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Lindsay Alexander summarizes her overall portfolio of video and multimedia projects created for school assignments. Her favorite project was a Barbie's day out video she worked hard to complete for homework. She also enjoyed making a zoom movie project splicing together different video clips and adding sound effects, and an abstract music video syncing clips to the beat of a song. Other projects included a poster on internet safety, a green screen video changing backgrounds to match actions, a website about singer Ellie Goulding created using Dreamweaver, and a Mars Attacks soundtrack combining comic strips and sound effects. Her final project was a digital book gathering images and information about Andrew Carnegie and George Lauder.
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Media Pitch
This document outlines a pitch for a music video that would feature an acoustic, slow-paced song. The video would utilize various camera shots like close-ups and focus on visual storytelling rather than lip syncing. Editing techniques like double time would be used to transition between scenes in a way that makes the video feel like a single continuous shot. The overall goal is to create a video that feels more like a short film than a typical music video.
Sadklhas
The document discusses how various media technologies were used at different stages of the project.
[1] During the research stage, Google, YouTube, and Wikipedia were used to research artists, genres, labels, and more. Blogger was used to plan and record progress, posting pictures, vlogs, and changes.
[2] Construction involved using cameras, lights, and Final Cut Pro for editing video. Photoshop was used to construct ancillary materials like the digipak.
[3] Evaluation presentations used Prezi, PowerPoint, and embedding in Blogger. Camtasia created a video clip for this question.
What have you learnt about technologies from the process of constructing this...
The student learned about various technologies through creating their product. This included learning how to use video cameras to film different styles and edit a continuity sequence using iMovie. They also learned how to upload the final product to YouTube. The student researched films using digital cameras, websites like YouTube, and iMovie to create a storyboard and animatic with still images and music. When filming, they used Panasonic video recorders and tripods to get different camera shots. Finally, they edited the final opening sequence in iMovie, adding credits, effects, titles and soundtracks.
Proposal
The proposal is for a skateboarding video project that will feature both indoor and outdoor skating in York. The videographer aims to make the video more artistic by incorporating changing backgrounds and effects behind the skaters as they move. This creative approach was inspired by another video that used a similar technique briefly in the intro. To successfully realize this concept, the videographer will need to research different editing techniques and learn new skills. The work will be evaluated based on how well it matches the original vision and whether the background edits fit with and enhance the footage without noticeable errors.
Evaluation 6
I have learned a lot from constructing this product. I used various technologies like Tumblr, Slideshare, Wikipedia for research and planning. Tumblr was especially useful for uploading different media types. I filmed with a Canon camera and tripod, though sound quality was poor. Final Cut Pro was used for editing, which took practice to learn. I created idents in Blender which took several hours. Both YouTube and Vimeo were tested for uploading, but Vimeo had better quality and was less prone to crashing than YouTube.
Critical question 4
The document discusses how various technologies were used at different stages of a music video project. Online platforms like YouTube and Google Blogger were used for research and documentation. An iPhone and Canon camera were used to film footage in Italy and Kenya. Adobe Premier Pro was used to edit the video, adding effects and syncing the audio. Photoshop and InDesign were used to design the digital packaging. A Wix website was created to promote the artist, adding images, video links, and a tracklist.
Fetc 2010
This document introduces free online tools that can be used to improve student achievement, including wikis, Animoto, Voki, Blabberize, Glogster, Audacity, Jing, and SlideShare. The schedule provides an overview of the workshops, which will demonstrate how to create and use wikis, make videos with Animoto, make avatars with Voki, add sound to images with Blabberize, make interactive posters with Glogster, record and edit audio with Audacity, take screenshots with Jing, and share slideshows with SlideShare. Participants will learn how to incorporate these tools into their teaching and have students collaborate online through a wiki.
Eq4
The student used various media technologies at different stages of their music video project. In the planning stage, they created storyboards using post-it notes that could be easily moved, and used their phone to communicate and conduct research. They filmed using DSLR cameras and documented the process. For editing, they used iMovie and Photoshop, learning skills from online tutorials. The internet provided invaluable research resources and a way to plan with their partner.
Recommended
Media Pitch
This document outlines a pitch for a music video that would feature an acoustic, slow-paced song. The video would utilize various camera shots like close-ups and focus on visual storytelling rather than lip syncing. Editing techniques like double time would be used to transition between scenes in a way that makes the video feel like a single continuous shot. The overall goal is to create a video that feels more like a short film than a typical music video.
Sadklhas
The document discusses how various media technologies were used at different stages of the project.
