AS Media, technological
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Using Technology for Media Studies discusses using iMovie for video editing. The document provides tips for using iMovie, including adjusting brightness, sound, filters and transitions. It recommends recording iPhone footage in landscape orientation for better formatting when importing into iMovie. Several websites are mentioned for inspiration, promotion and downloading assets, including YouTube, Facebook and WordPress.
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Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
Media Evaluation - technology
The document discusses various technologies the author learned to use during a course, including:
- Weebly proved difficult to control and embed elements but the author learned over time.
- The author learned to upload and embed videos on Vimeo and YouTube.
- Final Cut Pro was very challenging but the author learned editing techniques like cutting, transitions, and audio/video synchronization.
- iPads had zooming issues but the author learned to use handheld cameras by controlling functions like recording, charging, and transferring footage.
- Presentation software included Prezi, Visme, eMaze, and Powtoon, with Powtoon being the most difficult.
- Other technologies mentioned
Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Media Evaluation - Question 6
The blogger taught the student that embedding videos and photos is useful, but it requires getting used to. When filming, the student learned how to use a Canon camera and external microphone, as well as how to properly focus manually. The student also learned to always check that the external microphone is turned on. When editing with Premiere Pro, the student learned to save work frequently and use the timeline and keyboard shortcuts. GarageBand proved difficult to use for music but practicing beforehand could help. The student discovered new media types and learned lessons about planning, lighting techniques, and avoiding quality loss when exporting between programs.
Question 6 - What have you learnt about technologies from the process of cons...
The document discusses what was learned from constructing a film project using various technologies. It was learned that blogger takes some getting used to but can be useful for embedding videos and photos. When filming, it's better to use manual focus rather than auto focus for more control. It's important to always check that external microphones are turned on. Premier Pro was found to be easy to use for editing. Garage Band requires practice to use effectively for creating soundtracks. Planning for pickup shots and effective lighting were also lessons learned.
Media - Question 6
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogger, filming equipment like a Canon camera and external microphone, editing software like Premier Pro, and music software like Garage Band. The document provides tips for their use, like always checking microphones are on, saving work frequently while editing, and practicing music software before needing it. It also notes challenges like filming at night and issues that can arise from using multiple programs to export a project.
Evaluation 6
Ryan Navarro evaluated the technologies used to construct their product. They learned that the iPhone is handy for tasks like taking photos, recording audio, and research using the Safari app. The Mac enables better work through apps like Final Cut Express. The camera allows taking photos and video of locations and filming. GarageBand enables composing original music. Final Cut Express, YouTube, Prezi, and PowerPoint were also used and provided pros and cons. Overall, Ryan learned the technologies made their work better through capabilities like editing footage, finding music, and creating presentations.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies and software the author learned to use while creating a film project. They had to familiarize themselves with Apple Mac, Final Cut Pro for editing, Livetype for titles/credits, YouTube for uploading, and SlideShare and Blogger for documentation. Prezi was a new presentation tool. The author also learned to use cameras like the Panasonic and SANYO, an SD card to store footage, and a tripod to stabilize shots. Overall the project required learning many new programs and technologies for video editing, uploading, documentation and presentation.
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Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
Media Evaluation - technology
The document discusses various technologies the author learned to use during a course, including:
- Weebly proved difficult to control and embed elements but the author learned over time.
- The author learned to upload and embed videos on Vimeo and YouTube.
- Final Cut Pro was very challenging but the author learned editing techniques like cutting, transitions, and audio/video synchronization.
- iPads had zooming issues but the author learned to use handheld cameras by controlling functions like recording, charging, and transferring footage.
- Presentation software included Prezi, Visme, eMaze, and Powtoon, with Powtoon being the most difficult.
