Ben 3
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1) The preliminary task was a learning experience that showed more needed to be learned about directing, creating videos, and technical skills like video editing software. 2) Between tasks, the document author learned the basics of Final Cut Pro editing software but still had more to learn, which continued as they edited a thriller video. 3) Lessons on the film industry showed that while big budgets enable realistic action, character development and plot are more important to attract audiences than special effects. The author's camera skills also improved through practicing different shot types.
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Evaluation Question 7
The student created a preliminary product and final product for their media studies course. Their research and planning helped them learn various editing, filming, and post-production techniques to incorporate into their final product. These included using different software programs, adding effects like dissolves, and understanding genre conventions. During production of the final project, the student gained experience operating cameras and equipment to capture different shot types. Their final product showed improvement over the preliminary version through stronger editing pace, character development, and shot composition that better fit the genre.
Question 7
In the preliminary task, the filmmaker's skills were more limited, using only match-on-action cuts and the 180-degree rule. However, for the final product, they learned to incorporate close-ups to show detail, mid-shots, panning shots, and improved use of camera equipment. They also gained experience using Apple Macs and video editing programs, allowing them to add credits and music that were not included in the preliminary version. Overall, the filmmaker's skills and knowledge have significantly grown from the initial task to the final product.
Eval q 6
The document discusses technologies learned from constructing a film opening. It discusses learning camera techniques like different shots and angles from practice. Editing software was used to arrange shots and remove unnecessary footage, which the group had to learn. Blogger was used to organize information and upload documents, though the group was unfamiliar with it initially. YouTube was used to upload and embed the finished video, allowing free distribution. Email helped organize filming schedules and share documents and blog links between group members.
Evaluation 7
Through completing the full product, the student learned about the techniques of continuity editing such as the 180 degree rule and match on action shots. They also improved practical skills like shot logging, organization, framing, and editing skills like accurately cutting shots and implementing effects. The student feels they made the most progression in editing and wants to gain more experience with Premiere Pro in the future.
TASK 2- OPPORTUNITIES
This document discusses the opportunities presented in a project for skills development. It identifies opportunities to challenge oneself creatively using new techniques. Technically, it aims to improve skills in photography using a DSLR camera and in Photoshop. Experience with Photoshop and photography would be valuable for jobs in media, graphics, and photography fields. The project also allows for designing different media like banners, cans, and posters to gain experience applicable to design careers.
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
Maisy wilgoss task seven
The student felt their final opening sequence task was more polished than the preliminary task, likely due to having more time. They learned skills like navigating editing software and considering shot composition. While the preliminary task allowed room for improvement and adapting to new equipment, the final task incorporated learned techniques like match cuts, filters, and scripting to create a more dramatic atmosphere fitting the genre. Overall, the student felt more confident in their abilities after completing both tasks.
Question 6 - Draft
The document discusses what the author learned during a coursework involving film production. They learned how to use a DSLR camera and features like shallow focus, deep focus, and pull focus which helped make their film look professional. The author also learned Photoshop skills like using the magic wand and magnetic lasso tools to create logos and posters, improving their digital work. Additionally, they learned to use Final Cut editing software, learning advanced features such as darkening for horror films and general editing skills. The author gained experience using Mac computers which were more convenient than PCs through drag and drop functions.
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Evaluation Question 7
The student created a preliminary product and final product for their media studies course. Their research and planning helped them learn various editing, filming, and post-production techniques to incorporate into their final product. These included using different software programs, adding effects like dissolves, and understanding genre conventions. During production of the final project, the student gained experience operating cameras and equipment to capture different shot types. Their final product showed improvement over the preliminary version through stronger editing pace, character development, and shot composition that better fit the genre.
Question 7
In the preliminary task, the filmmaker's skills were more limited, using only match-on-action cuts and the 180-degree rule. However, for the final product, they learned to incorporate close-ups to show detail, mid-shots, panning shots, and improved use of camera equipment. They also gained experience using Apple Macs and video editing programs, allowing them to add credits and music that were not included in the preliminary version. Overall, the filmmaker's skills and knowledge have significantly grown from the initial task to the final product.
