The document discusses how media technologies were used at various stages of a media studies course project. During research, the internet and YouTube were used to analyze existing media texts. Microsoft Word, questionnaires, and Excel were used to conduct audience research. Adobe Photoshop and After Effects were used for logo and video productions. A smartphone was used to capture high-quality footage. Blogging platforms like Blogger were used to present work through slideshows and embedded videos.

1. Question four
How did you use media technologies
in the construction and research,
planning and evaluation stages?

2. During the pre-production stages of my foundation media studies
course, I had conducted various means of research into thriller film
openings; as thriller was the genre that I had chosen. To achieve my
research, I had used the various means of computers; having access
to desktop and laptop based computers, enabled me to conduct
research in almost any environment. Notably, my research was
dependant on internet capabilities. Whereby, my research utilised
social media platforms, that of YouTube. Which allowed me to
access existing thriller film openings; YouTube was a video database
as I understood. Similarly I had used the same methodology within
my advanced portfolio, as it had seemed to successfully greaten my
understanding of media texts within my foundation year; alternatively
I investigated hip hop music videos. Furthermore, I had used
webpages such as ‘art of the title’ to provide me with screenshots of
film openings, which enabled me to understand the generic
conventions of a film opening. From accessing videos and pictures of
film openings, I could make an analysis of such media texts to found
my initial ideas, which I could incorporate within my own production.
Pre-production

3. Within my advanced portfolio, I adopted a similar research methodology yet
again, however the webpages I visited, were utilised to develop my
understanding of digipaks and magazine posters; which were my ancillary
tasks of the course. Such webpage was that of Google images, which provided
images of existing media texts; meaning I could analyse the media texts
directly from the web page. Referring back to my foundation portfolio to
conduct my audience research tasks, I had incorporated the use of recording
equipment(camera) to further conduct my research, by capturing people's
thoughts digitally. This consisted of creating a VOX POP; an interview styled
video. In the construction of the VOX POP, I had used various means of
computers once again to merge my recorded clips into a video, by using the
video-based application ‘Adobe After Effects’. As I understood, VOX POP’s
were good mediums for obtaining opinionated answers; consisting of
qualitative data.
Pre-production

4. Similarly, I had used the same methodology within my advanced portfolio, as
the VOX POP previously succeeded with obtaining information. However,
within my advanced portfolio, I had introduced a secondary form of audience
research through the means of a questionnaire. I decided to use a
questionnaire to obtain quantitative data, so that I could visually represent
data(using figures); which would show trending expectancies of generic media
texts. To construct the questionnaire, I had used the word publishing
application Microsoft Word. This enabled me to construct a well presented
questionnaire, in comparison to hand-drawing them(enhancing clarity).
Moreover, as I intended to obtain information from a reasonably sized sample
frame; digital applications were more practical and time efficient, as they could
produce copies of documents. In terms of the physicality of the questionnaire, I
utilised a printer to create numerous copies of the document, in the form of
handouts. Moreover, to present the data in a visual format, I had used
Microsoft Excel; which had enabled me to create suitable charts and diagrams
in accordance to my data collections. My purpose of creating visual
presentations of data, was to enhance the clarity of correlating data patterns.
Pre-production

5. During the production stages of my foundation media studies course, I had begun to
capture my film opening and produce my institution logo, as the main productions of
my foundation portfolio. Producing my institution logo, I had utilised a computing
system that uses the Windows operating system. I had used a Windows configured
system to allow reliable practicality, as the iMac’s that were available for use, were of
lower specifications and previously caused applications to operate slowly and
unexpectedly to crash. This meant that my productions would revert to older versions,
as the projects were unable to be saved. I acknowledged that this was a hardware
issue, discovering that this was due to the insufficient RAM of the system; that the
application required, in order to render imagery efficiently. Hence my diversion of
hardware choice to a Windows computer. In terms of my institution logo, I had utilised
Adobe Photoshop; which specializes within graphic design. As a graphic-based
application, enabled me to create imagery using the selection of tools that were
provided. Moreover, I had interacted with applications with internet capabilities to
discover images that I could incorporate into my logo; that of a computer generated
image of a wolf. Using the ‘copy’ and ‘paste’ functionalities of computing, allowed me
to insert the image into the design application; whereby I could manipulate the
imagery using the suite of tools.
Production