[1] During the research stage, Google, YouTube, and Wikipedia were used to research artists, genres, labels, and more. Blogger was used to plan and record progress, posting pictures, vlogs, and changes.
[2] Construction involved using cameras, lights, and Final Cut Pro for editing video. Photoshop was used to construct ancillary materials like the digipak.
[3] Evaluation presentations used Prezi, PowerPoint, and embedding in Blogger. Camtasia created a video clip for this question.
What have you learnt about technologies from the process of constructing this...
The student learned about various technologies through creating their product. This included learning how to use video cameras to film different styles and edit a continuity sequence using iMovie. They also learned how to upload the final product to YouTube. The student researched films using digital cameras, websites like YouTube, and iMovie to create a storyboard and animatic with still images and music. When filming, they used Panasonic video recorders and tripods to get different camera shots. Finally, they edited the final opening sequence in iMovie, adding credits, effects, titles and soundtracks.
Proposal
The proposal is for a skateboarding video project that will feature both indoor and outdoor skating in York. The videographer aims to make the video more artistic by incorporating changing backgrounds and effects behind the skaters as they move. This creative approach was inspired by another video that used a similar technique briefly in the intro. To successfully realize this concept, the videographer will need to research different editing techniques and learn new skills. The work will be evaluated based on how well it matches the original vision and whether the background edits fit with and enhance the footage without noticeable errors.
Evaluation 6
I have learned a lot from constructing this product. I used various technologies like Tumblr, Slideshare, Wikipedia for research and planning. Tumblr was especially useful for uploading different media types. I filmed with a Canon camera and tripod, though sound quality was poor. Final Cut Pro was used for editing, which took practice to learn. I created idents in Blender which took several hours. Both YouTube and Vimeo were tested for uploading, but Vimeo had better quality and was less prone to crashing than YouTube.
Critical question 4
The document discusses how various technologies were used at different stages of a music video project. Online platforms like YouTube and Google Blogger were used for research and documentation. An iPhone and Canon camera were used to film footage in Italy and Kenya. Adobe Premier Pro was used to edit the video, adding effects and syncing the audio. Photoshop and InDesign were used to design the digital packaging. A Wix website was created to promote the artist, adding images, video links, and a tracklist.
Fetc 2010
This document introduces free online tools that can be used to improve student achievement, including wikis, Animoto, Voki, Blabberize, Glogster, Audacity, Jing, and SlideShare. The schedule provides an overview of the workshops, which will demonstrate how to create and use wikis, make videos with Animoto, make avatars with Voki, add sound to images with Blabberize, make interactive posters with Glogster, record and edit audio with Audacity, take screenshots with Jing, and share slideshows with SlideShare. Participants will learn how to incorporate these tools into their teaching and have students collaborate online through a wiki.
Eq4
The student used various media technologies at different stages of their music video project. In the planning stage, they created storyboards using post-it notes that could be easily moved, and used their phone to communicate and conduct research. They filmed using DSLR cameras and documented the process. For editing, they used iMovie and Photoshop, learning skills from online tutorials. The internet provided invaluable research resources and a way to plan with their partner.
New Tools for Art and Content - Artificial Intelligence and Machine Learning
Gentle overview of Machine Learning for Artists.
It covers new era defining prototypes for art powered by AI along with description on how Neural Networks work and how they generate images.
This deck is based on several public talks that I gave including CG Event and What's Next conferences.
Beyond Youtube
Michael Farina presents a lecture on video search, alternatives to Youtube, and the future directions of interactive video at Yale's Center for Collaborative Learning.
Originally delivered on January 27, 2009, as a part of the CLC's lecture series, Teaching with Technology Tuesdays.
Presenting the film making research
1) The document discusses planning for a low-budget music video shoot. It considers using different filming techniques, such as handheld camera movement and leaving space above the subject's head.
2) Researching online how to shoot music videos with a low budget provided some useful ideas, such as tearing paper, but the writer had concerns about replicating some techniques due to budget and space constraints.
3) The plan is to create a makeshift backdrop by taping large sheets of paper to a wall in the backyard and lighting it, to serve as the setting for the music video shoot on a limited budget.
Production log
The document is a production log for a short film called "Luke Finlay IG3 Short Film". It summarizes key events in the pre-production, filming, and early editing process of the film over several months. Meetings were held to plan the shoot dates and equipment needs. Footage was captured at various locations and uploaded for editing. Editing began in Adobe Premiere, and title sequences were created in After Effects. Additional filming was done to supplement existing footage.
