The students chose to document the Tower of London's installation of ceramic poppies to commemorate soldiers who died in World War 1. They attended an educational talk about the war and then visited the Tower, where they conducted interviews, took photos and videos, and created a multimedia website and social media accounts to share their coverage of the event. Working as a team, they divided roles but collaborated on all aspects of the project. The assignment was a success and provided an opportunity for the students to learn new multimedia and teamwork skills.
This document summarizes a workshop held to discuss copyright issues with experts and students. [1] Experts and students had separate initial workshops to discuss copyright cases and stereotypes of download lovers and haters. [2] The groups then came together for discussion and a co-creation session where students produced video examples of copyright violations. [3] The goal was to increase youth understanding of copyright and that illegally downloading content is illegal and can have penalties.
The document describes the process of attending and documenting a PETA demonstration in Trafalgar Square on November 1st 2014 to mark World Vegan Day. It discusses the planning process, including researching PETA and veganism, choosing multimedia tools to use, building a website called "PETA: Laid Bare" to share information and media from the event. On the day, the two students documented the "die-in" protest and interviewed participants, though encountered some technical difficulties. They reflected on lessons learned and ways to improve live reporting and attract more traffic to their site.
1. A production schedule was created by Marie and Amar for a sculpture project spanning 4 weeks. It included researching different sculptures, creating presentations, and designing their own sculptures using recycled materials.
2. In week 4, the group came up with ideas for slogans about the environment to put on their sculpture, and chose "THINK BEFORE YOU WASTE, DON'T KILL CRANE FORD". They created a PowerPoint to present to the governors.
3. In week 10, each student had to make 2 mini sculpture versions out of recycled materials, without using tape. One student's sculpture was taken apart when tape was found, and they had to re-make it completely from
The students attended a PETA demonstration in Trafalgar Square to mark World Vegan Day. They documented the event using various multimedia tools and created a website called "PETA: Laid Bare" to share what they learned. The website included pages on PETA, veganism, photos from the protest, and videos. While traffic to the site was low, the students felt they effectively captured and shared information about the issues through an interactive multimedia experience.
The document discusses the origins and founders of Amazon, the webcam, and their impacts. It describes how Jeff Bezos founded Amazon in 1994 after quitting his job on Wall Street to start an online bookstore out of his garage. It also discusses how the webcam was invented at the University of Cambridge to monitor the coffee pot outside their lab, and how Jennifer Ringley launched Jennicam to broadcast her daily life online for 7 years. Both Amazon and webcams introduced new forms of communication and media sharing over the internet.
Greg Groom was interviewed about his career in architecture. He discussed how he got into the field working for his father's firm at a young age. He took over the firm, Brierley Groom, with his brother after their father passed away. The firm has won design awards and operates out of York, England. Greg finds architecture rewarding as people can admire his work, and enjoys designing spaces for clients to enjoy with their families. His proudest project is a lifeboat station in Scarborough.
Harry Groom was also interviewed. He is currently studying architecture at university. Growing up around his father's architecture business interested him in the field. He hopes to take over the family firm one day.
The document provides information about the Vikings in Britain. It discusses the origins of the Vikings in Scandinavia and their beginning of attacks on British coasts around 800 AD. It also describes aspects of Viking life like their religion, houses, clothing, and some of their influential kings. Additionally, it mentions the Vikings' destruction of Lindisfarne Monastery and their eventual defeat at the Battle of Edington in 878 AD by King Alfred the Great of Wessex using Roman battle techniques.
The Vikings originated from Norway, Sweden, and Denmark. They were seafaring pirates and traders who raided coastal areas across Europe between the 8th-11th centuries AD, including Britain. The first Viking raid on Britain occurred in 793 AD at the monastery at Lindisfarne. In response to Viking invasions, King Alfred the Great of Wessex negotiated a treaty that established Danelaw, an area of self-rule for the Vikings. Many Vikings settled permanently in Britain, establishing communities in places like northern and eastern England, Orkney, and Shetland. They lived as farmers and traders and followed Norse pagan religious beliefs.
This document summarizes a workshop held to discuss copyright issues with experts and students. [1] Experts and students had separate initial workshops to discuss copyright cases and stereotypes of download lovers and haters. [2] The groups then came together for discussion and a co-creation session where students produced video examples of copyright violations. [3] The goal was to increase youth understanding of copyright and that illegally downloading content is illegal and can have penalties.
