Album digipack editing process
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The document describes the process of designing a digipack album cover. It involved: 1) Creating custom title text in a word document to make the album look better than plain text. 2) Choosing a cream background color to match the arctic monkeys genre and band. 3) Developing the design and color through multiple stages, getting feedback from others to decide on the best version. This included paper drafts and digital variants to pick the superior design to improve on.
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Evaluation question 4
The document discusses the use of various media technologies in the construction, planning, and evaluation stages of a music project. For research, the author used internet research, interviews, and focus groups, recording them using computer and camera technologies. Planning involved creating themes and storyboards in PowerPoint and drawings in Paint. Construction of the music video involved editing footage from various cameras in Movie Studio Platinum, adding effects and filters. Ancillaries like titles and album artwork were created using Word and Photoshop. Evaluations were presented using Word documents, Slideshare, Prezi, and an audio recording with accompanying video.
Evaluation question 3
The document discusses feedback received on a music video from teachers and classmates. Key points include:
- Feedback noted that the poker scene idea was interesting but the ending needed to be more enigmatic. Lighting and concept were good.
- Teachers provided in-depth feedback on connections to other artists' videos and themes around control and escaping situations. Suggestions included improving lighting and symbolism.
- Overall the feedback helped identify both strengths and areas for improvement, which would allow the creator to better realize their vision if remaking the video.
Evaluation question 4
The document discusses the use of various media technologies in the construction, planning, and evaluation stages of a music project. For research, the author used internet research, interviews, and focus groups, recording them using computer and camera technologies. Planning involved creating themes and storyboards in PowerPoint and drawings in Paint. Construction of the music video involved editing footage from various cameras in Movie Studio Platinum, adding effects and filters. Evaluation involved presenting work in Word documents, Slideshare, Prezi, audio recordings, and explanatory videos.
Evaluation Q1
This document reflects on the progress made from the preliminary task to the final video project. In the preliminary task, the filmmakers were still learning techniques and had limited time, which restricted the lighting, costumes, locations, and sound design. For the final video, the filmmaker applied lessons from the preliminary by improving the mise-en-scene, exploring more locations, and developing skills with camerawork, sound design, and editing software. Overall, the filmmaker learned important new skills in areas like lighting, planning, and post-production over the course of completing these two projects.
Eval q 4
The student used various digital tools in their production work, including Photoshop, GarageBand, and Final Cut Pro. In Photoshop, they edited images and added text for their horror film poster. GarageBand allowed them to create sound effects and a radio trailer by importing recorded audio. Final Cut Pro was used to edit film clips, add antique and flashback effects, and integrate sound effects to complete the horror film. Overall, the tools streamlined the production process once familiarity was gained with each software's interface and capabilities.
Evaluation Question 1
In what ways does your media product use, develop or challenge forms and conventions of real media products? By Katie White
Idea generation
This document summarizes a student's idea generation and proof of concept project titled "Rap Out." The project revolves around interviewing people about their impressions of hip hop and rap music. The student created a 5-minute pilot episode featuring an interview about the subject's first impressions of hip hop. To reflect the genre's old school origins, the student styled the video in the form of a VHS tape. The student is pleased with the project and feels it will help strengthen their portfolio.
Question 6
The document discusses what the author learned about technologies from creating an opening sequence for a project. They used a Canon XL1 camera for filming, which they had to learn how to pull focus with. They also struggled with not having a large enough tripod. For editing, they used Final Cut Express HD and learned how to apply filter effects to achieve the dark, ill-looking tone they wanted. They created the soundtrack in Cubase 6 using a MIDI board and were able to add drone noises and strange effects to create a tense atmosphere.
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Evaluation question 4
The document discusses the use of various media technologies in the construction, planning, and evaluation stages of a music project. For research, the author used internet research, interviews, and focus groups, recording them using computer and camera technologies. Planning involved creating themes and storyboards in PowerPoint and drawings in Paint. Construction of the music video involved editing footage from various cameras in Movie Studio Platinum, adding effects and filters. Ancillaries like titles and album artwork were created using Word and Photoshop. Evaluations were presented using Word documents, Slideshare, Prezi, and an audio recording with accompanying video.
Evaluation question 3
The document discusses feedback received on a music video from teachers and classmates. Key points include:
- Feedback noted that the poker scene idea was interesting but the ending needed to be more enigmatic. Lighting and concept were good.
- Teachers provided in-depth feedback on connections to other artists' videos and themes around control and escaping situations. Suggestions included improving lighting and symbolism.
- Overall the feedback helped identify both strengths and areas for improvement, which would allow the creator to better realize their vision if remaking the video.
Evaluation question 4
The document discusses the use of various media technologies in the construction, planning, and evaluation stages of a music project. For research, the author used internet research, interviews, and focus groups, recording them using computer and camera technologies. Planning involved creating themes and storyboards in PowerPoint and drawings in Paint. Construction of the music video involved editing footage from various cameras in Movie Studio Platinum, adding effects and filters. Evaluation involved presenting work in Word documents, Slideshare, Prezi, audio recordings, and explanatory videos.
Evaluation Q1
This document reflects on the progress made from the preliminary task to the final video project. In the preliminary task, the filmmakers were still learning techniques and had limited time, which restricted the lighting, costumes, locations, and sound design. For the final video, the filmmaker applied lessons from the preliminary by improving the mise-en-scene, exploring more locations, and developing skills with camerawork, sound design, and editing software. Overall, the filmmaker learned important new skills in areas like lighting, planning, and post-production over the course of completing these two projects.
Eval q 4
The student used various digital tools in their production work, including Photoshop, GarageBand, and Final Cut Pro. In Photoshop, they edited images and added text for their horror film poster. GarageBand allowed them to create sound effects and a radio trailer by importing recorded audio. Final Cut Pro was used to edit film clips, add antique and flashback effects, and integrate sound effects to complete the horror film. Overall, the tools streamlined the production process once familiarity was gained with each software's interface and capabilities.