Week 2
This document provides instructions and resources for importing movies and music into iMovie from an external hard drive. It discusses connecting devices, importing options in iMovie, moving projects and events to an external hard drive. It also provides links to online guides and manuals. The document lists music and sound effects to explore, including recommendations to experience music alone and note feelings. It discusses copyright and permissions as well as ways to find, get and edit music, including blogs, YouTube, and using GarageBand. Tasks are outlined involving presenting on unfamiliar music, compiling a music blog list, creating an online scrapbook, and joining a Facebook group.
How did you use media technologies in the
The document discusses the various media technologies the author used at different stages of creating a music video project. In the planning stage, the author used Vimeo to research previous student music videos, YouTube to find existing music videos and select a song, and the internet to research the selected artist and song. During production, the author used a still camera to take photos, and YouTube to listen to the song. After production, the author experimented with different ways to present work online, including GIFs, Photobucket, PowerPoint, Prezi, Scribd, and Microsoft Word tables.
Lights! Camera! Action! Video Projects
This document provides an overview of video project ideas for language learners and educators. It lists various types of video projects such as movie trailers, news reports, music videos, how-to videos, and more. It also includes resources for creating videos through storyboarding, filming, editing, adding music and special effects. Suggestions are made for video creation apps and websites. Guidance is offered on filming techniques, hosting and sharing completed videos.
Question 4 Evaluation- A2 Media
The document discusses the process of creating a music video. The team used the internet to research existing music video designs for inspiration. They also used YouTube to find existing music videos from different genres to help generate ideas. The team decided to base their video on a song by an artist named Princess Landa, though she proved unreliable. They used digital video cameras and Final Cut Pro to record and edit footage. Creating the black and white effect and syncing audio proved time consuming. The creator documented the process on a blog site.
Evaluation Q4 part 1 of 2
The document discusses how Laura used various media technologies in researching, planning, constructing, and evaluating her documentary on the refugee crisis. She conducted online research using news reports and articles. She created mood boards and analyzed other documentaries. Planning involved mind maps, test filming, and audience research. Construction included editing footage in Final Cut Pro, addressing audio issues, and using fair use of online news videos. Evaluation comprised of audience feedback. Laura leveraged numerous online resources and software at each stage of her documentary process.
q4 evaluation
The student used various media technologies throughout the construction, research, planning and evaluation of their music video project. They used the internet extensively for research on YouTube, Wikipedia and their school's website. They also used Google Images, Blogger, and their smartphone to upload research. Video editing software like iMovie, Final Cut Express, and Photoshop were used to construct and edit the video.
Presentation on penny
Our short film 'Penny' focuses on how a penny brings luck to everyone who touches it, without using any dialogue. We planned filming in one day but had to redo some parts during editing. Software issues caused problems but we overcame them. Presenting our work on a blog allowed easy access. Our film was a success despite obstacles. Audience feedback was very positive about the unusual plot and film techniques.
Tv credits evalutation
This document provides an evaluation of credits for a TV task. It discusses the costumes, locations, effects, and filming process used to create a 9 keyframe sequence. Challenges including finding appropriate music, dealing with noise from a nearby road during filming, and rendering issues are also addressed. Skills learned through the project include editing in Final Cut Pro, organization, and title design. The final production is deemed appropriate for ages 12+ due to some potentially scary elements and mild language.
Tv credits evalutation
This document provides an evaluation of credits for a TV task. It discusses the costumes, locations, effects, and filming process used to create a 9 keyframe sequence. Challenges including finding appropriate music, dealing with noise from a nearby road during filming, and rendering issues are also addressed. Skills learned through the project include editing in Final Cut Pro, organization, and title design. The final production is deemed appropriate for ages 12+ due to some potentially scary elements and mild language.
Q4
The document describes the various media technologies used by the author at different stages of creating a music video project.
In the planning and research stages, the author used Blogger to document research and gather feedback. PowerPoint presentations were uploaded to SlideShare and embedded in blogs. Google was used for research on filming locations, transitions, and travel times. YouTube hosted draft videos and allowed embedding in blogs.
During filming, the author used a Nikon DSLR camera, macro and zoom lenses, and a tripod. Fairy lights were added for backdrop lighting.
Final Cut Pro was used for editing, organizing footage, adding effects and transitions. Photoshop refined photos for digipaks and magazines.
Advanced portfolio evaluation
The document discusses the creation of a music video for the song "Sleepless Nights". Some key points:
1) The video uses aspects of voyeurism by observing the main character without their knowledge and follows them through various locations over the course of a sleepless night.
2) Shots are cut to the beat of the music and the tempo of certain parts, like speeding up shots during the chorus.