Eval q 6
The document discusses technologies learned from constructing a film opening. It discusses learning camera techniques like different shots and angles from practice. Editing software was used to arrange shots and remove unnecessary footage, which the group had to learn. Blogger was used to organize information and upload documents, though the group was unfamiliar with it initially. YouTube was used to upload and embed the finished video, allowing free distribution. Email helped organize filming schedules and share documents and blog links between group members.
Evaluation 7
Through completing the full product, the student learned about the techniques of continuity editing such as the 180 degree rule and match on action shots. They also improved practical skills like shot logging, organization, framing, and editing skills like accurately cutting shots and implementing effects. The student feels they made the most progression in editing and wants to gain more experience with Premiere Pro in the future.
TASK 2- OPPORTUNITIES
This document discusses the opportunities presented in a project for skills development. It identifies opportunities to challenge oneself creatively using new techniques. Technically, it aims to improve skills in photography using a DSLR camera and in Photoshop. Experience with Photoshop and photography would be valuable for jobs in media, graphics, and photography fields. The project also allows for designing different media like banners, cans, and posters to gain experience applicable to design careers.
Evaluation question 7
The document discusses what the author has learned from their preliminary task to their full media product. They learned improved camera skills like varied shots and angles. Editing skills improved through using Final Cut Pro software. The importance of sound design was realized, like using non-diegetic music. Planning footage and using a tripod results in steadier, more professional video. Overall, progress was made from an unplanned preliminary task to a detailed opening scene through practice and learning skills.
Maisy wilgoss task seven
The student felt their final opening sequence task was more polished than the preliminary task, likely due to having more time. They learned skills like navigating editing software and considering shot composition. While the preliminary task allowed room for improvement and adapting to new equipment, the final task incorporated learned techniques like match cuts, filters, and scripting to create a more dramatic atmosphere fitting the genre. Overall, the student felt more confident in their abilities after completing both tasks.
Question 6 - Draft
The document discusses what the author learned during a coursework involving film production. They learned how to use a DSLR camera and features like shallow focus, deep focus, and pull focus which helped make their film look professional. The author also learned Photoshop skills like using the magic wand and magnetic lasso tools to create logos and posters, improving their digital work. Additionally, they learned to use Final Cut editing software, learning advanced features such as darkening for horror films and general editing skills. The author gained experience using Mac computers which were more convenient than PCs through drag and drop functions.
Evaluation question 6
From constructing their media product, the author learned about modern technologies like blogging and video editing. They initially struggled with embedding features in blogs but learned the importance of documenting their process. They filmed their opening sequence on an iPhone 6 for its high quality camera to make their product look professional. Using Final Cut Pro on a Mac, they were able to piece together footage and add effects like background music and transitions to create continuity and atmosphere. Completing preliminary tasks helped them gain confidence using different shot types and camera angles in their final product.
Q6
The document discusses technologies used to create a film project. It describes using Celtx to write the script, filming a preliminary task with the same camera to be used for the final project, and learning how to operate the camera. It also discusses struggles with keeping the camera level and using a GoPro for point-of-view shots. Finally, it talks about splitting editing work in Adobe Premiere Pro between the group due to one person's previous experience with the program.
Question 6
Through constructing a film and blog, the author learned several technologies including how to: use cameras to produce a British film; create and upload content to a blog such as documents, videos, and photos to illustrate points; and edit films using power director to produce a British-style film.
Evaluation question 6
The document discusses technologies learned during the process of constructing a product. The student learned camera skills like using a tripod to prevent wobbly footage and considering wind when filming outside. Editing skills like uploading footage, stitching scenes together, and adding credits and music were also learned using Corel Studio X3 Pro, which was difficult to learn initially but became easier with use.
Question 6
The document discusses the learning experience of creating a magazine using desktop publishing software and photography skills. The author learned techniques in DTP, photography using Photoshop, and layout using QuarkXPress that allowed them to take on roles as an editor, photographer, proofreader, sub-editor, and graphic designer to independently produce a professional magazine.