Evaluation Question 1
In what ways does your media product use, develop or challenge forms and conventions of real media products? By Katie White
Idea generation
This document summarizes a student's idea generation and proof of concept project titled "Rap Out." The project revolves around interviewing people about their impressions of hip hop and rap music. The student created a 5-minute pilot episode featuring an interview about the subject's first impressions of hip hop. To reflect the genre's old school origins, the student styled the video in the form of a VHS tape. The student is pleased with the project and feels it will help strengthen their portfolio.
Question 6
The document discusses what the author learned about technologies from creating an opening sequence for a project. They used a Canon XL1 camera for filming, which they had to learn how to pull focus with. They also struggled with not having a large enough tripod. For editing, they used Final Cut Express HD and learned how to apply filter effects to achieve the dark, ill-looking tone they wanted. They created the soundtrack in Cubase 6 using a MIDI board and were able to add drone noises and strange effects to create a tense atmosphere.
Media collage
The document discusses the student's experiences learning to use various software programs and equipment for the first time in creating a media project opening. It describes struggles in the beginning with Final Cut Pro X, Mahara, GarageBand, and using an iMac but becoming more proficient over time. Voice memos on an iPhone were used to record sound effects, and Freesound, YouTube, and Art of the Title provided inspiration. The student learned skills like adding filters, editing color and sound, and blending frames together in Final Cut Pro X.
Critical 3
Oscar Stringer reflects on the development of his production skills from his preliminary task to his final opening title sequence "Cold Heart". In his preliminary task, Oscar's camerawork was weak, he did not effectively use sound, and did not employ any editing techniques. However, in "Cold Heart", Oscar improved his camerawork by effectively applying techniques like rule of thirds. He also created an immersive soundscape using both diegetic and non-diegetic sounds. Oscar's editing in "Cold Heart" tells a story and engages the audience through techniques like fades, jump cuts, and sound bridges. In conclusion, Oscar feels he has significantly developed his skills and can now create media texts that resemble professional films.
Question 7 Final
The document discusses what was learned from the preliminary task to the full product. For the preliminary task, little research was done due to the brief nature of the task. More research was done for the full product, including researching film openings online and different ways to present research. Planning was more detailed for the full product, including a more detailed storyboard covering timing, editing, and more. Filming skills improved from gaining experience operating cameras and understanding settings. A wider variety of shots, locations, costumes, and props were used. Editing skills grew to include adding effects, transitions, text, blending music, and cutting between scenes. Formats were learned for importing and exporting audio and video files.
Media collage
The document discusses the student's experience using various multimedia tools for the first time to create an opening scene for a media project. It describes learning to use Final Cut Pro, GarageBand, Voice Memos, YouTube, and an iMac while editing footage, recording sound effects, adding music, and color correcting frames. The student found some tools like the iMac difficult to learn at first but got better with practice. Overall the process helped the student learn new skills that can be applied to future projects.
Production Log - Vox Pops Preparation/Filming
Jack planned to film vox pops by interviewing 4-5 people and asking them similar questions to those in his questionnaire to understand his target audience's views on music videos. However, his camera battery failed so he had to use a lower quality camera instead. He found a quiet classroom to film in to avoid background noise but had to relocate midway through as a lesson started. He asked all participants the same questions and received varied responses to edit into his vox pops later in Adobe Premiere.
Question3 (1)
During the planning stages of their music video project, the author researched songs on YouTube, iTunes and Google to choose MIA's "Paper Planes". They used Pinterest to gather visual ideas and plan the direction of the video.
For construction, they filmed with a Lumix GF1 camera and tripod, used natural and artificial lighting. They created an Instagram to share behind-the-scenes content. They documented the process on a blog. Footage was edited in Final Cut Pro X, including speed and color adjustments.
For promotion, they took photos on a Canon DSLR and designed a magazine advert and digipack cover in Photoshop. They shared the final video on YouTube, social
Exam question 7
The document summarizes what the author has learned between an initial preliminary task and their full opening sequence product for a film studies exam. The author learned to better use mise-en-scene to establish locations, plan props and remove unnecessary objects from shots. They improved lighting to build tension, costume design, and sound design to match the narrative. The author's skills with video editing software also increased, allowing effects like color correction and motion tracking.
Evaluation new (1)
The student conducted thorough research before beginning production of their final major project of album artwork. This included analyzing existing album covers, box sets, fonts, and artistic styles. During production, they created more album covers than originally planned and experimented with different artistic techniques. Overall they felt the planning process helped ensure high quality work, though they could have done more research on technical aspects like vinyl formatting. They were happy with most of the finished pieces but felt some areas could be improved, like font choices or one canvas piece that did not match the rest. Taking breaks during the long production period helped avoid burnout.
Exam question 7
The document discusses the improvements the author has made from their preliminary task to their full opening sequence product. They learned to use mise-en-scene better to establish the setting. While props were limited, they paid more attention to costumes, makeup, and removing unnecessary objects from shots. Lighting and sound were also improved to build tension and match the narrative. Editing skills in Sony Vegas grew, allowing color correction, brightness adjustments, and motion effects.
4. production experiments fmp
Rhys Sadler-Scott conducted two experiments to practice skills for his documentary film project. In the first experiment, he edited various music clips together in GarageBand to create an original soundtrack. He aimed to improve his skills at blending different genres and styles of music seamlessly. In the second experiment, he created a poster in Photoshop advocating against littering. He practiced techniques like adding gradients, filters, and translucent text to design an eye-catching public service announcement poster. Through these exercises, Rhys hopes to identify elements to include in the final documentary, such as an original soundtrack or promotional poster.
5. production reflection sf 2017
This student completed filming for their short film project and reflected on their production process. They practiced using a slider to achieve a dolly zoom shot and felt they improved their camera skills. For color grading, they used an adjustment layer to add a blue/teal tint to reflect action movie conventions. While superimposing a digital watch face was planned, most time was spent experimenting with color correction tools to create grades faster for future projects. Overall the student felt they gained techniques for camera movement, color grading, and VFX editing that will benefit their filmmaking.
Editing techniques
1. The document describes the editing process for a short film called "Affiliation" which involved sound mixing, visual effects, color grading, continuity, and sound design.