The document describes the process of attending and documenting a PETA demonstration in Trafalgar Square on November 1st 2014 to mark World Vegan Day. It discusses the planning process, including researching PETA and veganism, choosing multimedia tools to use, building a website called "PETA: Laid Bare" to share information and media from the event. On the day, the two students documented the "die-in" protest and interviewed participants, though encountered some technical difficulties. They reflected on lessons learned and ways to improve live reporting and attract more traffic to their site.
1. A production schedule was created by Marie and Amar for a sculpture project spanning 4 weeks. It included researching different sculptures, creating presentations, and designing their own sculptures using recycled materials.
2. In week 4, the group came up with ideas for slogans about the environment to put on their sculpture, and chose "THINK BEFORE YOU WASTE, DON'T KILL CRANE FORD". They created a PowerPoint to present to the governors.
3. In week 10, each student had to make 2 mini sculpture versions out of recycled materials, without using tape. One student's sculpture was taken apart when tape was found, and they had to re-make it completely from
The students attended a PETA demonstration in Trafalgar Square to mark World Vegan Day. They documented the event using various multimedia tools and created a website called "PETA: Laid Bare" to share what they learned. The website included pages on PETA, veganism, photos from the protest, and videos. While traffic to the site was low, the students felt they effectively captured and shared information about the issues through an interactive multimedia experience.
The document discusses the origins and founders of Amazon, the webcam, and their impacts. It describes how Jeff Bezos founded Amazon in 1994 after quitting his job on Wall Street to start an online bookstore out of his garage. It also discusses how the webcam was invented at the University of Cambridge to monitor the coffee pot outside their lab, and how Jennifer Ringley launched Jennicam to broadcast her daily life online for 7 years. Both Amazon and webcams introduced new forms of communication and media sharing over the internet.
Greg Groom was interviewed about his career in architecture. He discussed how he got into the field working for his father's firm at a young age. He took over the firm, Brierley Groom, with his brother after their father passed away. The firm has won design awards and operates out of York, England. Greg finds architecture rewarding as people can admire his work, and enjoys designing spaces for clients to enjoy with their families. His proudest project is a lifeboat station in Scarborough.
Harry Groom was also interviewed. He is currently studying architecture at university. Growing up around his father's architecture business interested him in the field. He hopes to take over the family firm one day.
The document provides information about the Vikings in Britain. It discusses the origins of the Vikings in Scandinavia and their beginning of attacks on British coasts around 800 AD. It also describes aspects of Viking life like their religion, houses, clothing, and some of their influential kings. Additionally, it mentions the Vikings' destruction of Lindisfarne Monastery and their eventual defeat at the Battle of Edington in 878 AD by King Alfred the Great of Wessex using Roman battle techniques.
The Vikings originated from Norway, Sweden, and Denmark. They were seafaring pirates and traders who raided coastal areas across Europe between the 8th-11th centuries AD, including Britain. The first Viking raid on Britain occurred in 793 AD at the monastery at Lindisfarne. In response to Viking invasions, King Alfred the Great of Wessex negotiated a treaty that established Danelaw, an area of self-rule for the Vikings. Many Vikings settled permanently in Britain, establishing communities in places like northern and eastern England, Orkney, and Shetland. They lived as farmers and traders and followed Norse pagan religious beliefs.
Group presentation kotryna, mychael, magnhildKotrynaB
The group presented on their coverage of a Palestinian boycott of Marks & Spencer organized by the Revolutionary Communist Group. They researched the event and organization beforehand. At the event, they live-blogged and interviewed members of the Revolutionary Communist Group, though were unable to interview Marks & Spencer employees. Back from the event, they created a website to share their coverage, though encountered some difficulties uploading content. They reflected on what went well, such as dividing roles and tasks, and areas for improvement like meeting more as a group.
This group created a multimedia website to report on a Palestinian boycott of Marks and Spencer's by the Revolutionary Communist Group. They researched the event and organization in advance, planned social media coverage, and allocated roles for reporting at the event. At the protest, they interviewed Revolutionary Communist Group members but were unable to interview Marks and Spencer employees. They uploaded photos, videos and audio from the event to their website, which included pages on the event background, live blogging and about the group. While social media engagement was low, they felt the assignment went according to plan through collaborative work and individual roles.