Q6 what have you learnt about technologies
The document discusses technologies learned from constructing a product. The author learned skills in Adobe Photoshop like removing blemishes and editing images. Blogger was used to publish work online by uploading images, videos, and embedding other files. The Timetoast application helped with time management and meeting deadlines. Overall, a variety of modern technologies were used to construct a professional-looking magazine and provided useful skills.
Project 1 production techniques evaluation(1)
This document discusses various graphic design, radio, and advergame production techniques. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. For Photoshop, advantages include editing images in layers and correcting colors. Disadvantages include its complexity for beginners. For Premiere Pro, advantages include arranging video clips and adding effects. Disadvantages include its complexity. The document also compares two Coca-Cola posters and evaluates which advertising product is most effective at promoting the brand to different audiences.
Evaluation - Question 7
The student learned improved camera and editing skills over the course of creating a preliminary task and full film opening product. For the camera, they learned new shots like dolly and steady-cam shots and how to manually focus. Their editing skills improved through practice with Adobe Premiere and watching tutorials. They would like to develop skills in high angle shots, animated titles, special effects, and recreating gun shots to further improve future projects. The film opening has smoother transitions and storytelling compared to the preliminary task due to these new skills.
Evaluation question 6
The students learned about film editing software and different types of cameras through constructing a thriller film. While unfamiliar with the editing software at first, they became more proficient over weeks of working on the project. The editing process helped the students learn a new software and understand different camera options available to them.
Presentation1 (3)
The student learned several technologies through making a film. They had to use different camera shots like slow-paced shots to build tension for their thriller film. At first, they struggled using the camera but with practice setting up shots with a tripod they improved. The student also gained strong editing skills using Mac software by learning how to add sounds, effects, and cutting scenes which will be useful for future films. Overall, they gained knowledge of using technologies like cameras and editing software through practicing and making their film.
Question 6
From creating their film, the student learned:
1) Using new software like Final Cut Pro was technically difficult, though they got used to it over time.
2) Creating media products like films takes a significant amount of time and effort to edit.
3) Better management of time and equipment like cameras would have improved their process, as issues with timing and the camera arose.
Evaluation 1
The document discusses what the author has learned about filmmaking from constructing an opening title sequence for a film. The author learned about the large size and many branches of the film industry, including different skills needed for various roles. They also learned about the intricate details required for editing, such as continuity and sound. Additionally, the author learned new camera techniques like angles and composition. Finally, the author realized the importance of planning, organization, and teamwork for filmmaking projects.
What have you learnt about technologies from the
The document discusses various technologies and skills the author learned through creating a final product. The author learned how to use color correction and editing tools in Final Cut Pro to integrate different scenes. Through blogging, the author learned how to post various file types, change text formatting, and save work. When filming with a camera, the author explored different shots and learned about lighting and sound quality. As a first-time Mac user, the author picked up skills like transferring clips, screen recording, and rendering. Finally, Motion was used to create titles, and the author gained experience with fonts and transferring clips between programs.
End of project review
The team met with their client after finishing the project to discuss areas for improvement. They found that a lack of organization led to delays conducting interviews, as meetings were not scheduled until last minute. Additionally, unfamiliarity with the editing software caused delays learning how to use it. Using multiple cameras resulted in noticeable differences in video quality, disrupting the flow. Formal group meetings with the client would have improved communication and kept all members informed of the project's status.
Learning about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
What I have learnt about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
Hector_Razon_Resume01
Hector Razon has over 5 years of experience in television production, graphic design, photography, and motion graphics. He currently works as a freelance director of a morning television show, where he writes scripts, oversees content, and ensures a smooth program flow. He aims to complete all projects on time and with attention to detail. Hector earned a certificate in design communication arts from UCLA Extension and is proficient in software like Photoshop, Premiere, and After Effects.
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The document summarizes lessons learned from completing a pre-production, production, and post-production preliminary task in preparation for an actual class project. Key lessons included practicing storyboards and scripts in pre-production, ensuring a variety of shots are captured during filming, and collaborating and playing to strengths during editing in post-production. Mistakes identified were issues focusing the camera and only spending an hour filming. The preliminary task was deemed useful as it allowed those without prior experience to learn filming and editing skills before the class project.