2. Key aspects of the editing included implementing a 2.20:1 aspect ratio, experimenting with LUTs for color grading, balancing dialogue levels, and adding effects for flashbacks and gunshots.
3. Maintaining continuity between shots through consistent audio, character movements, and scene logic was an important part of the editing process according to the document.
Question 4
The document discusses the various media technologies used at different stages of creating a documentary project. In planning, the group researched online and watched similar documentaries on YouTube for inspiration. Microsoft Word and Excel were used to design questionnaires and analyze responses. Equipment like digital cameras, video cameras, and microphones were used to film interviews, reconstructions, and vox pops. Adobe Premiere was the primary software for editing video and audio. Photoshop was used to design print advertisements. PowerPoint, mobile phones, and blogs were utilized for evaluation and sharing the final work.
How did you use media technologies in the
The document discusses the equipment used to create a music video, including cameras, lenses, lighting, and editing software. The creator used Canon and Contour cameras with various lenses to capture shots. Filming alone required setting up the tripod in unstable locations. Adobe Photoshop was used to create consistent coloring across the video, album cover, and poster. Vegas Movie Studio was used to edit the video and sync the music and transitions smoothly.
Evaluation task 4
The document discusses the various digital technologies and online resources used by the student at different stages of their media production project. For research and planning, they used YouTube to research film trailers and music, as well as Google Images. They created mind maps using Exam Time. Facebook, texting, and group chats helped organize actors. iMovie and Logic Pro X were used for editing, and a Canon 700D camera and tripod were also utilized. SoundCloud provided music. Photoshop assisted with ancillary tasks. Presentation software like Prezi and Slideshare, along with blogger, supported the evaluation.
Question 7
The document discusses what the author learned throughout their film production project. They discuss learning how to use a DSLR camera, including different shots and angles. They also learned how to use a tripod and shoulder mount effectively. For sound, they struggled to find a fitting soundtrack but eventually used a creation by Shannon after editing it. While the author was heavily involved in filming, the editing was mainly done by Phoebe as she had more experience with the software. The author learned basic editing skills from watching Phoebe but found the software difficult. They also learned to use online sites like Prezi and SlideShare to create blogs in different formats.
Multi cam interview script
The host introduces the guest, Geoff, the Head of Multi Camera Productions at the BBC. Geoff discusses the many responsibilities of his role, including ensuring all cameras are properly positioned to not miss anything important during live productions. He explains how multi camera setups allow audiences to feel like they are experiencing an event firsthand. Geoff also touches on the challenges like working with space constraints and the stress of pulling off large live productions. He concludes by providing an overview of the large crew and various jobs needed to coordinate simultaneous multi camera recordings.
7. evaluation(2)
The student created a horror film trailer that featured a zombie serial killer. Their research involved exploring existing horror films for inspiration and conducting a survey of their target audience to learn what they wanted to see. Feedback noted that the glitch effect, music, and colors fit the horror genre well but more varied footage was needed. The student agreed more footage was needed but disagreed that a single consistent color scheme works better than using different colors to set different moods.
Production Logs
The document provides details from Jack Munge's production log for his music video project. It describes his planning, preparation, filming, and editing process. Some key points:
- He filmed 4-5 vox pops to understand his target audience's views on music videos. Equipment issues forced him to use a lower quality camera.
- He storyboarded, gained audience feedback, and took more photos for the album cover and advert while continuing to film footage.
- In editing, he worked on building suspense in the introduction by gradually increasing the brightness and opacity of slow motion running clips to match the increasing pace of the song.
Evaluation question three
Here I have discussed all of the feedback received from mainly our target audience as to what they like and dislike about our music video and ancillary text.
Eq4
Throughout the project, the student used various media technologies for research, planning, production, and evaluation. For production of a music video, the student used multiple cameras, frequency lights, and Final Cut Pro for editing. Photoshop was used for image editing of ancillary tasks. Online tools like YouTube, Blogger, and SlideShare were utilized for uploading and sharing work. PowerPoint, Prezi, Word, and Movie Studio Platinum were also used for presentations and drafting at different stages. The student found that using the appropriate technologies enhanced the work and helped make it more professional.
Evaluation question 3
The document discusses feedback received at various stages of producing a music video. Initial interviews with the target audience revealed that concept and performance were most important for the genre, and should use visual effects and editing to match the fast tempo and harsh tone of the song. Feedback on early drafts suggested focusing on dystopian low-key lighting and montage. Feedback during editing called for harsher imagery and faster pace to match the song. While getting feedback on the draft digipak cover helped improve the design and layout. Overall, the feedback received at all stages of production helped shape and strengthen the final music video and packaging.
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Media collage
The document discusses the student's experiences learning to use various software programs and equipment for the first time in creating a media project opening. It describes struggles in the beginning with Final Cut Pro X, Mahara, GarageBand, and using an iMac but becoming more proficient over time. Voice memos on an iPhone were used to record sound effects, and Freesound, YouTube, and Art of the Title provided inspiration. The student learned skills like adding filters, editing color and sound, and blending frames together in Final Cut Pro X.
Critical 3
Oscar Stringer reflects on the development of his production skills from his preliminary task to his final opening title sequence "Cold Heart". In his preliminary task, Oscar's camerawork was weak, he did not effectively use sound, and did not employ any editing techniques. However, in "Cold Heart", Oscar improved his camerawork by effectively applying techniques like rule of thirds. He also created an immersive soundscape using both diegetic and non-diegetic sounds. Oscar's editing in "Cold Heart" tells a story and engages the audience through techniques like fades, jump cuts, and sound bridges. In conclusion, Oscar feels he has significantly developed his skills and can now create media texts that resemble professional films.
Question 7 Final
The document discusses what was learned from the preliminary task to the full product. For the preliminary task, little research was done due to the brief nature of the task. More research was done for the full product, including researching film openings online and different ways to present research. Planning was more detailed for the full product, including a more detailed storyboard covering timing, editing, and more. Filming skills improved from gaining experience operating cameras and understanding settings. A wider variety of shots, locations, costumes, and props were used. Editing skills grew to include adding effects, transitions, text, blending music, and cutting between scenes. Formats were learned for importing and exporting audio and video files.