This document discusses how a student media project on the topic of "Meninism" utilizes and develops conventions of real media forms such as documentaries, radio advertisements, and magazine listings. It examines conventions found in documentaries like voiceover narration, interviews, and using images to support dialogue. It also discusses conventions of radio advertisements and magazine listings that were referenced, such as length, end slates, and layout. Real documentaries about social issues and internet movements also informed the techniques used.
The document discusses a student's documentary project exploring the Meninism movement. It summarizes:
1) The student was asked to create the opening of a documentary, a magazine listing, and radio trailer on a chosen topic. They decided to explore Meninism, a movement that began as a joke response to feminism on social media.
2) To guide their documentary style, the student researched Bill Nichols' documentary modes and chose to use expository and participatory styles. Their documentary included interviews, vox pops from students, statistics with images/text, and background footage related to the topics discussed.
3) The student studied conventions from similar documentaries to incorporate, such as anonymous interviews
Rachel created a documentary and used various technologies throughout the research, planning, filming, and editing process. During research, she used websites like The Guardian and YouTube to research topics and watch other documentaries for inspiration. Microsoft Word was used to document research findings. Planning was done through storyboards, mind maps in Word, and by blogging. Filming utilized equipment like a Canon camera, tripod, and microphone. Adobe Premiere Pro and Audition were used to edit clips, adjust sound and transitions. A radio trailer was made by extracting clips into GarageBand with a voiceover. Evaluation was done through Word and PowerPoint documents.
The document discusses the use of various media technologies during the research and planning stages of creating a documentary on bullying. It describes how traditional paper-based methods like mind maps and schedules were initially used, followed by extensive online research using news websites, search engines, and video sharing sites to stay up-to-date on current events and gather information. Television station websites and streaming services were also utilized to evaluate potential channels and view other documentaries. Throughout the process, a blog was used to compile all work and showcase the project's development.
The document discusses the use of various media technologies during the research and planning stages of creating a documentary on bullying. It describes how traditional paper-based methods like mind maps and schedules were initially used, followed by extensive online research using news websites, search engines, and video sharing sites to stay up-to-date on current events and gather information. Television station websites and streaming services were also utilized to evaluate potential channels and view other documentaries. Throughout the process, a blog was used to compile all work and showcase the project's development.
The group presented on their coverage of a Palestinian boycott of Marks and Spencer's organized by the Revolutionary Communist Group. They researched the group online in advance and developed a social media strategy. At the event, they struggled to find the protest initially but began interviewing members of the Revolutionary Communist Group, though they were unable to interview any M&S employees. Back at the university, they created a website to share information and their live coverage of the event, though they faced some technical difficulties uploading content. They reflected on the challenges of group work and areas for improvement.
The document summarizes the students' experience covering a protest by the Baluchistan Republican Party (BRP) in Pakistan. They had originally planned to cover a different protest but switched when they found the BRP demonstration was more active. The students interviewed BRP leaders and asylum seekers to understand their perspectives. They produced various multimedia content including videos, photos, and timelines to profile the BRP's campaign for independence from Pakistan on their website. While they faced some challenges adapting to the unplanned change, the students felt they gained valuable experience covering the event and learning about the political issues.
Digital Journalism - Baluchistan Protest - Sabian, Ameet and NathanielNathanielDurman
The document summarizes the students' experience covering a protest by the Baluchistan Republican Party (BRP) in Pakistan. They had originally planned to cover a different protest but switched when they found the BRP demonstration was more active. The students interviewed BRP leaders and asylum seekers to understand their perspectives. They produced various multimedia content including videos, photos, and timelines to profile the BRP's campaign for independence from Pakistan on their website. While they faced some challenges adapting to the unplanned change, the students felt they gained valuable experience covering the protest and learning about the political issues.