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The document summarizes the student's strengths and weaknesses in organizing and completing a media production project. Their strengths included skills in Photoshop for logos and transitions, as well as lighting and shot composition from their photography studies. An organizational weakness was identified along with a need to improve scheduling and avoiding missed meetings. Opportunities for learning high-level production techniques using quality equipment were presented, along with threats such as illnesses disrupting filming or bad weather preventing outdoor shoots.
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Props and costumes lists
The document provides lists of props and costumes needed for an upcoming production. It details that a throne or chaise lounge will represent the main character Affie's power as a heroic king. Other props mentioned include an oil drum, matchstick, bicycle, and an arched bridge backdrop. The costume description for Affie includes ray bans, skinny corduroys, a baggy t-shirt, and pristine trainers. The girl Georgina will have a filthy image conveyed through her blonde bob haircut, silver hoop earrings, Nike trainers, parker coat, bright skirt, crop top and layered jewelry.
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Evaluation question 6
From constructing their media product, the author learned about modern technologies like blogging and video editing. They initially struggled with embedding features in blogs but learned the importance of documenting their process. They filmed their opening sequence on an iPhone 6 for its high quality camera to make their product look professional. Using Final Cut Pro on a Mac, they were able to piece together footage and add effects like background music and transitions to create continuity and atmosphere. Completing preliminary tasks helped them gain confidence using different shot types and camera angles in their final product.
Q6
The document discusses technologies used to create a film project. It describes using Celtx to write the script, filming a preliminary task with the same camera to be used for the final project, and learning how to operate the camera. It also discusses struggles with keeping the camera level and using a GoPro for point-of-view shots. Finally, it talks about splitting editing work in Adobe Premiere Pro between the group due to one person's previous experience with the program.
Question 6
Through constructing a film and blog, the author learned several technologies including how to: use cameras to produce a British film; create and upload content to a blog such as documents, videos, and photos to illustrate points; and edit films using power director to produce a British-style film.
Evaluation question 6
The document discusses technologies learned during the process of constructing a product. The student learned camera skills like using a tripod to prevent wobbly footage and considering wind when filming outside. Editing skills like uploading footage, stitching scenes together, and adding credits and music were also learned using Corel Studio X3 Pro, which was difficult to learn initially but became easier with use.
Question 6
The document discusses the learning experience of creating a magazine using desktop publishing software and photography skills. The author learned techniques in DTP, photography using Photoshop, and layout using QuarkXPress that allowed them to take on roles as an editor, photographer, proofreader, sub-editor, and graphic designer to independently produce a professional magazine.
Q6 what have you learnt about technologies
The document discusses technologies learned from constructing a product. The author learned skills in Adobe Photoshop like removing blemishes and editing images. Blogger was used to publish work online by uploading images, videos, and embedding other files. The Timetoast application helped with time management and meeting deadlines. Overall, a variety of modern technologies were used to construct a professional-looking magazine and provided useful skills.
Project 1 production techniques evaluation(1)
This document discusses various graphic design, radio, and advergame production techniques. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. For Photoshop, advantages include editing images in layers and correcting colors. Disadvantages include its complexity for beginners. For Premiere Pro, advantages include arranging video clips and adding effects. Disadvantages include its complexity. The document also compares two Coca-Cola posters and evaluates which advertising product is most effective at promoting the brand to different audiences.
Evaluation - Question 7
The student learned improved camera and editing skills over the course of creating a preliminary task and full film opening product. For the camera, they learned new shots like dolly and steady-cam shots and how to manually focus. Their editing skills improved through practice with Adobe Premiere and watching tutorials. They would like to develop skills in high angle shots, animated titles, special effects, and recreating gun shots to further improve future projects. The film opening has smoother transitions and storytelling compared to the preliminary task due to these new skills.
Evaluation question 6
The students learned about film editing software and different types of cameras through constructing a thriller film. While unfamiliar with the editing software at first, they became more proficient over weeks of working on the project. The editing process helped the students learn a new software and understand different camera options available to them.