- Other technologies mentioned
Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Media Evaluation - Question 6
The blogger taught the student that embedding videos and photos is useful, but it requires getting used to. When filming, the student learned how to use a Canon camera and external microphone, as well as how to properly focus manually. The student also learned to always check that the external microphone is turned on. When editing with Premiere Pro, the student learned to save work frequently and use the timeline and keyboard shortcuts. GarageBand proved difficult to use for music but practicing beforehand could help. The student discovered new media types and learned lessons about planning, lighting techniques, and avoiding quality loss when exporting between programs.
Question 6 - What have you learnt about technologies from the process of cons...
The document discusses what was learned from constructing a film project using various technologies. It was learned that blogger takes some getting used to but can be useful for embedding videos and photos. When filming, it's better to use manual focus rather than auto focus for more control. It's important to always check that external microphones are turned on. Premier Pro was found to be easy to use for editing. Garage Band requires practice to use effectively for creating soundtracks. Planning for pickup shots and effective lighting were also lessons learned.
Media - Question 6
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogger, filming equipment like a Canon camera and external microphone, editing software like Premier Pro, and music software like Garage Band. The document provides tips for their use, like always checking microphones are on, saving work frequently while editing, and practicing music software before needing it. It also notes challenges like filming at night and issues that can arise from using multiple programs to export a project.
Evaluation 6
Ryan Navarro evaluated the technologies used to construct their product. They learned that the iPhone is handy for tasks like taking photos, recording audio, and research using the Safari app. The Mac enables better work through apps like Final Cut Express. The camera allows taking photos and video of locations and filming. GarageBand enables composing original music. Final Cut Express, YouTube, Prezi, and PowerPoint were also used and provided pros and cons. Overall, Ryan learned the technologies made their work better through capabilities like editing footage, finding music, and creating presentations.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies and software the author learned to use while creating a film project. They had to familiarize themselves with Apple Mac, Final Cut Pro for editing, Livetype for titles/credits, YouTube for uploading, and SlideShare and Blogger for documentation. Prezi was a new presentation tool. The author also learned to use cameras like the Panasonic and SANYO, an SD card to store footage, and a tripod to stabilize shots. Overall the project required learning many new programs and technologies for video editing, uploading, documentation and presentation.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Evaluation question 6 presentation.
The document summarizes the technologies and equipment used to create an opening movie scene, including a digital video camera, tripod, iPod Touch prop, Apple Mac computer, and iMovie editing software. The camera provided good filming quality and was easy to import footage to iMovie. The tripod helped keep the camera stable. iMovie was initially challenging but became easier with practice, allowing the creator to learn editing techniques like adding sound, arranging clips, adding text and transitions.
What have i learnt about the technologies used?
The document discusses the technologies used to construct a product, including an Apple Mac, camera, voice recorder, Wix website builder, Final Cut Express video editing software, Timeglider timeline creator, Bubbl.us mind mapping software, Prezi presentation software, and YouTube. The writer found the Mac and Wix complicated at first but got used to them, and enjoyed the camera, voice recorder, Bubbl.us, and YouTube for their simplicity. Problems included file size limits, long upload/rendering times, and issues publishing timelines.
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.
Evaluation question 6.
The document discusses technologies learned during the process of creating a product. The author learned that capturing good quality photos requires proper equipment like cameras, lighting, tripods, and backdrops. They found that an iPhone camera produced blurry, dark photos compared to a Canon SLR. Photoshop further showed the difference in quality. The author used a PC and various apps for convenience over features, and a PC was more comfortable than a Mac. Blogger was used as a reference and to record progress. Keynote substituted PowerPoint and Word as it can be accessed remotely. Animoto created presentations from images and text. SoundCloud linked relevant music but had copyright issues.
Question 6
From constructing this project, the student learned to use several technologies including iMovie, a video camera, and blogs. While iMovie and the camera were relatively easy to learn, blogs proved more complicated. Overall the student's skills improved but they still feel at a basic level and want to do more tutorials. The whole project relied on technology for constructing and editing the opening sequence.
