaluation. The research involved investigating similar ideas and conducting a questionnaire. Planning addressed fonts, colors, mood boards, and schedules. Time management discussed finishing early. Technical qualities focused on lighting and color correction. Aesthetic qualities analyzed strengths like creativity and weaknesses like lack of internet aspect. Audience appeal assessed target age range. Peer feedback provided suggestions to improve lighting and add background information.
6. production reflection 2-2
The document describes the production process for a film project. It discusses how the producer created a trial version with many cuts to make it faster paced, then a final version that was longer with added filler clips and color effects synced to the music. Various editing techniques were used, including cutting clips, changing speeds to create timelapses, zooming and color correcting to enhance the video. Transitions like dipping to black were also added between scenes.
5. pre production-2
This document outlines the pre-production planning for a film project. It includes the style sheet, two layout designs, a list of needed props and locations, contingency planning for potential issues, health and safety considerations, and a 8-day schedule. The style sheet specifies the text color and style to be used. Layout 1 is preferred as it features a bold title at the top and the director credit at the bottom left. Layout 2 also incorporates revealing the title via actors walking by the camera. Locations include Bramham house, a hut in Tadcaster, Tadcaster woods, and Sutton tunnel. The schedule allocates tasks like storyboarding, location scouting, filming, voiceover recording, and editing across 8 days
4. proposal
This proposal is for a short horror film titled "IS ANYONE SAFE!" that explores the idea of someone watching people through their webcams without their knowledge. The film will use camera angles and follow shots to build tension and paranoia in the viewer. It aims to entertain and provoke thought about online privacy and security. The intended audience is teens and young adults who frequently use mobile devices and laptops. Efforts will be made to avoid offensive content and restrict younger viewers, while addressing relevant legal and ethical issues like copyright.
3. production experiments
The document describes Edan Burrows' process for creating a movie poster. They chose a black and white image that looked cool and scary. They used the "Mistral" font for the title because it looked like a horror style. Text was added to the bottom to make the poster look like a legitimate movie poster. In their reflection, Edan notes they created the poster to advertise a short film and show the filming location, and chose fonts and black and white to fit a horror style, though the actual film will be in color.
2. research 2
The researcher conducted product research, questionnaires, and interviews to evaluate their internet horror film idea. Product research provided ideas and existing examples to draw from, while questionnaires gathered audience preferences on film genres and technology usage. Interviews determined if the target demographic would be interested and understand the concept. Surveys were distributed digitally via social media, allowing for a large response but lacking diversity. While digital methods have organization benefits, paper surveys prevent data loss issues. Overall, the mixed research methods provided useful audience insights to refine the film project.
1. initial plans
The document outlines initial plans for a short horror film. The film idea is about someone watching the main character through their devices and knowing their every move, where they will be, and lurking in the darkness. The document includes mind maps of initial film ideas, a mood board analysis, and an informal proposal providing details on the chosen horror film concept about always being watched without knowing it.
Theory meaning pro-forma-2
The document discusses various theory-related concepts including the denotation and connotation of words like snake, flag, and gun. It also discusses denotation and connotation as it relates to film posters. Additionally, it covers stereotypes for things like gender, social class, age, and more. Film genres and their associated iconography for westerns, sci-fi, and fantasy are defined. The concepts of linear and non-linear narratives are explained with film examples. Finally, there is an analysis of a film clip that discusses aspects like costumes, dialogue, props, lighting, camera work, and editing.
Theory audience pro-forma
This document analyzes the target audiences of three movies - Iron Man 3, The Lego Movie, and Love Actually.
For Iron Man 3, the primary audience is teenagers who enjoy action and superhero films, while the secondary audience is adults who may see it with children. The Lego Movie's primary audience is children who play with Lego, while teenagers and adults may enjoy it too from childhood nostalgia. Love Actually's primary audience is women who enjoy romance, while men may be interested through their relationships.
The document also briefly discusses audience profiling, hypodermic needle theory, uses and gratifications theory applied to media, consumer generated content on YouTube, and reasons audiences create their own content.
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3. production experiments(4)
- 2. Script A: you are listening to York college Radio. (insert generic voice here) E: Good morning to the best family on YouTube I'm Edan burrows (whisper* “subscribe”) and with me today we have Fraser Hardwick… F: Morning and thank you for having me on the show. E: its our show u sausage. F: Well… you have a point. E: Today we are talking about morning. F: especially breakfast. And what we eat E: exactly Fraser, so lets get started with the question. What did you have for breakfast? (conversation will continue for 2mins and then to the ending) F: and on that note its time to get to some morning tunes for all you people still in bed thinking “is my job really worth getting up for?” E: here's a song to start off your morning. (song starts playing)
- 3. Process • So we made a script about breakfast in the morning. We then made a short radio about that. After we had recorded the radio show we had to get the sound effects and jingles and music. I used the razor tool to cut the bits where we mess up out and used key marks to make the volume rise and dip where needed lowered the volume of music to give the show a better feel and gave the radio show a donut effect by having a intro and a outro the same.
- 4. Reflection • What elements of your experiments will you include in your final product? • I will have the background music on quietly • I will use key mark to make the quiet bits of my show louder and some others quieter where the levels peak. • Have a intro and outro song to give it a donut show.
Editor's Notes
- Discuss the tools and processes used in your experiments