Our media product received feedback from audiences that helped us improve. Initially, the video's message was unclear and shots were too similar, losing viewers' interest. Later feedback praised the video's clear message, strong camerawork, and comical approach challenging stereotypes. Surveys showed most found the DigiPaks professionally complemented the video. The hijab-wearing woman with post-it notes referencing 9/11 stood out as portraying labels still attached to individuals. Audiences felt the editing was sharp and the video provided education for all, not just our intended target audience.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers. The documentary fits the participatory genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview on paramedics during the riots. The target audience is broad since the riots impacted the whole country, but excludes children under 13 due to violent content. Archive footage from the riots is used since no documentary has been made yet on this topical event.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers in depth. The documentary fits the participatory documentary genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview relating to the topic of the 2011 London riots. The target audience is wide to reflect widespread exposure to the riots, but excludes young children due to some violent content. The documentary will provide understanding of the riots' severity and impacts by using genuine archive footage of the events.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers in depth. The documentary fits the participatory genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview on paramedics during the riots. The target audience is broad since the riots impacted the whole country, but excludes children under 13 due to violent content. The documentary covers a currently topical issue not yet addressed to help audiences understand the severity and impact of the riots.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers in depth. The documentary fits the participatory genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview on paramedics during the riots. The target audience is broad since the riots impacted the whole country, but excludes children under 13 due to violent content. The documentary offers a unique perspective on the 2011 London riots by focusing on personal impacts through interviews.
1. A production schedule created by Marie and Amar that outlines a 4 week plan for researching, designing, and creating sculptures using recycled materials.
2. In week 1, the group researched different sculptures and presented their findings. In week 2, they focused on environmental issues and presented to the class.
3. In weeks 3 and 4, the group designed logos, chose a title for their sculpture, and worked on creating two mini sculptures and a final large sculpture out of recycled materials. They documented and evaluated the process.
The students produced a documentary on London and created ancillary advertisements, including a magazine ad and radio ad. They studied documentaries like Louis Theroux's to inform their style. Their documentary used establishing shots of London with interviews to give context. They received feedback that helped improve sound quality. Across all products, they maintained consistency with logos, locations, and voiceovers to reinforce their message. They researched using blogs and analyzed films. Planning involved storyboards and test filming. They constructed the documentary using cameras, software, and editing. Evaluation included written and filmed reflections.
Media technologies played a vital role in the construction and research, planning, and evaluation stages. YouTube, Google, and Prezi were used for research purposes such as finding music videos to analyze, researching music theorists, and creating presentations. Planning was done using iPhones to take photos of work, WhatsApp for communication, and Facebook to find artist images. Photoshop and cameras were used to create digipaks and take photos. Wix and Photoshop built the website. A camera filmed the music video, which was then edited using Final Cut Pro and After Effects.
The group met to discuss their upcoming website project. They set important deadlines for the project proposal, finishing the website, and final presentations. They discussed the content and structure of the website, including creating pages for destinations, top lists, and photos. They also planned to make the home page more engaging with a stop motion animation. The target audience is young people and students, aiming to give a feeling of togetherness. They will utilize social media like Facebook, Twitter, and Instagram to engage users. Equipment and software needs were reviewed for filming, photos, and website development.
More Related Content
Similar to Assessment tower of london presentation final
Group presentation kotryna, mychael, magnhildKotrynaB
The group presented on their coverage of a Palestinian boycott of Marks & Spencer organized by the Revolutionary Communist Group. They researched the event and organization beforehand. At the event, they live-blogged and interviewed members of the Revolutionary Communist Group, though were unable to interview Marks & Spencer employees. Back from the event, they created a website to share their coverage, though encountered some difficulties uploading content. They reflected on what went well, such as dividing roles and tasks, and areas for improvement like meeting more as a group.
This group created a multimedia website to report on a Palestinian boycott of Marks and Spencer's by the Revolutionary Communist Group. They researched the event and organization in advance, planned social media coverage, and allocated roles for reporting at the event. At the protest, they interviewed Revolutionary Communist Group members but were unable to interview Marks and Spencer employees. They uploaded photos, videos and audio from the event to their website, which included pages on the event background, live blogging and about the group. While social media engagement was low, they felt the assignment went according to plan through collaborative work and individual roles.
This document discusses how a student media project on the topic of "Meninism" utilizes and develops conventions of real media forms such as documentaries, radio advertisements, and magazine listings. It examines conventions found in documentaries like voiceover narration, interviews, and using images to support dialogue. It also discusses conventions of radio advertisements and magazine listings that were referenced, such as length, end slates, and layout. Real documentaries about social issues and internet movements also informed the techniques used.
The document discusses a student's documentary project exploring the Meninism movement. It summarizes:
1) The student was asked to create the opening of a documentary, a magazine listing, and radio trailer on a chosen topic. They decided to explore Meninism, a movement that began as a joke response to feminism on social media.