Evaluation Question 6
Through constructing this product, I have learned how to use various technologies including video editing software like Final Cut Express, audio software like Garageband, blogging platforms like Blogger, and content hosting sites like YouTube. I have gained skills in editing video clips, adding titles and effects, incorporating soundtracks, and publishing my work online. Some of the technologies like Final Cut Express and Garageband took time to learn but allowed me to create a professional-looking final piece.
Question 6
Jacob used his Canon EOS Kiss x5 camera with third-party firmware to film a project, though it lacked image stabilization and had a poor built-in microphone. He struggled with kit lenses that distorted images and were hard to focus. Additional equipment like a Manfrotto tripod, Rode Video Mic, and LED light were used but had limitations. In editing with Final Cut Pro X, he found exposure and audio fixes didn't work well and needed to re-film some scenes. He learned to use his 50mm prime lens more, the importance of good audio capture, and that more lighting is needed than he had for outdoor scenes.
Question 6
The document discusses the author's experiences learning to use various technologies during a school project. They had no prior experience with Mac software but became more comfortable with it over time, though they still prefer Windows. They also learned basic use of a camera, voice recorder, and video editing software like Final Cut Express. However, the author found the website building program Wix frustrating and inconsistent to use, especially at school. YouTube was the simplest program to use for uploading and annotating research videos.
Eval q 6
The student learned several skills regarding technologies from constructing a film project. They learned how to properly operate and set up a camera to record steady footage. They became familiar with using Mac computers, Final Cut Express for editing, Garage Band for music production, Blogger for blogging, Scribd and Prezi for embedding documents, and YouTube for video uploading. Many of the technologies took time to learn how to use effectively due to their complexity, but provided useful features for creating professional quality end products.
Evaluation (Question 4)
The student used various new media technologies at different stages of their media course project. In the planning stage, they used Prezi to create interactive presentations and embedded YouTube videos. They used iMovie to edit video footage that was filmed using Canon and Nikon cameras. Blogger was used to create an online blog to present their work by saving drafts and publishing when ready.
Evaluation question 6*
The student used various technologies for the first time in completing their AS media coursework, including setting up a blog using Blogger to document their process. They used a basic 16GB SD memory card to film footage with a Panasonic HC-V130 camcorder mounted on a tripod. For editing, the student initially used iMovie and received guidance from their teacher, as the software had many technical elements that were new. They also watched YouTube tutorials to learn editing techniques. While an ident was attempted in Adobe After Effects, a basic ident was ultimately created using templates in iMovie. YouTube was used for research, uploading videos, and linking videos to the blog.
First day of editing
Today was the group's first day editing their music video using Final Cut Pro. While they were familiar with the software from past projects, they faced challenges importing corrupted video files and struggled with properly placing markers to denote beats and verses.
Q6
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
EVALUATION QUESTION 4
Cameras, tripods, mounts, and an Apple MacBook Pro were the main media technologies used to film footage and photos during production. Editing software like Final Cut Pro X, Photoshop, and YouTube were used to construct, plan, and evaluate the promotional package. Blogger and storage devices were also important platforms to publish content and store footage. While most technologies worked well, some issues included incompatible file formats between cameras, crashing fonts from DaFont, and lower image quality after exporting from Photoshop.
Uytrea
The document discusses various technologies the author learned to use while constructing a product. The technologies include iMovie for editing videos, a camera/tripod/microphone for filming, and creating a blog. For iMovie, the author learned how to cut clips, add effects like sound and subtitles, and adjust brightness. They also used a tripod for steady shots, a microphone for clear audio, and a camera to film. For the blog, the author learned to add posts, link to pictures, videos and websites for evaluation. The author also filmed and edited a video with a story and learned to use a Mac for the first time.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Q6
The student learned several skills from constructing a film project using various technologies:
1) They learned how to use an Apple Mac operating system including printing screen parts of video and saving edited films.
2) They learned how to use an iPhone to upload photos straight to a blog and conduct research while filming using instant internet access.