Presentation1 (3)
The student learned several technologies through making a film. They had to use different camera shots like slow-paced shots to build tension for their thriller film. At first, they struggled using the camera but with practice setting up shots with a tripod they improved. The student also gained strong editing skills using Mac software by learning how to add sounds, effects, and cutting scenes which will be useful for future films. Overall, they gained knowledge of using technologies like cameras and editing software through practicing and making their film.
Question 6
From creating their film, the student learned:
1) Using new software like Final Cut Pro was technically difficult, though they got used to it over time.
2) Creating media products like films takes a significant amount of time and effort to edit.
3) Better management of time and equipment like cameras would have improved their process, as issues with timing and the camera arose.
Evaluation 1
The document discusses what the author has learned about filmmaking from constructing an opening title sequence for a film. The author learned about the large size and many branches of the film industry, including different skills needed for various roles. They also learned about the intricate details required for editing, such as continuity and sound. Additionally, the author learned new camera techniques like angles and composition. Finally, the author realized the importance of planning, organization, and teamwork for filmmaking projects.
What have you learnt about technologies from the
The document discusses various technologies and skills the author learned through creating a final product. The author learned how to use color correction and editing tools in Final Cut Pro to integrate different scenes. Through blogging, the author learned how to post various file types, change text formatting, and save work. When filming with a camera, the author explored different shots and learned about lighting and sound quality. As a first-time Mac user, the author picked up skills like transferring clips, screen recording, and rendering. Finally, Motion was used to create titles, and the author gained experience with fonts and transferring clips between programs.
End of project review
The team met with their client after finishing the project to discuss areas for improvement. They found that a lack of organization led to delays conducting interviews, as meetings were not scheduled until last minute. Additionally, unfamiliarity with the editing software caused delays learning how to use it. Using multiple cameras resulted in noticeable differences in video quality, disrupting the flow. Formal group meetings with the client would have improved communication and kept all members informed of the project's status.
Learning about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
What I have learnt about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
Hector_Razon_Resume01
Hector Razon has over 5 years of experience in television production, graphic design, photography, and motion graphics. He currently works as a freelance director of a morning television show, where he writes scripts, oversees content, and ensures a smooth program flow. He aims to complete all projects on time and with attention to detail. Hector earned a certificate in design communication arts from UCLA Extension and is proficient in software like Photoshop, Premiere, and After Effects.
5 questions
The document summarizes lessons learned from completing a pre-production, production, and post-production preliminary task in preparation for an actual class project. Key lessons included practicing storyboards and scripts in pre-production, ensuring a variety of shots are captured during filming, and collaborating and playing to strengths during editing in post-production. Mistakes identified were issues focusing the camera and only spending an hour filming. The preliminary task was deemed useful as it allowed those without prior experience to learn filming and editing skills before the class project.
Swot analysis
The document summarizes the student's strengths and weaknesses in organizing and completing a media production project. Their strengths included skills in Photoshop for logos and transitions, as well as lighting and shot composition from their photography studies. An organizational weakness was identified along with a need to improve scheduling and avoiding missed meetings. Opportunities for learning high-level production techniques using quality equipment were presented, along with threats such as illnesses disrupting filming or bad weather preventing outdoor shoots.
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The document provides lists of props and costumes needed for an upcoming production. It details that a throne or chaise lounge will represent the main character Affie's power as a heroic king. Other props mentioned include an oil drum, matchstick, bicycle, and an arched bridge backdrop. The costume description for Affie includes ray bans, skinny corduroys, a baggy t-shirt, and pristine trainers. The girl Georgina will have a filthy image conveyed through her blonde bob haircut, silver hoop earrings, Nike trainers, parker coat, bright skirt, crop top and layered jewelry.
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Popular music videos serve to establish and reinforce a band's public image through visuals, promote singles and albums through integrated marketing campaigns, and provide widespread access to the artist while also sometimes courting controversy to generate publicity and boost sales.
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The music video challenges conventions of existing media in several ways:
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The album packaging challenges conventions by using the artist's handwriting for the font and reusing the background from the video rather than a new design. The poster also challenges conventions by using
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Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
Preliminary task ev.