2) To guide their documentary style, the student researched Bill Nichols' documentary modes and chose to use expository and participatory styles. Their documentary included interviews, vox pops from students, statistics with images/text, and background footage related to the topics discussed.
3) The student studied conventions from similar documentaries to incorporate, such as anonymous interviews
Rachel created a documentary and used various technologies throughout the research, planning, filming, and editing process. During research, she used websites like The Guardian and YouTube to research topics and watch other documentaries for inspiration. Microsoft Word was used to document research findings. Planning was done through storyboards, mind maps in Word, and by blogging. Filming utilized equipment like a Canon camera, tripod, and microphone. Adobe Premiere Pro and Audition were used to edit clips, adjust sound and transitions. A radio trailer was made by extracting clips into GarageBand with a voiceover. Evaluation was done through Word and PowerPoint documents.
The document discusses the use of various media technologies during the research and planning stages of creating a documentary on bullying. It describes how traditional paper-based methods like mind maps and schedules were initially used, followed by extensive online research using news websites, search engines, and video sharing sites to stay up-to-date on current events and gather information. Television station websites and streaming services were also utilized to evaluate potential channels and view other documentaries. Throughout the process, a blog was used to compile all work and showcase the project's development.
The document discusses the use of various media technologies during the research and planning stages of creating a documentary on bullying. It describes how traditional paper-based methods like mind maps and schedules were initially used, followed by extensive online research using news websites, search engines, and video sharing sites to stay up-to-date on current events and gather information. Television station websites and streaming services were also utilized to evaluate potential channels and view other documentaries. Throughout the process, a blog was used to compile all work and showcase the project's development.
The group presented on their coverage of a Palestinian boycott of Marks and Spencer's organized by the Revolutionary Communist Group. They researched the group online in advance and developed a social media strategy. At the event, they struggled to find the protest initially but began interviewing members of the Revolutionary Communist Group, though they were unable to interview any M&S employees. Back at the university, they created a website to share information and their live coverage of the event, though they faced some technical difficulties uploading content. They reflected on the challenges of group work and areas for improvement.
The document summarizes the students' experience covering a protest by the Baluchistan Republican Party (BRP) in Pakistan. They had originally planned to cover a different protest but switched when they found the BRP demonstration was more active. The students interviewed BRP leaders and asylum seekers to understand their perspectives. They produced various multimedia content including videos, photos, and timelines to profile the BRP's campaign for independence from Pakistan on their website. While they faced some challenges adapting to the unplanned change, the students felt they gained valuable experience covering the event and learning about the political issues.
Digital Journalism - Baluchistan Protest - Sabian, Ameet and NathanielNathanielDurman
The document summarizes the students' experience covering a protest by the Baluchistan Republican Party (BRP) in Pakistan. They had originally planned to cover a different protest but switched when they found the BRP demonstration was more active. The students interviewed BRP leaders and asylum seekers to understand their perspectives. They produced various multimedia content including videos, photos, and timelines to profile the BRP's campaign for independence from Pakistan on their website. While they faced some challenges adapting to the unplanned change, the students felt they gained valuable experience covering the protest and learning about the political issues.
Our media product received feedback from audiences that helped us improve. Initially, the video's message was unclear and shots were too similar, losing viewers' interest. Later feedback praised the video's clear message, strong camerawork, and comical approach challenging stereotypes. Surveys showed most found the DigiPaks professionally complemented the video. The hijab-wearing woman with post-it notes referencing 9/11 stood out as portraying labels still attached to individuals. Audiences felt the editing was sharp and the video provided education for all, not just our intended target audience.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers. The documentary fits the participatory genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview on paramedics during the riots. The target audience is broad since the riots impacted the whole country, but excludes children under 13 due to violent content. Archive footage from the riots is used since no documentary has been made yet on this topical event.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers in depth. The documentary fits the participatory documentary genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview relating to the topic of the 2011 London riots. The target audience is wide to reflect widespread exposure to the riots, but excludes young children due to some violent content. The documentary will provide understanding of the riots' severity and impacts by using genuine archive footage of the events.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers in depth. The documentary fits the participatory genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview on paramedics during the riots. The target audience is broad since the riots impacted the whole country, but excludes children under 13 due to violent content. The documentary covers a currently topical issue not yet addressed to help audiences understand the severity and impact of the riots.
