4. Sunderland University Workshops.docx
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Richard Berry and Sue Perryman led workshops at Sunderland University, giving students hands-on experience in radio and television production. For the radio workshop, students produced short episodes that would air on the university station, with roles like host, assistant, and scriptwriter. In the television workshop, students filmed mock reality show episodes, rotating through jobs like camera operator and producer. While gaining useful insight, the document's author realized through these experiences that a career in podcasting or reality television is not the right fit compared to other media fields they find more engaging.
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The group had several meetings to plan their music video project. They struggled to decide on a song and artist. Their initial artist, Jordan, cancelled multiple times and was unreliable. They struggled to find a replacement. They also discussed locations and started storyboarding ideas. Near the deadline, with no other options, they decided one of the group members, Abdul, would be the artist to allow them to finally begin filming.
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AS MEDIA EVALUATION.
1) The document discusses the film opening created by the author and their group for a media studies class. They explored horror and tragedy genres when planning the opening.
2) Rather than including dialogue as originally planned, the opening uses camera angles and lighting to set an atmospheric and mysterious tone without words. It starts with a close-up of a lit candle and ends with the candle being blown out.
3) The target audience for the film opening is ages 15 and up. The goal was to leave the audience wondering what will happen without revealing everything.
Ezra Radio Slides
The document discusses the author's experiences in the radio pathway program over the past year, where they learned skills like making digital artworks and collaborating with others. The author enjoys exploring passions like anime, basketball, and pop culture in their work and finds inspiration from their hobbies and past experiences with these interests. They have also enjoyed learning how to use audio editing software and developing their on-air personality through multiple radio shows.
5. production reflection sf 2017 1
This document summarizes the stages of planning, research, and preparation for a student film project with restrictions of being 60 seconds and including the phrase "That wasn't supposed to happen" and a clock or watch. Over several weeks, the student learned key film terminology, analyzed example films for inspiration, developed their own idea to fit the criteria, created storyboards and mood boards, conducted audience research through surveys, and reviewed similar films for technical inspiration. This extensive planning process allowed the student to thoughtfully develop their film concept in line with the goals and audience while preparing the necessary filmmaking skills and knowledge.
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The document provides details about creating posters for a short film project. It discusses photographing models in different poses and settings to use as inspiration for poster designs. Several prototype posters are described, including adjusting colors, adding effects like smoke and fog, warping figures, and tweaking the title text. The top choices for the posters are a black and white image of a figure grabbing a victim from behind and a color photo with fog around the ground and a warped blue ghostly figure reaching towards the victim.
B2_ Bright Lights Evaluation (1).pdf
This document provides details about the production of a short film about Mary Ann Cotton, Britain's first female serial killer. The film was created for the Bright Lights exhibition in Sunderland to showcase young talent from the region.
The original idea was too ambitious, telling Cotton's full story from her trial to execution. A revised ghost story was chosen instead. Pre-production involved script changes and struggles casting roles. Filming locations in Houghton were chosen for their relevance to Cotton's history. Production was difficult due to weather and delays but was enjoyed by the cast and crew. The film aimed to highlight Sunderland's unique history and young creative talent.
Final product production.docx
The document summarizes the process of finalizing a product image in Photoshop. Key steps include:
1. Toning down the brightness of the background to add more of a foggy look and changing colors to an autumn aesthetic.
2. Cropping the image slightly and reworking the figure layer to improve the result.
3. Adjusting smoke effects to fit better and coloring the figure blue to add illuminous effect.
4. Adding back in remaining layers and creating a black and white version while keeping tones consistent.
Audience survey feedback.docx
The document summarizes feedback from an audience survey about draft designs for a movie poster. Key points:
- The survey asked questions about elements people would like to see in the poster, their ratings of three drafts, and details they liked, disliked, or wanted changed.
- Draft 2 received the most positive feedback overall and was selected as the favorite. People generally liked the font, layout, and darker feel of Draft 2.
- For the final poster, the creator will keep elements like the black and white color scheme, transparent effects, and smoke that were liked, and make changes such as replacing the man with a woman as suggested.