3) They learned how to properly use a camcorder with superior image quality and playback clips on the screen to improve filming.
4) They learned how useful the internet is for research and planning through resources like Google.
What have you learnt about technologies from the process of constructing this...
The document discusses the hardware and software used to film an opening sequence for a project. It describes using a Panasonic camcorder and Velbon tripod, and learning how to operate the camcorder but having issues with blurriness and the tripod not always being tall enough. Premier Pro was used for editing, adding titles and sound, and creating a logo, which was a lengthy process due to inexperience. YouTube and Tumblr were used to upload the finished project, with Tumblr having a simple interface but exporting to YouTube taking a long time.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
Q1
The document discusses how the media product challenges and develops conventions of real media products in the horror genre. It uses flashbacks and gruesome imagery like blood to distinguish scenes, drawing from films like Bonnie and Clyde. Props like knives and cigarettes also help establish the horror and film noir genres. Character archetypes and settings like the abandoned warehouse are conventional. While the editing pace challenges conventions by being slower, the camera work and sound design are generally conventional for horror.
Product Overview Banner
This document provides information about business learning programs from Capsim. It lists various business programs including international business strategy, business fundamentals, and business strategy. It also mentions team assessment, assurance of learning, and accreditation services. Contact information is provided to learn more.
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Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Evaluation question 6 presentation.
The document summarizes the technologies and equipment used to create an opening movie scene, including a digital video camera, tripod, iPod Touch prop, Apple Mac computer, and iMovie editing software. The camera provided good filming quality and was easy to import footage to iMovie. The tripod helped keep the camera stable. iMovie was initially challenging but became easier with practice, allowing the creator to learn editing techniques like adding sound, arranging clips, adding text and transitions.
What have i learnt about the technologies used?
The document discusses the technologies used to construct a product, including an Apple Mac, camera, voice recorder, Wix website builder, Final Cut Express video editing software, Timeglider timeline creator, Bubbl.us mind mapping software, Prezi presentation software, and YouTube. The writer found the Mac and Wix complicated at first but got used to them, and enjoyed the camera, voice recorder, Bubbl.us, and YouTube for their simplicity. Problems included file size limits, long upload/rendering times, and issues publishing timelines.
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.
Evaluation question 6.
The document discusses technologies learned during the process of creating a product. The author learned that capturing good quality photos requires proper equipment like cameras, lighting, tripods, and backdrops. They found that an iPhone camera produced blurry, dark photos compared to a Canon SLR. Photoshop further showed the difference in quality. The author used a PC and various apps for convenience over features, and a PC was more comfortable than a Mac. Blogger was used as a reference and to record progress. Keynote substituted PowerPoint and Word as it can be accessed remotely. Animoto created presentations from images and text. SoundCloud linked relevant music but had copyright issues.
Question 6
From constructing this project, the student learned to use several technologies including iMovie, a video camera, and blogs. While iMovie and the camera were relatively easy to learn, blogs proved more complicated. Overall the student's skills improved but they still feel at a basic level and want to do more tutorials. The whole project relied on technology for constructing and editing the opening sequence.
Evaluation Question 6
Through constructing this product, I have learned how to use various technologies including video editing software like Final Cut Express, audio software like Garageband, blogging platforms like Blogger, and content hosting sites like YouTube. I have gained skills in editing video clips, adding titles and effects, incorporating soundtracks, and publishing my work online. Some of the technologies like Final Cut Express and Garageband took time to learn but allowed me to create a professional-looking final piece.
Question 6
Jacob used his Canon EOS Kiss x5 camera with third-party firmware to film a project, though it lacked image stabilization and had a poor built-in microphone. He struggled with kit lenses that distorted images and were hard to focus. Additional equipment like a Manfrotto tripod, Rode Video Mic, and LED light were used but had limitations. In editing with Final Cut Pro X, he found exposure and audio fixes didn't work well and needed to re-film some scenes. He learned to use his 50mm prime lens more, the importance of good audio capture, and that more lighting is needed than he had for outdoor scenes.