The documentary uses a close-up camera angle for interviews to achieve a steady shot, and incorporates archive footage from a variety of angles to engage audiences. Open-ended questions were used in interviews to allow interviewees to expand on their answers in depth. The documentary fits the participatory genre through interactions with interviewees, location shooting with handheld cameras, and use of archive materials like news footage. Ancillary tasks include advertising posters and a magazine interview on paramedics during the riots. The target audience is broad since the riots impacted the whole country, but excludes children under 13 due to violent content. The documentary offers a unique perspective on the 2011 London riots by focusing on personal impacts through interviews.
1. A production schedule created by Marie and Amar that outlines a 4 week plan for researching, designing, and creating sculptures using recycled materials.
2. In week 1, the group researched different sculptures and presented their findings. In week 2, they focused on environmental issues and presented to the class.
3. In weeks 3 and 4, the group designed logos, chose a title for their sculpture, and worked on creating two mini sculptures and a final large sculpture out of recycled materials. They documented and evaluated the process.
The students produced a documentary on London and created ancillary advertisements, including a magazine ad and radio ad. They studied documentaries like Louis Theroux's to inform their style. Their documentary used establishing shots of London with interviews to give context. They received feedback that helped improve sound quality. Across all products, they maintained consistency with logos, locations, and voiceovers to reinforce their message. They researched using blogs and analyzed films. Planning involved storyboards and test filming. They constructed the documentary using cameras, software, and editing. Evaluation included written and filmed reflections.
Media technologies played a vital role in the construction and research, planning, and evaluation stages. YouTube, Google, and Prezi were used for research purposes such as finding music videos to analyze, researching music theorists, and creating presentations. Planning was done using iPhones to take photos of work, WhatsApp for communication, and Facebook to find artist images. Photoshop and cameras were used to create digipaks and take photos. Wix and Photoshop built the website. A camera filmed the music video, which was then edited using Final Cut Pro and After Effects.
The group met to discuss their upcoming website project. They set important deadlines for the project proposal, finishing the website, and final presentations. They discussed the content and structure of the website, including creating pages for destinations, top lists, and photos. They also planned to make the home page more engaging with a stop motion animation. The target audience is young people and students, aiming to give a feeling of togetherness. They will utilize social media like Facebook, Twitter, and Instagram to engage users. Equipment and software needs were reviewed for filming, photos, and website development.
Similar to Assessment tower of london presentation final (20)
2. 1. What event did we choose?
The Tower of London remembers WW1. 888,246 ceramic poppies were made, each
to represent a soldier that died in support of Britain
2. Why did we choose it?
We chose the event because it was current and it was a big news story as it has
been 100 years since the start of WW1, it was so important to so many people and
still is so important.
3. When did it happen?
The War and Friendships talk we attended was on the 27th October and the day
we attended the Tower of London was on the 29th October.
3. 4. Research into the event beforehand.
We did some background research on the First World War, and the adult talk we
attended,
featured guest speakers, so we did some background research on these
individuals also
5. Planning the event.
As we were the only group in the class to pick our own event we had to find our
own news and background information.
6. Looking at other multimedia websites for ideas,
and what we learnt.
Originally we were doing a Wordpress site so we looked at the example from last
year (damedash2013) to try and get inspiration for layouts. Because we chose
weebly in the end we just thought of our own ideas.
4. 7. How we organised the team.
We allocated roles at the start of the process to help us have a starting point:
Anastasia: Web Editor - Lucy: Multimedia Editor - Lauren:Social Media Editor
We stuck to this plan, but as time went by and we got used to the multimedia tools
and our website, we all got more involved with the different roles.
8. What we did first when we got to the event.
When we first got there we sourced the best places for interviews, photographs
and videos. We did this both inside and out of the tower.
9. How we organised ourselves with regards to
allocating roles and tasks.
Originally we chose three key roles - web editor (Anastasia) social media editor
(Lauren) and multimedia editor (Lucy). Each of us had slightly more input on these
chosen roles e.g I ran two of the social media websites instead of just one.
5. 10. How we completed our tasks throughout the
day: Who did what? How it worked out?
We didn’t religiously stick to any specific tasks. We swapped roles when filming and
interviewing, to ensure we each participated equally, and to give everyone in the
group a chance at gaining or enhancing our skills
11. Digital tools, software and equipment we used.
Digital tools – Twitter, Instagram, Thinglink, Bambuser, Youtube, Nikon cameras,
Weebly, iPhones, iPads, One Drive Photoshop
12. How we identified people to interview.
We decided beforehand that we wanted to interview a range of different aged
individuals. We approached a family, a teenage boy and an old lady that seemed
friendly and willing to speak to us.