3) The video aims to represent the experiences of someone having a sleepless night in a visually interesting way, though it is difficult to directly connect the visuals to the lyrics.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
A2 media production log
Max created a music video project in Adobe Premier Pro. He filmed scenes with actors and added markers to the timeline corresponding to parts of the song. Some scenes needed to be refilmed to avoid depicting recreational drug use. Max added effects like lens flare and warp stabilizer. He completed the first draft, then tweaked it and added new footage. The final video was uploaded to YouTube. Max's partner Jake created a digital album cover and magazine ad in Photoshop to accompany the video.
How did you use new technologies in the
The group used various technologies at different stages of their music video project. In production, they used a digital camera to film and iMovie to edit. They added effects and transitions in iMovie. For their poster and CD cover, they used Fireworks to create synergy between the main character's eyes used on both. In research, they used the internet and programs like Google and Photoshop. They conducted audience research through surveys and a flip camera. They created a storyboard animatic to plan filming. For evaluation, they used Prezi and Slideshare to present and embedded their final video on YouTube and their blog.
A2 Media - Question Four
The document discusses the use of various media technologies in creating a music video project. YouTube and Google were used extensively for research, allowing the viewing of music videos and images to analyze conventions. Adobe Premiere Pro and After Effects were the primary editing software used to cut clips, add effects, and merge the final video. Some challenges included incompatible file versions between home and school computers, and long export/import times. Overall, most of the technologies were deemed successful in completing the project, though a professional camera may have further improved quality.
Project 1 powerpoint
The document describes a student's project to create a music video for the song "One Day" by Matisyahu. They had difficulties filming due to issues with equipment and assistance. They ended up filming locations around their hometown alone and spent many hours learning to edit the video using iMovie. In the end, they completed the video and learned the importance of self-reliance.
EVALUATION QUESTION 4
The group used various technologies at different stages of their music video project. In production, they used a digital camera to film and iMovie to edit footage and add effects. For their poster and CD cover, they used Fireworks to create synergy between the main character's eyes on both. In research, they used the internet, Google, and Photoshop. They conducted audience research using a flip camera. Their planning and ideas were documented on a blog. They created a storyboard animatic and evaluated their work using Prezi and Slideshare, uploading the final video to YouTube.
Evaluation for video
The document discusses conventions used in folk music videos that inspired the editing, lighting, and structure of the student's own music video. It summarizes techniques seen in other folk videos like slow, paused editing; high key natural lighting; and switching between performance and narrative scenes. The document also discusses design elements of the student's website that drew from other folk artists' websites and albums, such as color schemes, banner layouts, and referencing the video's imagery. Areas for potential improvement in the student's video are identified based on feedback, such as strengthening the narrative and avoiding detached shots.
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New Tools for Art and Content - Artificial Intelligence and Machine Learning
Gentle overview of Machine Learning for Artists.
It covers new era defining prototypes for art powered by AI along with description on how Neural Networks work and how they generate images.
This deck is based on several public talks that I gave including CG Event and What's Next conferences.
Beyond Youtube
Michael Farina presents a lecture on video search, alternatives to Youtube, and the future directions of interactive video at Yale's Center for Collaborative Learning.
Originally delivered on January 27, 2009, as a part of the CLC's lecture series, Teaching with Technology Tuesdays.
Presenting the film making research
1) The document discusses planning for a low-budget music video shoot. It considers using different filming techniques, such as handheld camera movement and leaving space above the subject's head.
2) Researching online how to shoot music videos with a low budget provided some useful ideas, such as tearing paper, but the writer had concerns about replicating some techniques due to budget and space constraints.
3) The plan is to create a makeshift backdrop by taping large sheets of paper to a wall in the backyard and lighting it, to serve as the setting for the music video shoot on a limited budget.
Production log
The document is a production log for a short film called "Luke Finlay IG3 Short Film". It summarizes key events in the pre-production, filming, and early editing process of the film over several months. Meetings were held to plan the shoot dates and equipment needs. Footage was captured at various locations and uploaded for editing. Editing began in Adobe Premiere, and title sequences were created in After Effects. Additional filming was done to supplement existing footage.
Week 2
This document provides instructions and resources for importing movies and music into iMovie from an external hard drive. It discusses connecting devices, importing options in iMovie, moving projects and events to an external hard drive. It also provides links to online guides and manuals. The document lists music and sound effects to explore, including recommendations to experience music alone and note feelings. It discusses copyright and permissions as well as ways to find, get and edit music, including blogs, YouTube, and using GarageBand. Tasks are outlined involving presenting on unfamiliar music, compiling a music blog list, creating an online scrapbook, and joining a Facebook group.