Question 6
The document discusses the author's experiences learning to use various technologies during a school project. They had no prior experience with Mac software but became more comfortable with it over time, though they still prefer Windows. They also learned basic use of a camera, voice recorder, and video editing software like Final Cut Express. However, the author found the website building program Wix frustrating and inconsistent to use, especially at school. YouTube was the simplest program to use for uploading and annotating research videos.
Eval q 6
The student learned several skills regarding technologies from constructing a film project. They learned how to properly operate and set up a camera to record steady footage. They became familiar with using Mac computers, Final Cut Express for editing, Garage Band for music production, Blogger for blogging, Scribd and Prezi for embedding documents, and YouTube for video uploading. Many of the technologies took time to learn how to use effectively due to their complexity, but provided useful features for creating professional quality end products.
Evaluation (Question 4)
The student used various new media technologies at different stages of their media course project. In the planning stage, they used Prezi to create interactive presentations and embedded YouTube videos. They used iMovie to edit video footage that was filmed using Canon and Nikon cameras. Blogger was used to create an online blog to present their work by saving drafts and publishing when ready.
Evaluation question 6*
The student used various technologies for the first time in completing their AS media coursework, including setting up a blog using Blogger to document their process. They used a basic 16GB SD memory card to film footage with a Panasonic HC-V130 camcorder mounted on a tripod. For editing, the student initially used iMovie and received guidance from their teacher, as the software had many technical elements that were new. They also watched YouTube tutorials to learn editing techniques. While an ident was attempted in Adobe After Effects, a basic ident was ultimately created using templates in iMovie. YouTube was used for research, uploading videos, and linking videos to the blog.
First day of editing
Today was the group's first day editing their music video using Final Cut Pro. While they were familiar with the software from past projects, they faced challenges importing corrupted video files and struggled with properly placing markers to denote beats and verses.
Q6
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
EVALUATION QUESTION 4
Cameras, tripods, mounts, and an Apple MacBook Pro were the main media technologies used to film footage and photos during production. Editing software like Final Cut Pro X, Photoshop, and YouTube were used to construct, plan, and evaluate the promotional package. Blogger and storage devices were also important platforms to publish content and store footage. While most technologies worked well, some issues included incompatible file formats between cameras, crashing fonts from DaFont, and lower image quality after exporting from Photoshop.
Uytrea
The document discusses various technologies the author learned to use while constructing a product. The technologies include iMovie for editing videos, a camera/tripod/microphone for filming, and creating a blog. For iMovie, the author learned how to cut clips, add effects like sound and subtitles, and adjust brightness. They also used a tripod for steady shots, a microphone for clear audio, and a camera to film. For the blog, the author learned to add posts, link to pictures, videos and websites for evaluation. The author also filmed and edited a video with a story and learned to use a Mac for the first time.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Q6
The student learned several skills from constructing a film project using various technologies:
1) They learned how to use an Apple Mac operating system including printing screen parts of video and saving edited films.
2) They learned how to use an iPhone to upload photos straight to a blog and conduct research while filming using instant internet access.
3) They learned how to properly use a camcorder with superior image quality and playback clips on the screen to improve filming.
4) They learned how useful the internet is for research and planning through resources like Google.
What have you learnt about technologies from the process of constructing this...
The document discusses the hardware and software used to film an opening sequence for a project. It describes using a Panasonic camcorder and Velbon tripod, and learning how to operate the camcorder but having issues with blurriness and the tripod not always being tall enough. Premier Pro was used for editing, adding titles and sound, and creating a logo, which was a lengthy process due to inexperience. YouTube and Tumblr were used to upload the finished project, with Tumblr having a simple interface but exporting to YouTube taking a long time.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
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What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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The document discusses how the media product challenges and develops conventions of real media products in the horror genre. It uses flashbacks and gruesome imagery like blood to distinguish scenes, drawing from films like Bonnie and Clyde. Props like knives and cigarettes also help establish the horror and film noir genres. Character archetypes and settings like the abandoned warehouse are conventional. While the editing pace challenges conventions by being slower, the camera work and sound design are generally conventional for horror.