6. 13. People we interviewed:
How many? Who? Why? Their perspective?
Estelle James, who gave us an insight into the educational importance of the event.
Emmanuel Batista, who gave us a teenager’s point of view
Christine Farebrother, who felt the event was of great importance
14. How we identified what to film (locations etc).
The three of us decided on what to do by grouping together once we had arrived
and thought ‘what can we film?’ we decided to take it in turns to get a range of
people, old and young to interview.
15. Our website:
Design, sections and links to social media.
We chose the layout as we believed it looked professional an similar to a
newspaper. We decided to choose a theme that showcase a header picture
immediately when you click on the website. The pages we included were: the
Tower of London/War and Friendship including two reviews on the home page, an
"about" page detailing about the event and us, a photo an video gallery page.
Another page we created was a history page of the First World War and brief
educational ideas. The final page we decided was a "coverage" page of what we
had recorded an reported. This included vines, audio interviews, life footage and
social media feeds.
7. 16. Did we publicise our site via social media and
get any traffic? If so, how?
We added the live Twitter feed and the Instagram feed onto our website, to act as
a gateway between the sites. We tweeted about the website from our twitter
accounts throughout the process,and also posted links to the site from our
personal social media websites like Twitter and Facebook. We received over 250
page hits from one weekend alone.
17. The multimedia we produced individually.
Lucy – Instagram account, Thinglink, Bambuser, Youtube, Soundcloud and Vine.
Lauren – Twitter account, Bambuser, Youtube, Soundcloud and Vine. Anastasia –
Facebook page, Bambuser, Audioboom, Youtube, Soundcloud and Vine.
18. The text we produced individually.
Lauren - War and Friendship review, About the Tower of London and About myself
Lucy - Tower of London review and About me
Anastasia - About the talk, About me, History and education and the interview
briefing
http://theseaofred.weebly.com/
8. 19. The photos we took individually.
We all took a lot of photographs throughout the event, but decided to choose a
select few to include on the website. We each have our own slideshow with 8-10
images, and we ensured that none of our photos were too similar, to avoid
repetition for the page viewer
20. Who we interviewed individually.
Lucy – Emanuel Batista, Lauren – Christine Farebrother, Anastasia – Estelle James
and Andy Merry
21. Individually, the tasks completed towards the
assignment. Before the event and during.
As we have stated throughout the presentation we equally shared the roles so that
each of us were doing the same amount of work to make the group assignment
fair. We all took photos, interviewed, recorded videos and wrote pieces for the
assignment.
9. 22. Did the assignment go according to plan?
The assignment went according to plan. We had a basic structure and an idea of
the outcome we wanted, but because nothing was set in stone, it allowed us
flexibility to capture as much multimedia as we could, resulting in us being able to
choose the best from what we had.
23. Three things that work well in our assignment.
1) The event was a success
2) The building of the website was great fun and we learnt a lot.
3) We (the three of us) worked really well as a team, because we worked on
our strengths and weaknesses.
24. Three things we found difficult about this
assignment.
1) Getting quotes on paper and phones when it was raining
2) Not being able to record in the talk
3) Lack of signal in the Tower of London made it harder to live tweet
10. 25. Three ways we could improve this assignment.
Some videos we were unable to film them correctly and horizontally. However in
the editing process, we could’ve attempted to edit the videos to be horizontal.
We could’ve interviewed more people, to gain a wider perspective and opinion on
the event.
In the early stages of the process, we went with Wordpress, but due to technical
difficulties around embedding, we changed to Weebly. The theme we chose only
allowed us to have five pages – so we could’ve spent longer looking for a theme
that would allow us to develop more pages if required
26. Three things we have learned by doing this
assignment.
1) We shouldn’t give up when it gets hard, just find a different platform
2) Embedding
3) Being on camera isn’t that horrible, if you want to get strangers on camera
you have to be comfortable on it too.
27. The skills we need to learn and improve on, to
produce a more successful multimedia website.
1) Embedding things into the website, took us a whole to figure it out and took a
lot of googling.
2) Publish the website earlier in an attempt to drive more traffic
3) Practice more with using the apps in spare time to avoid trouble trying to get
things to work on the day