Media collage
The document discusses the student's experience using various multimedia tools for the first time to create an opening scene for a media project. It describes learning to use Final Cut Pro, GarageBand, Voice Memos, YouTube, and an iMac while editing footage, recording sound effects, adding music, and color correcting frames. The student found some tools like the iMac difficult to learn at first but got better with practice. Overall the process helped the student learn new skills that can be applied to future projects.
Production Log - Vox Pops Preparation/Filming
Jack planned to film vox pops by interviewing 4-5 people and asking them similar questions to those in his questionnaire to understand his target audience's views on music videos. However, his camera battery failed so he had to use a lower quality camera instead. He found a quiet classroom to film in to avoid background noise but had to relocate midway through as a lesson started. He asked all participants the same questions and received varied responses to edit into his vox pops later in Adobe Premiere.
Question3 (1)
During the planning stages of their music video project, the author researched songs on YouTube, iTunes and Google to choose MIA's "Paper Planes". They used Pinterest to gather visual ideas and plan the direction of the video.
For construction, they filmed with a Lumix GF1 camera and tripod, used natural and artificial lighting. They created an Instagram to share behind-the-scenes content. They documented the process on a blog. Footage was edited in Final Cut Pro X, including speed and color adjustments.
For promotion, they took photos on a Canon DSLR and designed a magazine advert and digipack cover in Photoshop. They shared the final video on YouTube, social
Exam question 7
The document summarizes what the author has learned between an initial preliminary task and their full opening sequence product for a film studies exam. The author learned to better use mise-en-scene to establish locations, plan props and remove unnecessary objects from shots. They improved lighting to build tension, costume design, and sound design to match the narrative. The author's skills with video editing software also increased, allowing effects like color correction and motion tracking.
Evaluation new (1)
The student conducted thorough research before beginning production of their final major project of album artwork. This included analyzing existing album covers, box sets, fonts, and artistic styles. During production, they created more album covers than originally planned and experimented with different artistic techniques. Overall they felt the planning process helped ensure high quality work, though they could have done more research on technical aspects like vinyl formatting. They were happy with most of the finished pieces but felt some areas could be improved, like font choices or one canvas piece that did not match the rest. Taking breaks during the long production period helped avoid burnout.
Exam question 7
The document discusses the improvements the author has made from their preliminary task to their full opening sequence product. They learned to use mise-en-scene better to establish the setting. While props were limited, they paid more attention to costumes, makeup, and removing unnecessary objects from shots. Lighting and sound were also improved to build tension and match the narrative. Editing skills in Sony Vegas grew, allowing color correction, brightness adjustments, and motion effects.
4. production experiments fmp
Rhys Sadler-Scott conducted two experiments to practice skills for his documentary film project. In the first experiment, he edited various music clips together in GarageBand to create an original soundtrack. He aimed to improve his skills at blending different genres and styles of music seamlessly. In the second experiment, he created a poster in Photoshop advocating against littering. He practiced techniques like adding gradients, filters, and translucent text to design an eye-catching public service announcement poster. Through these exercises, Rhys hopes to identify elements to include in the final documentary, such as an original soundtrack or promotional poster.
5. production reflection sf 2017
This student completed filming for their short film project and reflected on their production process. They practiced using a slider to achieve a dolly zoom shot and felt they improved their camera skills. For color grading, they used an adjustment layer to add a blue/teal tint to reflect action movie conventions. While superimposing a digital watch face was planned, most time was spent experimenting with color correction tools to create grades faster for future projects. Overall the student felt they gained techniques for camera movement, color grading, and VFX editing that will benefit their filmmaking.
Editing techniques
1. The document describes the editing process for a short film called "Affiliation" which involved sound mixing, visual effects, color grading, continuity, and sound design.
2. Key aspects of the editing included implementing a 2.20:1 aspect ratio, experimenting with LUTs for color grading, balancing dialogue levels, and adding effects for flashbacks and gunshots.
3. Maintaining continuity between shots through consistent audio, character movements, and scene logic was an important part of the editing process according to the document.
Question 4
The document discusses the various media technologies used at different stages of creating a documentary project. In planning, the group researched online and watched similar documentaries on YouTube for inspiration. Microsoft Word and Excel were used to design questionnaires and analyze responses. Equipment like digital cameras, video cameras, and microphones were used to film interviews, reconstructions, and vox pops. Adobe Premiere was the primary software for editing video and audio. Photoshop was used to design print advertisements. PowerPoint, mobile phones, and blogs were utilized for evaluation and sharing the final work.
How did you use media technologies in the
The document discusses the equipment used to create a music video, including cameras, lenses, lighting, and editing software. The creator used Canon and Contour cameras with various lenses to capture shots. Filming alone required setting up the tripod in unstable locations. Adobe Photoshop was used to create consistent coloring across the video, album cover, and poster. Vegas Movie Studio was used to edit the video and sync the music and transitions smoothly.
Evaluation task 4
The document discusses the various digital technologies and online resources used by the student at different stages of their media production project. For research and planning, they used YouTube to research film trailers and music, as well as Google Images. They created mind maps using Exam Time. Facebook, texting, and group chats helped organize actors. iMovie and Logic Pro X were used for editing, and a Canon 700D camera and tripod were also utilized. SoundCloud provided music. Photoshop assisted with ancillary tasks. Presentation software like Prezi and Slideshare, along with blogger, supported the evaluation.
Question 7
The document discusses what the author learned throughout their film production project. They discuss learning how to use a DSLR camera, including different shots and angles. They also learned how to use a tripod and shoulder mount effectively. For sound, they struggled to find a fitting soundtrack but eventually used a creation by Shannon after editing it. While the author was heavily involved in filming, the editing was mainly done by Phoebe as she had more experience with the software. The author learned basic editing skills from watching Phoebe but found the software difficult. They also learned to use online sites like Prezi and SlideShare to create blogs in different formats.