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This document provides information about business learning programs from Capsim. It lists various business programs including international business strategy, business fundamentals, and business strategy. It also mentions team assessment, assurance of learning, and accreditation services. Contact information is provided to learn more.
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Question 4
The document discusses audience research conducted on a student horror film. A questionnaire was administered after a screening to gauge audience understanding, opinions and reactions. While most understood the basic plot, some were confused about specific details like the identity of the murderer and the reason for questioning a character. However, the audience generally enjoyed the film and rated it as tense, with most saying they would recommend it. The research showed the film was mostly successful in engaging the target audience, but could have provided more clarity on some plot points.
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Question 6
The document discusses how the group used a blog to collaboratively plan and improve their horror film project. They posted planning updates and received feedback to strengthen their work. They analyzed opening sequences of horror films to understand conventions to incorporate. They filmed across four locations using a DSLR camera and equipment for stable shots. Editing issues like desaturating footage and stabilizing shots are described. They chose simple title designs and added visual effects like flashes to denote flashbacks.
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Question 2
The social groups represented in the piece are white males and females, while blacks, the disabled, gay and lesbian groups are left out. The white male detective is portrayed negatively as losing control of the interrogation, while the white female is portrayed as an evil murderer. This challenges ideas of women as weak but reinforces the male role of authority. It also challenges the idea that women are always victims by having the female gain power over the male.
Q2
The document summarizes how social groups are represented and the technical structures used in a film production. The cast consists of a male detective and female criminal protagonist. Stereotypes are not represented and the production subverts conventions by portraying the female in a more positive light who outwits the male. Technically, the female wears formal red and black attire linked to film noir conventions. She remains calm and in control of the conversation through dialogue, while lighting and camera work create mystery and do not give precedence to either character.
Q2
The document summarizes how social groups are represented and the technical structures used in a film production. A male detective interrogates a female criminal suspect. Though traditionally males are portrayed more positively, the production subverts this by having the female outwit the male. Both characters are in their late teens/early 20s. Stereotypes are not represented and the production presents females in a more positive light. Technically, the female's costume and calm demeanor evoke a femme fatale character and film noir conventions. Equal shot time and dialogue are given to both characters to avoid portraying one more prominently.
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Evaluation 6 technology
The document discusses various technologies and skills learned through constructing a film project. It describes learning how to effectively use a digital camera, create and manage social media accounts and blogs, download and incorporate sound effects and slideshows, and learn video editing software like iMovie and Final Cut. The process helped them gain experience with multiple technologies.
What have i learnt about technologies
- The document discusses the author's learning and development with various technologies over the course of a media project. Several technologies were new to the author, including using Macs, tripods, and iMovie.
- Through the project, the author developed skills in camerawork and using iMovie. iMovie allowed for creative effects like adding a black border around a close-up shot.
- Some technologies like Live Type required planning and careful use to position titles correctly in sequences. The author had to redo work with Live Type and font selection due to initial mistakes.
- iMovie offered new capabilities compared to old software, such as adding effects, music, and editing clip duration and speed.
evaluation activity
The student learned to use various technologies through constructing their product. They learned how to use iMovie, including the timeline, cutting clips, and adding audio. They also gained experience using a video camera and tripod. Additionally, the student used blogger for the first time to document their process and share their preliminary task and film. While familiar with YouTube beforehand, they learned how to upload videos by transferring them from a camera to a laptop and then to YouTube.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Question 6 ayaan
Ayaan learned to use several technologies through constructing their media product:
Blogger, which they used to publish their coursework. They also used iMovie to edit their preliminary work and YouTube to upload and embed videos. Slideshare allowed them to include presentations.