6. Similarly, the production of my ancillary tasks for my advanced portfolio were created
within the same application, Adobe Photoshop. This was due to becoming more
familiar with the software; over the duration of my foundation portfolio. Inevitably, I
had become able to integrate advanced techniques such as seamless blurring and
blending into my productions; seeming my products to be professionally-alike. In
addition, I had used the ‘print screen’ functionality of computing to obtain images
based upon what was present on the monitors display. This feature was incorporated
to obtain a specific image from my music video production; which proposed to be the
central focus within my ancillary tasks. Once obtained, I could insert the image into
the design application; whereby I could further manipulate the image using the suite
of tools. Alternatively from my foundation portfolio, I did not depend upon user
generated imagery; that I had previously sourced from internet platforms.
Production

7. In relation to my film opening, during the production stages of my foundation portfolio. I had
incorporated the use of digital cameras to capture my footage, as they provided modernised
functionalities and the means of data transfer to other platforms of device. Based upon the dark
environments we proposed to record in, a camera with a moderately high lighting sensitivity was
best suited; to achieve a distinguishable visibility of scenes. However the cameras that we were
provided with, did not have high lighting sensitivities and quality was only of a high-definition(1920
x 1080 pixel resolution); meaning our footage seemed dull and blurred to some extent. To
overcome this issue, I had utilised a android operating smartphone that had qualities of a ultra-
high-definition format(3840 x 2160 pixel resolution), and uses digital formats of data; which is
easily accessible by other platforms of device. An android operating smartphone was used as
Apple products did not feature ultra-high-qualities and better lighting sensitivities. Furthermore, the
smartphone had optimizable settings for exposure; whereby increasing the exposure value
enabled an enhanced footage clarity, seeming clear and visible. Similarly, the smartphone was
used within my advanced portfolio, to capture the footage for my music video production. Unlike
the film opening, the music video did not require dark environments to visualise the lyrics.
Opposingly, it required vibrant scenes. As the device utilized ultra-high-definitions of quality,
vibrancy and clarity was achieved within the footage. Moreover, the audience demand for quality
was maintained; no newer qualities were introduced before filming my music video. Meanwhile,
the implication of the technology was developed over the duration of my foundation
portfolio(mostly developed within my preliminary task), whereby in regards to my advanced
portfolio production. I was able to implement more complex camera movements and shots, to
convey a desired illustration of the camera's focal point.
Production

8. During the post-production stages of my foundation media studies course, I had begun to
engage with the editing processes of my film opening. To edit my production, I had utilised
a Windows computing system(as previously mentioned) as it had a higher specification in
comparison to the provided computer, which was an iMac. Meaning, that there were to be
fewer issues, in comparison to what I had intervened with, within the production stages. In
relation to my production I had used the computer application Adobe After Effects, which
is a video-effects-application; specializing in motion imagery(videos). Alike their
Photoshop application, Adobe After Effects incorporates similar tools and workspaces
within its application; this allowed me to recognise select features. Being
unknowledgeable of the features within the application, I incorporated simple effects into
my production; that of colour corrections and lens distortion. To include the sounds, that of
instrumental music(non-diegetic) and unnatural sound effects. I had used the social media
platform, YouTube; achieved through internet capabilities of the device. As I understood,
YouTube was a database of all video types, that of sound effects and music. Upon finding
the sounds I had chosen to incorporate within my film opening, I had used a platform of
web page that converts file types into desired formats; in which I had converted the
video(s)(.mp4) into audio files(.mp3). This seemed more practical within the editing
application workspace, whereby was easy to identify each composition, in relation to its
format. Through the simplistic editing techniques and minority of compositions I had
incorporated, meant that my computing system could export the production into a video
format successfully; enabling it to be viewed as a film opening.
Post-production