Multi cam interview script
The host introduces the guest, Geoff, the Head of Multi Camera Productions at the BBC. Geoff discusses the many responsibilities of his role, including ensuring all cameras are properly positioned to not miss anything important during live productions. He explains how multi camera setups allow audiences to feel like they are experiencing an event firsthand. Geoff also touches on the challenges like working with space constraints and the stress of pulling off large live productions. He concludes by providing an overview of the large crew and various jobs needed to coordinate simultaneous multi camera recordings.
7. evaluation(2)
The student created a horror film trailer that featured a zombie serial killer. Their research involved exploring existing horror films for inspiration and conducting a survey of their target audience to learn what they wanted to see. Feedback noted that the glitch effect, music, and colors fit the horror genre well but more varied footage was needed. The student agreed more footage was needed but disagreed that a single consistent color scheme works better than using different colors to set different moods.
Production Logs
The document provides details from Jack Munge's production log for his music video project. It describes his planning, preparation, filming, and editing process. Some key points:
- He filmed 4-5 vox pops to understand his target audience's views on music videos. Equipment issues forced him to use a lower quality camera.
- He storyboarded, gained audience feedback, and took more photos for the album cover and advert while continuing to film footage.
- In editing, he worked on building suspense in the introduction by gradually increasing the brightness and opacity of slow motion running clips to match the increasing pace of the song.
What's hot (19)
Viewers also liked
Evaluation question three
Here I have discussed all of the feedback received from mainly our target audience as to what they like and dislike about our music video and ancillary text.
Eq4
Throughout the project, the student used various media technologies for research, planning, production, and evaluation. For production of a music video, the student used multiple cameras, frequency lights, and Final Cut Pro for editing. Photoshop was used for image editing of ancillary tasks. Online tools like YouTube, Blogger, and SlideShare were utilized for uploading and sharing work. PowerPoint, Prezi, Word, and Movie Studio Platinum were also used for presentations and drafting at different stages. The student found that using the appropriate technologies enhanced the work and helped make it more professional.
Evaluation question 3
The document discusses feedback received at various stages of producing a music video. Initial interviews with the target audience revealed that concept and performance were most important for the genre, and should use visual effects and editing to match the fast tempo and harsh tone of the song. Feedback on early drafts suggested focusing on dystopian low-key lighting and montage. Feedback during editing called for harsher imagery and faster pace to match the song. While getting feedback on the draft digipak cover helped improve the design and layout. Overall, the feedback received at all stages of production helped shape and strengthen the final music video and packaging.
Advert editing process
The artist had to redevelop their album advert multiple times after the initial draft did not match the album's theme and files became corrupted, losing work. After completing the album, the artist returned to the advert with the same original design, saved it successfully, and produced the final version to promote the finished album.
Evaluation question 3
Jasraj received feedback from focus groups, peers, and teachers that helped shape their music video, digipak, and magazine advert. The focus groups preferred a narrative style video that used relatable actors within the target demographic. Peer feedback suggested experimenting with unique shots, filters, and editing techniques. Teacher feedback noted some shots could be improved and additional layers added to better link scenes. Constructive criticism helped strengthen the ancillary products by improving legibility and adding more creative elements. Overall, the feedback process enabled Jasraj to identify areas for improvement and ensure their work effectively conveyed the intended message.
Evaluation Question 4
The student used various online resources like UK Tribes, UK Top 40 Charts, Billboard, and music blogs to conduct secondary research on target audiences and popular artists. Blogger was used to upload coursework and receive teacher feedback. YouTube provided statistics and allowed uploading of videos. Prezi and PowerPoint were used to create presentations. Movie Studio Platinum and a camera with tripod were used to film and edit the music video. Photoshop was used to edit images and design packaging and advertisements. Evaluation questions were answered using Prezi, audio recording, Word, and PowerPoint. The student's skills with technologies like Movie Studio Platinum and Photoshop improved after constructing media for the project.
Student ancillary task convention analysis 2
The document analyzes the cover designs and advertising of three albums from different genres and how they use conventions to appeal to their target demographics. For an indie pop album by Canopy Climbers, the cover uses simple fonts, shapes and colorful abstract imagery consistent with the genre. A R&B album by Miguel focuses on the artist and includes themes of love, while deviating from urban settings typically seen. A hard rock album by Sum 41 features a dark tone through imagery of broken glass and alleyways with grungy lighting, fitting its genre. The document evaluates how successfully each conveys its musical genre through visual conventions.
Evaluation 3 2
Throughout the development of their music video and ancillary tasks, the creator received valuable feedback from their target audience and peers that helped improve their work. Early audience research found that the target audience wanted to see the artist in the video and disliked dance troops. As a result, the creator made the imagery in the video simple yet classy, focusing on the artist. Later feedback suggested adding more of a narrative to make the story more impactful. Additional feedback helped make the video ideas more unique and the transitions smoother. While feedback was generally positive about adhering to genre conventions, a few still disliked the simple style, which the creator kept for branding purposes.
What have you learned from your audience feedback111
The document discusses the feedback received throughout the research, planning, and production stages of creating a music video and ancillary materials. Formative feedback helped identify areas for improvement, such as shortening shots, adding more storyline elements, and improving image clarity. Summative feedback noted what worked well, like shot variety and emotional capture, but also identified continuity issues from differing camera quality and fire scenes. Overall, the feedback process enabled improvements to be made and ensured the final products catered to the target audience's preferences.
How effective is the combination of your main product and ancillary texts
The document discusses the effectiveness of combining a music video with ancillary marketing texts like a digital album pack and magazine advertisement. It finds that the main products and ancillary texts promote the artist subtly through consistent branding elements like imagery, fonts, and colors across the pieces. The document also analyzes how the products represent the indie rock genre through their dark tones, abstract imagery, low-budget production qualities, and incorporation of common indie rock conventions. Overall, the combination of products is deemed effective at attracting audience attention and encouraging exploration of the artist through their unusual designs and interconnected storytelling across formats.
Evaluation q4 2
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
How did you use media technologies in the
The document discusses how the author used various media technologies during the planning, research, construction, and evaluation stages of their project. During planning and research, the author used Blogger and Prezi to organize work, YouTube to research music videos and present their own work, the internet to conduct research, and Movie Studio Platinum to edit videos. During construction, the author used cameras, lighting, and Movie Studio Platinum for editing. They concluded they improved their skills with these technologies through the project.