Using a camera for their project was challenging, as they had to ensure shots were in focus as the cameraperson. Adobe Premier Pro provided more advanced editing over iMovie, though it took longer to learn. Garageband was used to create and layer background sounds.
Technology
The document discusses various technologies used and learned during a school project. It describes using an online blog to share research, photos, videos and presentations with the group. iMovie was used to edit preliminary and final tasks, including adding credits, music and transitions to videos. Cameras were used to take still photos and video footage of the location and tasks. Apple Mac webcams recorded audience feedback videos. Through constructing the project, the author learned to use an Apple Mac for video editing, properly cut and edit clips in iMovie, and became confident using online blogs, cameras and other technologies.
Evaluation question 4
The student used various media technologies at different stages of their coursework. An Apple Mac was critical for accessing websites, iMovie, and other programs. Blogger was used to upload posts and coursework for public viewing. iMovie helped with preliminary video editing practice. YouTube was used to upload and view videos, as well as research other films. Prezi allowed for navigable presentations. Slideshare published PowerPoints. Adobe Photoshop created magazine covers and effects. A digital camera filmed the short film. Fonts from dafont.com customized the film title.
Evaluation question 4
The student used various media technologies at different stages of their coursework. An Apple Mac was critical for accessing websites, iMovie, and other programs. Blogger was used to upload posts and coursework for public viewing. iMovie helped with preliminary video editing practice. YouTube was used to upload and access videos for research and linking to blogger. Prezi allowed navigation of presentations. Slideshare uploaded PowerPoint presentations to blogger. Adobe Photoshop created magazine covers and effects. A digital camera filmed the short film. Fonts from dafont.com customized the film title.
Evaluation activity 6
The document discusses the process of filming and editing a movie opening. The author became familiar with camera equipment and was able to shoot professionally using a Canon DSLR, tripod, and microphone. At home, the author used Adobe Premiere Pro, which was easier to edit with than iMovie at school. Various effects were added, like integrating opening credits into a fire alarm sound. Photoshop was used to create a studio logo using 3D techniques. The finished opening was exported and uploaded to YouTube.
Media Studies - Evaluation Activity 6
This document summarizes what the director learned about technologies from creating an opening film sequence. They used various equipment like a Canon camera and tripod to film scenes and learned how to focus pull and use different camera effects. Adobe software like Photoshop, Premiere Pro, and After Effects were used for editing, audio editing, visual effects, and linking footage between programs. YouTube tutorials helped teach skills like color correction, stabilizing footage, and removing audio noise. Overall, using various devices, software, and online resources helped the director successfully produce their opening sequence.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Evaluation question 6
The student learned about the strengths and weaknesses of the video camera they used for the project. One strength was that the camera was simple to use, but it took some time to learn how to adjust the tripod and upload footage to the editing software. A weakness was that the camera battery would sometimes run low, preventing filming. The student enjoyed editing the footage in iMovie and found effects like black and white useful for distinguishing flashbacks. They also used simple fade transitions between scenes. GarageBand allowed the student to effectively create intro music and sound effects for the project using skills from a previous music course.
Question 6- What have you learnt about technologies from the process of const...
Using a Canon HD camera enabled filming in good quality with basic features like zooming and playback. A tripod was essential for steady shots and a professional look. Blogger was used to chronologically record production progress. iMovie allowed non-linear editing and previewing of sequences to check quality. YouTube was used to upload cuts and embed videos on the blogger. Adobe After Effects was difficult to learn but enabled creating titles resembling 'The Matrix' through tutorials.
Evaluation question 4
The document discusses the use of various media technologies in the production of a music video. It describes using a camera to record the music video that has a long battery life, touch screen, and easy start/stop recording. Photoshop is mentioned as a complex but useful program for practicing with different tools and images. Google was used for research, definitions, and finding style models. iMovie, described as easy to use, was used to edit the entire music video. Microsoft Word was utilized for planning ideas and scheduling with the filming.