How did you use media technologies in the
The document discusses the various media technologies the author used at different stages of creating a music video project. In the planning stage, the author used Vimeo to research previous student music videos, YouTube to find existing music videos and select a song, and the internet to research the selected artist and song. During production, the author used a still camera to take photos, and YouTube to listen to the song. After production, the author experimented with different ways to present work online, including GIFs, Photobucket, PowerPoint, Prezi, Scribd, and Microsoft Word tables.
Lights! Camera! Action! Video Projects
This document provides an overview of video project ideas for language learners and educators. It lists various types of video projects such as movie trailers, news reports, music videos, how-to videos, and more. It also includes resources for creating videos through storyboarding, filming, editing, adding music and special effects. Suggestions are made for video creation apps and websites. Guidance is offered on filming techniques, hosting and sharing completed videos.
Question 4 Evaluation- A2 Media
The document discusses the process of creating a music video. The team used the internet to research existing music video designs for inspiration. They also used YouTube to find existing music videos from different genres to help generate ideas. The team decided to base their video on a song by an artist named Princess Landa, though she proved unreliable. They used digital video cameras and Final Cut Pro to record and edit footage. Creating the black and white effect and syncing audio proved time consuming. The creator documented the process on a blog site.
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Similar to All my videos
Evaluation Q4 part 1 of 2
The document discusses how Laura used various media technologies in researching, planning, constructing, and evaluating her documentary on the refugee crisis. She conducted online research using news reports and articles. She created mood boards and analyzed other documentaries. Planning involved mind maps, test filming, and audience research. Construction included editing footage in Final Cut Pro, addressing audio issues, and using fair use of online news videos. Evaluation comprised of audience feedback. Laura leveraged numerous online resources and software at each stage of her documentary process.
q4 evaluation
The student used various media technologies throughout the construction, research, planning and evaluation of their music video project. They used the internet extensively for research on YouTube, Wikipedia and their school's website. They also used Google Images, Blogger, and their smartphone to upload research. Video editing software like iMovie, Final Cut Express, and Photoshop were used to construct and edit the video.
Presentation on penny
Our short film 'Penny' focuses on how a penny brings luck to everyone who touches it, without using any dialogue. We planned filming in one day but had to redo some parts during editing. Software issues caused problems but we overcame them. Presenting our work on a blog allowed easy access. Our film was a success despite obstacles. Audience feedback was very positive about the unusual plot and film techniques.
Tv credits evalutation
This document provides an evaluation of credits for a TV task. It discusses the costumes, locations, effects, and filming process used to create a 9 keyframe sequence. Challenges including finding appropriate music, dealing with noise from a nearby road during filming, and rendering issues are also addressed. Skills learned through the project include editing in Final Cut Pro, organization, and title design. The final production is deemed appropriate for ages 12+ due to some potentially scary elements and mild language.
Tv credits evalutation
This document provides an evaluation of credits for a TV task. It discusses the costumes, locations, effects, and filming process used to create a 9 keyframe sequence. Challenges including finding appropriate music, dealing with noise from a nearby road during filming, and rendering issues are also addressed. Skills learned through the project include editing in Final Cut Pro, organization, and title design. The final production is deemed appropriate for ages 12+ due to some potentially scary elements and mild language.
Q4
The document describes the various media technologies used by the author at different stages of creating a music video project.
In the planning and research stages, the author used Blogger to document research and gather feedback. PowerPoint presentations were uploaded to SlideShare and embedded in blogs. Google was used for research on filming locations, transitions, and travel times. YouTube hosted draft videos and allowed embedding in blogs.
During filming, the author used a Nikon DSLR camera, macro and zoom lenses, and a tripod. Fairy lights were added for backdrop lighting.
Final Cut Pro was used for editing, organizing footage, adding effects and transitions. Photoshop refined photos for digipaks and magazines.
Advanced portfolio evaluation
The document discusses the creation of a music video for the song "Sleepless Nights". Some key points:
1) The video uses aspects of voyeurism by observing the main character without their knowledge and follows them through various locations over the course of a sleepless night.
2) Shots are cut to the beat of the music and the tempo of certain parts, like speeding up shots during the chorus.
3) The video aims to represent the experiences of someone having a sleepless night in a visually interesting way, though it is difficult to directly connect the visuals to the lyrics.