9. Similarly, I utilised the Adobe After Effects application for my advanced portfolio
production - a music video. This was due to becoming more familiar with the
software; over the duration of my foundation portfolio. In which I had become
able to incorporate advanced techniques such as audio synced flashing and
audio synced image flickering into my production; seeming my music video
production to be professionally-alike. Moreover, to obtain sounds, I had reused
the same methodology to use web pages that convert files to desired formats, to
allow ease of practicality within the application workspace. In addition, I also
used the same platform, YouTube, to find the music track I was seeking for; as I
had previously understood that YouTube is a database of all videos. Including
music(videos). However, during the exportation process of the production. I had
encountered the recurring hardware issue, relating to insufficient RAM. As I
understood, the project within the application was very complex; consisting of
many compositions in a ultra-high-definition quality, and has a playback of a high
frame rate. As being acknowledged as a hardware fault from previous instances
in my foundation portfolio, I had installed additional RAM into the computing unit.
Notably, installing RAM maintained the productions desired outcome, whereby
the exportation of the production was also successful in result.
Post-production

10. In terms of presentation, I had adopted the use of blogging platforms from my foundation
portfolio, for the same purpose of presenting my work within my advanced portfolio; specifically
‘Blogger’. This medium of social media is very formative, which my tasks attempt to inform
viewers of my understanding. Moreover, blogs provide a clarified structure of tasks, enabling
easy interpretation. Notably, this form of social media is diversely accessible from many means
of device platforms also. In which, to upload my pre-production, production and post-production
tasks, I had used a computing system. Whereby my files were already stored, and were
uploaded through the internet capabilities of the device; suiting convenience. Inevitably,
blogging is interactive and provides various ways of embedding content into documents, known
as ‘posts’. In relation to embedding my tasks, I had predominantly used the format of a
slideshow to present my tasks. Whereby, slideshows are interactive illustrations of information
and are professional-like. Furthermore, their landscape orientated canvas encourages
information to be positioned in simplistic layouts, enabling easy interpretation of information. To
present my work as slideshows, I had used various word-publishment applications, within a
computer environment. That of Microsoft Word and Microsoft Powerpoint. My purpose of using
Microsoft Word, was that of including all my content into a simplistic document, with no regards
to interaction or visual appeal. To develop the appeal of my work, I had used Microsoft
Powerpoint. Whereby, using the ‘copy’ and ‘paste’ functionalities of a computing system,
enabled me to transfer information from a standardised document format, to a presentable
format.
Post-production and presentation

11. Embedding the documents in my blog posts, required that the document was published as
an online-document. Achieving this, I had used a slideshow orientated web page known as
‘Slideshare’; which required me to upload the document, using the devices internet
capabilities. I was able to navigate to the web page via a internet based application, Internet
Explorer. Most social media platforms like Slideshare, utilise embed codes to widen the
accessibility of content within webpages. With this concept in mind, I had ‘copied’ and
‘pasted’ the code within the HTML regions of my blog posts; converting the code into the
visual product, a slideshow. Inevitably, slideshows were the most suitable format of
research; achieving the ability to inform viewers and prolonged viewing though the means of
virtual engagement. This engagement is conducted via the navigational buttons of the
slideshow. However, in regards to my video-based production. I had to chose to differentiate
from the slideshow format of presentation as it was unnecessary. Being that a video does
not require interaction; as it consists of dynamic imagery. I had utilised a computer system to
upload the file(s), to a social media platform through the devices internet capability. This was
a convenient choice of device, as my files were stored within internal storage. My choice of
platform was YouTube, which is easy to use and further has a simplistic layout and design.
Moreover, I had used this platform previously within my foundation portfolio, and so I was
familiar with it’s functionality. Reusing the concept of embedding code within my foundation
portfolio, I had used the ‘copy’ and ‘paste’ computing functionality, to present my video
production within the blogging platform. In similarity of my other tasks.
Post-production and presentation