Evaluation question 6
The student learned several skills from filming and editing a short crime drama film. Through filming, the student learned how to properly operate and frame shots with a Canon camera, researched shot types used in crime dramas, and considered how shots would flow together during editing. When editing, the student learned basic editing techniques like cuts and transitions in Premiere Pro, how to ensure clips weren't over-edited, and the importance of sound selection and transitions between music clips. The student also gained experience with using a tripod and researching different music styles.
Evaluation: Question #6
1) In pre-production, the document uses Google for research, an iPhone to record initial ideas and interviews, and PowerPoint, Word, Prezi, and Paint to present findings. YouTube is used to post initial videos and interviews.
2) During production, a Panasonic camera and tripod are used to film shots, while an iPhone records behind-the-scenes videos and vlogs which are edited in iMovie.
3) Post-production uses Final Cut Pro to edit the opening sequence, After Effects for visual effects and the title sequence, 4D Cinema makes the text 3D, and USB/SD cards transfer files between devices.
How did you use media technologies in the
The student used several media technologies for their project. IMovie was used to edit together their trailer, allowing them to add titles and fonts. WordPress helped layout their storyboard online. Photoshop skills improved over the course, enabling editing of layers and adding shapes to images. A Sony Handycam captured clear, stable footage even in dark scenes through auto-adjustment.
Evaluation question 4
The document discusses various tools used for a music video project including a Canon 550D SLR camera for filming and photos, Sony Vegas Pro 11 software for editing, Slideshare to upload presentations, YouTube to upload the rough and final cuts of the video, Photoshop to create an album cover and magazine advert, and Blogger to share progress updates and finished work.
Media question
The document summarizes the research, planning, filming, editing, and blogging process for a movie project. It describes researching opening sequences online, planning with storyboards and an animatic created in iMovie, filming with a camera and tripod, editing footage in iMovie by adding effects and sound, and creating a blog on ItsLearning to present the work. The process helped improve skills with various technologies like iMovie, cameras, and ItsLearning.
Media question
The document summarizes the research, planning, filming, editing, and blogging process for creating a movie opening title sequence. Research involved analyzing other title sequences online and through clips on YouTube. Planning included storyboarding, mind-mapping, and creating an animatic with photos in iMovie. Filming used a handheld camera and tripod, and editing involved importing footage into iMovie to add effects, transitions, titles, and sound. The process was documented in a blog created on ItsLearning.
Similar to AS Media, technological (20)
Question 6- What have you learnt about technologies from the process of const...
Question 6- What have you learnt about technologies from the process of const...
AS Media, technological
- 1. Using Technology for Media Studies.
- 2. Using I-Movie • At the start of this course I chose to use iMovie. Having never done any editing before, I had to work the majority of things out for myself. I tried to work it out mainly independently, however this video really helped me pick up the basics quickly. • https://www.youtube.com/watch?v=J79_0h3 ozS0
- 3. iMovie There is so much you can do on iMovie, but working it all out for yourself can take a while. Adjustments to brightness, sound, filters, slow-motion, transitions, titles, even just importing a video, these are all elements that you have to play around with and get use to. My capability on iMovie has greatly increased since the start of the course. I feel I can make quite impressive, professional looking footage now whilst 6 months ago each video came out very averagely.
- 4. LANSCAPE!!! • For my movie I used and iPhone to record our footage. At the start of the product I had a bad habit of automatically recording the footage in portrait. I learnt that transferring this video on to I-movie ruins the video size. I learnt that when recording with an iPhone always record in LANDSCAPE!!!
- 5. Websites used • We did not use many websites to obtain our final product but,: we used YouTube for inspirations for our video, we used Facebook to publicise our work to the community and obviously Word Press to upload our work. To get the idents we had to use YouTube Downloader.