Final ancillary pieces
The document discusses the final digipack design for an indie/dream pop album. It uses dreamlike colors and imagery to signify the relaxed, chill style of music. Similar images and colors are used across the digipack and magazine ad to create brand identity and make fans aware of the artist. The fonts are straightforward and formal, fitting with the genres' emphasis on harmonious vocals. The design follows conventions of the genres to appeal to target audiences.
Genre specific digipack analysis
This document analyzes album packaging and promotional materials for several indie and dream pop artists. It discusses how the album packaging for The XX's "Coexist" and Youth Lagoon's "The Year of Hibernation" uses minimalist designs that reflect the genres. It also examines how M83's "Before the Dawn Heals Us" incorporates some traditional elements while adding individualistic touches. Magazine advertisements for albums by Coldplay, Florence and the Machine, and Ed Sheeran are discussed in terms of incorporating images of the artist, album, names, and release dates in designs suited to each artist's style.
Q3 what have you learnt from your audience feedback
The document discusses the importance of audience feedback throughout the creation of a music video and related media products. Feedback was gathered through focus groups, interviews, and pitches to peers and teachers. This feedback helped ensure the music video, digipak, and advert appealed to the target audience and addressed their likes and dislikes. The feedback process resulted in improvements to aspects like lighting, pacing, and positioning of elements. Overall, incorporating audience feedback allowed the creator to suit the media products to the genre and target audience, promoting the artist successfully while expressing their intended themes.
Evaluation question 4
The document discusses the various media technologies used at different stages of a music video project. During research, online resources and video recording equipment were used to gather audience insights. Planning involved Microsoft Word, PowerPoint, and mobile phones. Video production used DSLR and mobile phone cameras to capture footage. Editing was done in Sony Movie Studio Platinum with effects like filters. Ancillary tasks like photos were taken with DSLRs in a studio and edited in Photoshop. Evaluations combined written work, online publishing, and multimedia presentations. A wide range of technologies were leveraged throughout the project.
Media representation theory
Media Representation Theory discusses how media constructs representations of reality through various processes. Some key aspects of representation theory are:
1) Representation involves the construction of people, places, events and identities in any medium like mass media.
2) Representations involve how identities are constructed in the text as well as in the processes of production and reception.
3) Representations aim to seem 'natural' by positioning subjects in particular ways that serve ideologies.
Analyzing representations involves considering whose realities are represented and whose are denied through semiotics and other formal analysis methods.
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How effective is the combination of your main product and ancillary texts
How effective is the combination of your main product and ancillary texts
Q3 what have you learnt from your audience feedback
Q3 what have you learnt from your audience feedback
Similar to Album digipack editing process
Evaluation new
The document provides an evaluation of the planning and production stages of a major project creating album artwork. Key points:
- Research into existing album covers helped inform design choices and understand differences in styles.
- Planning was thorough and provided clear direction for production, though some technical aspects were missed.
- Production progressed smoothly at first but some artwork showed improving skills. Taking breaks helped prevent burnout.
- Extra albums were produced thanks to effective planning for contingencies and experimentation to develop new techniques.
- The strongest covers came from both planned and unplanned works, showing the benefits of flexibility during production.
Evaluation
The student evaluated their final major project of creating album artwork and box sets. Through research of existing album covers, the student gained an understanding of design choices and styles that informed their own work. Their planning provided direction, but could have been improved with more detailed scheduling and consideration of technical production aspects. The production went well overall, though the first cover took longer than planned. Regular evaluation helped the student improve and stay motivated throughout the lengthy process.
Design process of digipak and album advertisement
The document describes the design process for a digipak and album advertisement. It involves manipulating images in Photoshop and designing the digipak layout in Nero Cover Designer. Key steps include choosing a minimal front cover design with the band's logo over an image of the band, designing a simple interior with the album title and logo, and adding album information to the CD in a minimal way. The process involved referencing conventions from other albums and getting feedback to create a professional-looking final design.
Design process of digipak
The document describes the design process for a digipak and album advertisement. It involves manipulating images in Photoshop and designing the digipak layout in Nero Cover Designer. Key steps include choosing a minimal front cover design with the band's logo over an image of the band, designing a simple interior with the album title and logo, and adding album information to the CD in a minimal way. The process involved referencing conventions from other albums and getting feedback to create a professional-looking final design.
Project pitch for digipak and magazine advert
Carl Ward proposes a magazine advertisement and digipak design for a folk band. He researches ads by Mumford and Sons and Noah and the Whale as examples for fitting the folk genre. For the magazine ad, Carl sketches layout ideas including the band name, digipak name/features, and release date. For the digipak design, Carl considers front cover images combining the band name with nature images relating to the album. The inside would include the CDs with tree tops, reviews, and band information. The back would list songs and continue the front image. Carl aims to practice filming techniques in addition to lip syncing for a required video task and seeks audience feedback through a survey.
Production planning
This production schedule outlines a 9 week timeline for creating album artwork for two fictional albums, "Lunar Sea" and "Archipelago." In the first 3 weeks, the student will develop initial designs, illustrations, and mood boards. They will then focus on completing the artwork for "Lunar Sea" through week 5, drawing an astronaut and finishing the cover design. In weeks 6-7, they will produce the gatefold artwork for the concept album "Archipelago." Additional ideas are also proposed, including replicating Rorschach inkblots or an action painting style cover.
Digipak
The document discusses the process of designing a digipak for a band called Venus. It begins by explaining that most alternative genre digipaks do not feature the artist on the cover. Examples of existing digipaks from bands like Alt-J and Arctic Monkeys are shown to demonstrate consistency across different media. The first draft design for the Venus digipak was too "pink and unprofessional" so conventions from other digipaks were followed instead. Still images from the music video filming were used to create synergy between the digipak and video. Elements from albums by The XX, The Red Hot Chili Peppers and others were also incorporated into the final design.