Evaluation of sunderland college trailer
The document summarizes a group's process in creating a promotional trailer for Sunderland College. They filmed around campus using iPhones to get footage of areas with a comedic twist. In Premier Pro, they edited the footage together with a rock song, using cuts and learning editing tools. Their finished product achieved their goal of a funny trailer that also showed the college. They learned to allocate more time for planning, filming, and editing future projects.
A2 media production log
Max created a music video project in Adobe Premier Pro. He filmed scenes with actors and added markers to the timeline corresponding to parts of the song. Some scenes needed to be refilmed to avoid depicting recreational drug use. Max added effects like lens flare and warp stabilizer. He completed the first draft, then tweaked it and added new footage. The final video was uploaded to YouTube. Max's partner Jake created a digital album cover and magazine ad in Photoshop to accompany the video.
How did you use new technologies in the
The group used various technologies at different stages of their music video project. In production, they used a digital camera to film and iMovie to edit. They added effects and transitions in iMovie. For their poster and CD cover, they used Fireworks to create synergy between the main character's eyes used on both. In research, they used the internet and programs like Google and Photoshop. They conducted audience research through surveys and a flip camera. They created a storyboard animatic to plan filming. For evaluation, they used Prezi and Slideshare to present and embedded their final video on YouTube and their blog.
A2 Media - Question Four
The document discusses the use of various media technologies in creating a music video project. YouTube and Google were used extensively for research, allowing the viewing of music videos and images to analyze conventions. Adobe Premiere Pro and After Effects were the primary editing software used to cut clips, add effects, and merge the final video. Some challenges included incompatible file versions between home and school computers, and long export/import times. Overall, most of the technologies were deemed successful in completing the project, though a professional camera may have further improved quality.
Project 1 powerpoint
The document describes a student's project to create a music video for the song "One Day" by Matisyahu. They had difficulties filming due to issues with equipment and assistance. They ended up filming locations around their hometown alone and spent many hours learning to edit the video using iMovie. In the end, they completed the video and learned the importance of self-reliance.
EVALUATION QUESTION 4
The group used various technologies at different stages of their music video project. In production, they used a digital camera to film and iMovie to edit footage and add effects. For their poster and CD cover, they used Fireworks to create synergy between the main character's eyes on both. In research, they used the internet, Google, and Photoshop. They conducted audience research using a flip camera. Their planning and ideas were documented on a blog. They created a storyboard animatic and evaluated their work using Prezi and Slideshare, uploading the final video to YouTube.
Evaluation for video
The document discusses conventions used in folk music videos that inspired the editing, lighting, and structure of the student's own music video. It summarizes techniques seen in other folk videos like slow, paused editing; high key natural lighting; and switching between performance and narrative scenes. The document also discusses design elements of the student's website that drew from other folk artists' websites and albums, such as color schemes, banner layouts, and referencing the video's imagery. Areas for potential improvement in the student's video are identified based on feedback, such as strengthening the narrative and avoiding detached shots.
How to lose a zombie in 10 days evaluation
The document provides an evaluation of a student project to create the opening titles for a sci-fi/fantasy TV show called "How to Lose a Zombie in 10 Days". The student researched similar shows and films for inspiration. Key influences included the titles of "Juno" and "Zombieland". GarageBand and Final Cut Pro were used to create the soundtrack and edit the titles. While the final product did not fully achieve the student's original vision, it met the project goals and target teenage audience. Areas for improvement include additional filming angles. Overall, the experience provided skills development in using creative software and collaboration.
6. What have you learnt about technologies from the process of constructing t...
Through constructing a film project using various technologies, the student learned several things:
1) How to use an HD digital camcorder to shoot footage and capture depth of field, angles, and effective shots.
2) How to use an Apple Mac, including programs like Final Cut Pro, iMovie, GarageBand, and navigating the Mac interface.
3) How to edit video using Final Cut Pro, including trimming, adding sound, and customizing titles.
4) How to use GarageBand to edit music loops for the film's soundtrack.
5) How to use blogger, slideshare, prezi, youtube, and soundcloud to document the project online.
Evaluation 6
Harriet Bibby evaluated the technologies used to construct a film product. She used various websites for planning and research, such as the UK Film Council website and IMDB. During construction, she learned to use a digital camera and Movie Studio Platinum for editing. While the camera and software were initially difficult, she gained experience over time. Sound recording and matching sounds to video footage posed challenges. Overall, Harriet found that internet research, Movie Studio Platinum for editing, and blogging were the most useful technologies, though some software had reliability issues.