- Minor changes like the time of day in images
Existing product research.pptx
This document analyzes and summarizes two short films and their posters. It summarizes a short film called "We Are Makers" created by Sunderland Culture highlighting elements that make Sunderland a special place. It uses voiceover and footage to discuss Sunderland's history and present people using creativity to better the city. It also summarizes a short horror film called "Strangers" about a man tormented by four strange masked men who represent his personalities. Close-up shots show his nervousness and drinking at home before confronting the men. The analysis discusses film techniques and media theories used in both shorts. It identifies their target audiences and analyzes a poster for "Strangers" featuring the characters.
Poster Production.pptx
The document provides details about creating posters for a short film project. It discusses photographing models in different poses and settings to use as inspiration for poster designs. Several prototype posters are described, including adjusting colors, adding effects like smoke and fog, warping figures, and tweaking the title text. The top choices for the posters are a black and white image of a figure grabbing a victim from behind and a color photo with fog around the ground and a warped blue ghostly figure reaching towards the victim.
Poster Production.pptx
The document provides details about creating posters for a short film project. It discusses photographing models in different poses and settings to use as inspiration for poster designs. Several prototype posters are described, including adjusting colors, removing logos, warping images, and adding smoke and fog effects in Photoshop. The document reflects on strengths and weaknesses of different poster concepts. The top choices are further refined, such as making a figure appear more feminine and ghostly.
Pet Sematary Photoshoot.pptx
The document provides details about a mini photoshoot project to create a poster for the film Pet Sematary. The author discusses ideas they considered, including Child's Play and War of the Worlds. They decided on Pet Sematary as it seemed the most realistic to work with given their resources. They did a photoshoot with their dog, applying makeup including coffee and leaves to make the dog look dirty. Photos were taken on a road and edited in Photopea to remove the dog's tongue and add a truck in the background. The author worked to improve shadows, highlights, and positioning of elements in the poster composition.
Post-production diary.docx
The document is a post-production diary summarizing work done editing footage from a film shoot. It describes cutting down clips, adding transitions, stabilizing footage, syncing audio, selecting the best takes, and piecing together scenes. Issues like jumps in footage when splicing clips together and audio not being recorded properly are addressed. The diary outlines the process of editing footage over multiple sessions to construct scenes and finish post-production on the film.
Production diary.docx
The document is a production diary for a film shoot that took place over multiple days. It summarizes the various technical difficulties, casting changes, and weather issues that impacted filming. On the first day, technical problems with the cameras and lighting forced an early wrap. Reshoots and audio rerecording were needed. Subsequent shoots were delayed or cut short due to more technical problems, interruptions, and poor weather. The diary provides details on the shots filmed each day and plans to complete the remaining scenes.
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
BPSC-105 important questions for june term end exam
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Information and Communication Technology in Education
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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4. Sunderland University Workshops.docx
- 1. Workshops, 21st February 2022, Sunderland University. The workshop was done with Richard Berry and Sue Perryman. Richard was a lecturer at the University we had visited who, at this time, works in teaching radio and even gave us the opportunity to produce our own episode each that is going to be aired on the Spark radio station some point this week. For the episode I got to do, I worked with Katie and Ben. Being given a role each, Katie chose to be the host with Ben assisting her speaking into the microphones as they introduced the upcoming songs. As for me, I got to be the scriptwriter who got to control what the other two said. Not just that but working together we were given a list of songs that was already listed for us, and we had to decide between us what we wanted to keep or swap. Only swapping two, me and Katie chose โJust Danceโ by Lady Gaga with Ben adding โFireballโ by Pitbull onto the mix. As for Sue Perryman, she was also a lecturer at the University, same as Richard, but in a different field linking to Live Television. During our workshop with her, she gave us all different job roles, either behind the cameras or behind the scenes entirely controlling what went on, we filmed a drafted episode then switched roles resulting in two drafts we have from this session.
- 2. Being introduced to two fields in film that I had never considered before, it was really interesting to learn about the production of podcasting and reality TV. By doing this my knowledge in the industry has definitely developed as I have experienced something I knew nearly nothing about behind the camera. Having my eyes opened to the potential careers involved, I know for certain now that neither of these workshops are what I would like to develop my knowledge in. I am grateful for the opportunity given here, and I am glad that I was able to learn who is involved with creating podcasts and reality TV, how they are created and even give it a go myself. But I also know that
- 3. this 100% isnโt for me, and that again I am grateful for being given the chance to give it a go and find out for myself rather than jumping to the conclusion that itโs not something I would want to do or even making the mistake of getting into the role when I donโt enjoy it as much as I should.