Question 2
The document discusses maintaining a consistent theme throughout various marketing materials for a music album. It describes establishing an escapist theme focused on time that is portrayed in the music video, album artwork, and additional materials. Specifically, the music video uses actors instead of the artist and focuses on the album's concept of time. The album artwork and additional pieces continue this theme of escapism through imagery of nature and warped time to immerse the audience.
Digipak evaluation
Craig Newton designed promotional materials for an indie rock artist that follow genre conventions. This included a digipak with monochrome photos and a handwritten font to identify the genre. A promotional poster was also created using the same front cover image and font to link the materials. Both the digipak and poster guide the viewer's eye along a path to view key information and attract the target indie rock audience.
Digipak comparative
The document compares the creator's Digipak design to the original Paloma Faith album design. While some elements were kept the same for professionalism, the creator took artistic liberties by choosing different photo themes, using photos instead of artwork, and using more subtle colors to fit an "old and retro" style that aligned with the storyline of their album. Key conventions like the track list and barcode were kept the same, but other aspects were modified to put the creator's own twist on the design while still making it recognizable as a Digipak.
Q1 – in what ways does your media
This document summarizes how the author's promotional package for a music album challenges, develops, and uses conventions of real media products.
The front cover takes inspiration from three real album covers in its style but develops the concept individually. The magazine advert conforms to conventions like including the album cover and label logo while developing the color scheme.
Various parts of the digipack like the back cover, spine, and inside panels take inspiration from real album packaging in their use of images, colors, and logos but develop these concepts to fit the author's vision. The CD design is inspired by real examples but adapted to the project's color scheme and continuity.
Evaluation: Question 2
The document discusses the student's process of creating ancillary texts, including a digipak and poster, to accompany their main music video product. The student began by researching conventions of digipaks and posters from the country music genre. They analyzed existing examples to identify conventions like consistent branding, imagery relating to the genre, and key information included. The student took what they learned and applied it while designing their own digipak and poster over multiple drafts, making revisions based on feedback. In the end, the student compares their final designs to real industry examples and determines they successfully incorporated important conventions, creating ancillary texts that complement their main product and genre.
Evaluation Question 2
The document discusses how synergy was created between the main and ancillary texts produced for the band The Crystal Whites. Synergy was achieved through consistent use of band imagery, location, fonts, colors and clothing across a music video, album digipak and magazine poster. Specific techniques included using the same photo on the front and back of the digipak, incorporating video stills into the digipak and poster, and aligning the visual style and layouts of all pieces. Reflection is made on how the CD design could have better achieved synergy and how influence was drawn from professional examples.
Evaluation question 2
1) The author produced a music video, CD digipak, and magazine advertisement to promote a new artist's album. There is a consistent theme, style, and narrative across all three pieces through the use of similar imagery, color palette, and locations from the artist's hometown of Manchester.
2) Market research of other album packaging and advertisements informed the design of the digipak and magazine ad, which feature styles and layouts seen in comparable products.
3) Taken together, the consistent elements across the three media pieces aim to create a sense of synergy and identity for the artist, linking the products together despite being experienced through different platforms.
Acillary products
The document discusses creating ancillary products like a digipack and magazine advert to promote an acoustic folk artist. It analyzes sample designs and presents market research results. Based on this, the conclusion is that the digipack front cover will feature a focused photo of the artist, the inside will use a tile pattern of related photos, and the magazine advert will use a single genre-connoting photo without the artist. All elements aim to effectively represent the artist and music style to the target audience.
Production planning
The document outlines a production plan and schedule for final major projects involving the creation of album artwork over 11 weeks. It includes schedules for planning, production, printing, and contingency/holiday periods. Concepts and designs are presented for two albums - "Archipelago" and "Lunar Sea" - including mood boards, concepts, and artwork ideas. Additional ideas are provided for extra albums exploring styles like Rorschach images, action painting, and electronic album designs.
Production planning
This document outlines a production plan and schedule for two albums over 11 weeks. For Album A called "Archipelagos," the artist will create a concept album inspired by revolution against oppression, depicted through island artwork and graffiti styles. A gatefold album cover and additional art will be digitally produced. For Album B called "Lunar Sea," the cover will feature a famous photo of an astronaut to commemorate the Apollo 11 mission, with the footprint photo on the back. Both albums aim to combine famous images with music to create striking hybrid artworks.
Our poster and album
This document discusses the design choices for a band's album cover and promotional poster. The poster features a skull graphic paired with the band and album title in a matching font. This relates to the album's theme and title track "Where is my mind?". The simple graphic and color scheme is meant to clearly convey information about the album release while reflecting the band's musical style. The design takes inspiration from the Arctic Monkeys' minimalist poster approach to communicate specific details simply and effectively.
Our poster and album
This document discusses the design choices for a band's album cover and promotional poster. The poster features a skull graphic paired with the band and album title in a matching font. This relates to the album's theme and title track "Where is my mind?". The simple graphic and color scheme is meant to clearly convey information about the album release while reflecting the band's musical style. The design takes inspiration from the Arctic Monkeys' minimalist poster approach to communicate specific details simply and effectively.
Similar to Album digipack editing process (20)
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Digipack analysis no1 improved
This document provides an analysis of several digipack album designs. For the first album, the summary is that it uses black and white with colored flowers to stand out, features peace symbols and the artist and album names clearly on the front cover. The back cover continues the flower theme and features the track list and legal information. Overall it follows a good theme but could be improved by adding the peace symbol to the spine.
The second album has a clear science fiction theme with an overall blue color. The front features a character but lacks band identity. The back has a hard to read track list and logo not on the front. The inside continues the pixelated character theme. Overall it uses simplicity well but some elements like the
Filming update 1.1
The first day of filming involved 4 people playing a game of poker around a table in a darkened room for about 4 hours. Setting up the location, props, and blacking out the room took approximately 1 hour. Everyone wore suits to look smart for the poker game, and Chloe wore a hat as a reference to the Wild West setting of a poker game.
Digipack analysis no1 improved
The document provides an analysis of two digipack album designs. For the first album, the summary is:
The design uses black and white with colored flowers to stand out. It has clear artist and album names on the front cover with a simple, effective design. The back cover continues the flower theme and features the track list. Minor issues include a lack of label on the spine.