Evaluation 6
Harriet Bibby evaluated the technologies used to construct a film product. She used various websites for planning and research, such as the UK Film Council website and IMDB. During construction, she learned to use a digital camera and Movie Studio Platinum for editing. While the camera and software were initially difficult, she gained experience over time. Sound recording and matching sounds to video footage presented challenges. Overall, Harriet found that internet research, Movie Studio Platinum for editing, and blogging were the most useful technologies, though some software had reliability issues.
Technologies
The document discusses the production of a film opening scene. It describes using a Fujifilm camera that captured high quality video and audio despite its compact size. iMovie was used for editing, and while initially challenging to learn, allowed the incorporation of sound effects to enhance the title scene. Focus groups and questionnaires were used during the production and evaluation process to gather audience feedback on theme and finished product. The work was posted online for review by teachers and examiners.
Technologies
The document discusses the production of a film opening scene. It describes using a Fujifilm camera that captured high quality video and audio despite its compact size. iMovie was used for editing, and while initially challenging to learn, allowed the incorporation of sound effects to enhance the title scene. Focus groups and questionnaires were used during the production and evaluation process to gather audience feedback on theme and finished product. The work was posted online for review by teachers and examiners.
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6. What have you learnt about technologies from the process of constructing t...
6. What have you learnt about technologies from the process of constructing t...
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三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(Mercer毕业证书)摩斯大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(Mercer毕业证书)摩斯大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
Know about the five famous artists who have transitioned to Big Band Music from Swing Music. Here is a glimpse of their work and contributions.
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
A legendary musician records an intricate song designed to show off his expert bass guitar chops at a historical Los Angeles studio.
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Leonardo DiCaprio Super Bowl: Hollywood Meets America’s Favorite Game
Introduction
Leonardo DiCaprio is synonymous with Hollywood stardom and acclaimed performances. has a unique connection with one of America's most beloved sports events—the Super Bowl. The "Leonardo DiCaprio Super Bowl" phenomenon combines the worlds of cinema and sports. drawing attention from fans of both domains. This article delves into the multifaceted relationship between DiCaprio and the Super Bowl. exploring his appearances at the event, His involvement in Super Bowl advertisements. and his cultural impact that bridges the gap between these two massive entertainment industries.
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Leonardo DiCaprio: The Hollywood Icon
Early Life and Career Beginnings
Leonardo Wilhelm DiCaprio was born in Los Angeles, California, on November 11, 1974. His journey to stardom began at a young age with roles in television commercials and educational programs. DiCaprio's breakthrough came with his portrayal of Luke Brower in the sitcom "Growing Pains" and later as Tobias Wolff in "This Boy's Life" (1993). where he starred alongside Robert De Niro.
Rise to Stardom
DiCaprio's career skyrocketed with his performance in "What's Eating Gilbert Grape" (1993). earning him his first Academy Award nomination. He continued to gain acclaim with roles in "Romeo + Juliet" (1996) and "Titanic" (1997). the latter of which cemented his status as a global superstar. Over the years, DiCaprio has showcased his versatility in films like "The Aviator" (2004). "Start" (2010), and "The Revenant" (2015), for which he finally won an Academy Award for Best Actor.
Environmental Activism
Beyond his film career, DiCaprio is also renowned for his environmental activism. He established the Leonardo DiCaprio Foundation in 1998, focusing on global conservation efforts. His commitment to ecological issues often intersects with his public appearances. including those related to the Super Bowl.
The Super Bowl: An American Institution
History and Significance
The Super Bowl is the National Football League (NFL) championship game. is one of the most-watched sporting events in the world. First played in 1967, the Super Bowl has evolved into a cultural phenomenon. featuring high-profile halftime shows, memorable advertisements, and significant media coverage. The event attracts a diverse audience, from avid sports fans to casual viewers. making it a prime platform for celebrities to appear.
Entertainment and Advertisements
The Super Bowl is not only about football but also about entertainment. The halftime show features performances by some of the biggest names in the music industry. while the commercials are often as anticipated as the game itself. Companies invest millions in Super Bowl ads. creating iconic and sometimes controversial commercials that capture public attention.
Leonardo DiCaprio's Super Bowl Appearances
A Celebrity Among the Fans
Leonardo DiCaprio's presence at the Super Bowl has noted several times. As a high-profile celebrity. DiCaprio attracts
The Future of Independent Filmmaking Trends and Job Opportunities
The landscape of independent filmmaking is evolving at an unprecedented pace. Technological advancements, changing consumer preferences, and new distribution models are reshaping the industry, creating new opportunities and challenges for filmmakers and film industry jobs. This article explores the future of independent filmmaking, highlighting key trends and emerging job opportunities.