The second album has a science fiction theme depicted through blue colors. The front cover features a character but lacks band identity. The back cover track list is hard to read and legal text is impossible to read. The inside continues the theme but the disc side is more plain. Overall it uses simplicity to create a rich perspective on the
Digipack and poster feedback
This document summarizes feedback received on digital packaging and poster designs for a band. The feedback identified areas for improvement, such as making the poster text more readable against the background colors and fonts, improving the placement of elements like the band name and titles, and including more legal information. Positive feedback highlighted good design elements like images, layouts, and use of a poker chip motif. The designer concludes that this constructive criticism will help in continuing to refine the work.
Music digipack conventions of rock
Arctic Monkeys, Jamie T, and ACDC all follow conventions of rock album artwork and posters. Their covers typically feature simple designs with only the band and album names in a limited color palette. Arctic Monkeys' album Suck It and See has a minimal front cover with just text, while the back only lists the tracks in a simple font on a cream background. Jamie T's album Panic Prevention has a cluttered cover that symbolically represents a soldier's experience with PTSD through medals on the back. ACDC also keeps their designs simple with the necessary information and legal text. Rock posters generally feature the band/singer, album/event title, and date in a straightforward black and white style. Brand
Risk assessment
The risk assessment identifies hazards for a music video shoot taking place at a house. The hazards identified include tripping or falling in the dark and glass breaking if a bottle is pushed off a table. To prevent injury or damage, lights will be turned on when people move around and a carpet will be placed under the table to prevent glass smashing if a bottle falls. Joe is responsible for both prevention measures.
Risk assessment 2
The risk assessment identifies hazards for a music video shoot at an airfield, including planes landing (high risk of a plane crash), using a car could result in being hit, muddy ground posing a slip hazard, and low-hanging tree branches. Measures have been taken to mitigate these risks, such as staying out of the runway, timing the car scene well, wearing good grip shoes, and removing branches from the filming area. Additional precautions are the responsibility of those indicated (Me, G, R, A) to complete.
Shot list
This shot list contains 21 shots for a poker scene. It includes various shots of the poker players and table from different angles and perspectives, such as close-ups, mid shots, and pans across the table. It also documents shots showing a player losing money and starting to lose his mind, other players transforming into animals, and a shot of the player grabbing a suitcase and sweeping the table, sending chips and cards flying.
Storyboard
This story board outlines the key shots and scenes for a poker video. It will begin with a 40 second introductory shot of the first character followed by introductions of the other players. The main part of the video will show the poker game unfolding with the protagonist losing a lot of money. In the final scenes, the protagonist's losing has distorted his mind so much that he sees things, panics, flips over the poker table and runs away.
Secondary data
The target audience for rock music is male, aged 16-27, middle class, white, social, and students. The secondary target audience is female aged 16-25 from lower to middle class and white with very active social lives as students. The document provides evidence that the main rock audience is between 16-25, likely in education, socially active, and able to afford rock music as part of their social scene and lifestyle as students. It also shows that some rock bands like Arctic Monkeys have widespread popularity with over 300 million video views and performing at the 2012 Olympics.
Idea sheet
1. The document lists ideas involving two things happening including a firestarter and a house raid followed by a car chase that turns into a foot chase while carrying instruments.
2. It also provides a songlist for a "Short change hero" including songs like "How you like me now", "Such a fool", and references not sitting down because a chair was moved.
3. Additional ideas involve motion capture walking while laying down, a single reverse shot moving through a busy town, and filming around a poker table in a casino as someone is losing to the song "Don't sit down cause I've moved your chair".
Question 1
Our film Red Powder uses several conventions of real media productions such as titles, establishing shots, studio logos, and diegetic and non-diegetic music. It challenges stereotypes by having the likable character be the supposed villain and vice versa. Sounds were mixed diegetically and non-diegetically to make the car scenes more realistic. Locations included a large house for the drug dealer scenes and an apartment to contrast the characters. Costumes were used to signify the characters' wealth, power, and decline. Props like guns were used to engage audiences as is common in thriller films. Different shots represented the emotions of the two main characters. The film introduces music to set the scene and immerse audiences.
Question 1
Our film Red Powder uses several conventions of real media productions such as titles, establishing shots, studio logos, and diegetic and non-diegetic music. It challenges stereotypes by having the likable character be the supposed villain and vice versa. Sounds were mixed diegetically and non-diegetically to make the car scenes more realistic. Locations included a large house for the drug dealer scene and an apartment to contrast the characters. Costumes were used to signify the characters' wealth, power, and decline. Props like guns were used to engage audiences as is common in thriller films. Different shots represented the emotions of the two main characters. The film introduces music to set the scene and immerse audiences.
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Album digipack editing process
- 1. Album Digipack Editing process FirstI startedwithmy titlesthatI designedinmyspare time, thisisit- Thistook me a while toproduce as I made itin a word document.Thisisthe mainfeature inmy album.Thistitle makesthe albumlookalotbetterthan if there wasjustnormal text. The nextpart was to choose mycolourand as I was doingarctic monkeysIdecidedtosaywiththe same them,so the back groundwasof cream variety. Thisthe background that I settledonasit isrelatable tothe genre andthe band “Arctic Monkeys”. There album“Suck itand See”this -
- 2. The developmenttogettingto thispointandcolourtook a longtime as itwentthrougha lot of differentstages.The firstof whichwasshow tothe class forfeedback. - But before Ievengotto thispointI had to draftsof my workto show to everyone elsetosee whattheythoughtI shoulddo.Thiswas done onpaper withpencil. - Thiswas veryhelpful indecidingwhattodowithmyalbumafterthis andthe colourdecisionsIcame up witha fewvariantstouse in mymusicDigipackalbum.Thiscame inthe form of 2 different variantsthat I pickthe betterof the twoand improved uponit.
- 3. Thiswas the first Thiswas the second
- 4. The firstone I foundto be the betterone soI made improvementsupon. Thiswas the resultandbecame my final andfinisheddraft.