Sara Saffari: Turning Underweight into Fitness Success at 23
Uncover the remarkable journey of Sara Saffari, whose transformation from underweight struggles to being recognized as a fitness icon at 23 underscores the importance of perseverance, discipline, and embracing a healthy lifestyle.
The Enigma of the Midnight Canvas, In the heart of Paris
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定制(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书原版一模一样
原版定制【微信:bwp0011】《(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
The Enigmatic Portrait, In the heart of a sleepy town
In the heart of a sleepy town nestled between rolling hills and whispering pines …
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The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
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AUT毕业证假文凭【微信95270640】购买（奥克兰理工大学毕业证成绩单硕士学历）Q微信95270640代办AUT学历认证留信网伪造奥克兰理工大学学位证书精仿奥克兰理工大学本科/硕士文凭证书补办奥克兰理工大学 diplomaoffer,Transcript购买奥克兰理工大学毕业证成绩单购买AUT假毕业证学位证书购买伪造奥克兰理工大学文凭证书学位证书,专业办理雅思、托福成绩单，学生ID卡，在读证明，海外各大学offer录取通知书，毕业证书，成绩单，文凭等材料:1:1完美还原毕业证、offer录取通知书、学生卡等各种在读或毕业材料的防伪工艺（包括 烫金、烫银、钢印、底纹、凹凸版、水印、防伪光标、热敏防伪、文字图案浮雕，激光镭射，紫外荧光，温感光标）学校原版上有的工艺我们一样不会少，不论是老版本还是最新版本，都能保证最高程度还原，力争完美以求让所有同学都能享受到完美的品质服务。
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国外奥克兰理工大学奥克兰理工大学毕业证文凭证书办理过程：
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6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。蜿蜒小溪一直都是山娃和小伙伴们盛夏的天然泳场水不深碎石底石缝里总有摸不尽的鱼虾活蹦乱跳的还有乌龟和王八贼头贼脑的倒也逗人喜爱日上三竿时山娃总爱窜进自家瓜棚里跟小伙伴们坐着聊天聊着聊着便忍不住往瓜田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满这
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
一比一原版(UCSF毕业证)旧金山分校毕业证如何办理
原件一模一样【微信：95270640】【旧金山分校毕业证UCSF学位证成绩单】【微信：95270640】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：95270640】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：95270640】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：95270640】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理旧金山分校毕业证UCSF学位证毕业证offer【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Anasuya Sengupta Cannes 2024 Award Winner
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All my videos
- 1. My Overall Portfolio By Lindsay Alexander
- 2. BARBIES DAY OUT! My overall favourite video that I made was my Barbies day out video which we had to do for homework, I spent so much time making the video I didn’t think i would get it finished on time but luckily I did and it was worth the effort. LINK- http://www.youtube.com/wat ch?v=nHhexbIhBYA
- 3. ZOOM MOVIE PROJECT! I then made my Zoom Movie Project which is different clips of different view points threw a camera and I had to add in sound effects which would match each scene, I enjoyed making this project, was quite hard work. LINK- http://www.youtube.com/watc h?v=ZdVOm6o-8nI
- 4. ABSTRACT MUSIC VIDEO! We then had to choose a song and then make an abstract music video which had different clips in it and you had to try and get each clip to move with the beat of the music, I had fun making this video. LINK- http://www.youtube.com/watch?v=l28zOwv7aU0
- 5. POSTER! We made a website on internet safety through all ages groups from primary school children to college students and gave some information to their parents as well. I created this poster to catch students eyes so that they will read the three simple rules to internet safety.
- 6. GREEN SCREEN PROJECT! My green Screen project was next, in this video we had to use a green screen and film people doing different actions in front of it and then change the background of the movie to suit what there actions are. LINK- http://www.youtube.com/watch?v=D9KwKfs-z6Y
- 7. ELLIE GOULDING! I created a website about Ellie Goulding, we had to choose either one of our favourite bands or singers and I chose her. We learned all the basics on creating a website using dream weaver, I found it quite tricky but once I got the hang of it, it started to get more simple.
- 8. MARS ATTACK SOUNDTRACK! The class then had to get different clips from old mars attack comic strips and then create a stroy to go with the images using sound effects to create a good storyline. Mars Attack soundtrack LINK- http://www.yout ube.com/watch? v=UqIIO8d3eAo
- 9. CARNEGIE AND LAUDER PROJECT! In our final block we made a digital book on Andrew Carnegie and George Lauder. We gathered lots of different images and information all about them and put it into a Digital book. LINK- http://www.youtube.c om/watch?v=5cInSms MytA