The document discusses what was learned from completing a preliminary planning and filming task. Key lessons included:
1) Effective planning requires organizing shots, locations, and equipment needs to make vague ideas more concrete and achievable.
2) Experience using various filming and editing equipment builds comfort and knowledge of how to capture the best footage and create polished end products.
3) Editing teaches the importance of continuity both in filming and editing, and how to manipulate footage into a polished, professionally-paced final video.
4) Strong planning is needed to effectively link ideas to concrete work in practice, especially regarding shot organization, locations, and maintaining a coherent narrative.
Evaluation questions 5 7
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.
Evaluation 7
The document discusses the progression of learning from a preliminary media task to the full final product. Specifically:
1) The author initially underestimated the complexity of camera work, angles, and editing but learned through completing the preliminary task that these elements are extremely important.
2) Editing the preliminary task revealed flaws from improper camera work, forcing the author to rely on transitions. This experience emphasized the importance of precise camera angles and shots.
3) Additional research on the editing software Sony Vegas helped improve the final product over the preliminary task by learning shortcuts, techniques, and how to review footage in more depth.
4) Completing the preliminary task helped the author better understand lessons in camera shots and techniques,
Evaluation part 6 powerpoint
Through constructing media products and learning to use equipment, the student has gained a better understanding of technology and its role in media. The student has learned about different camera shots and angles and how they can be used to convey meaning. Hands-on experience with a camcorder and microphone helped improve technical skills and produce higher quality footage. Editing software was used to combine clips and add effects, helping the student more fully engage with the course material.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Evaluation of year 12 production skills dne
Usman struggled at first with video editing software Imovie but was able to learn from an experienced colleague. With practice on the school iMac, he gradually improved his skills and was able to take on more complex editing projects. While editing sound was challenging, Usman learned many skills over the course of the project and feels more confident, though recognizes areas for further improvement, especially through continued practice.
Evaluation 1
The student learned about the depth and complexity of the filmmaking industry through completing this project. They discovered the various skills needed for different filmmaking roles and elements. Creating the opening titles required the student to learn new editing techniques and software to handle continuity, lighting, and sound. As a newbie to camera work, the student enjoyed learning skills like angles, composition, and mise en scene. Planning and organization were challenges but important to coordinate with their group. The student realized that filmmaking requires a collaborative team effort to manage tasks and contribute ideas.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
What have you learned about technologies from the
1) The document discusses the various technologies the author learned and used during the process of constructing a media product, including Microsoft Word, Google, Blogger, SlideShare, Prezi, SurveyMonkey, a Sony Handycam, Final Cut Pro, Epidemic Sound, and a memory stick.
2) The author discusses learning new skills like using Blogger to construct ideas, Prezi and SlideShare to present research, and SurveyMonkey to conduct audience research.
3) Key technologies that helped the author's learning include the Sony Handycam for understanding filmmaking basics, Final Cut Pro for advanced video editing, and digital tools that improved the quality of the final product.
Media evaluation question 7
The document discusses what the author has learned from their preliminary media task to their full product. They have gained a better understanding of using camera equipment properly and editing video effectively with Final Cut Pro. Their filming and planning skills improved, allowing them to better utilize equipment and focus on elements like mise-en-scene. Conducting research also provided valuable insights and informed beneficial changes to their final product. Overall, the author's knowledge and skills have advanced greatly from the preliminary task to the full product.
Evaluation question 7
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.
Exam revision q1a digital technology essay
Over the course of a two-year media studies course, the student learned important skills for filming, editing, and designing media projects. In the first year, the student gained basic skills like operating a camera, editing footage, and using software through preliminary tasks. These skills were applied to subsequent projects, including an opening sequence that required various shot types and advanced editing. In the second year, the student took on new challenges like designing a magazine cover and movie poster using Photoshop. Experience capturing footage with a DSLR and editing projects in Final Cut Pro allowed the student to improve and complete a culminating crime thriller teaser trailer. Through continuous practice across various assignments, the student became proficient with different media technologies and platforms.
Question 6 powerpoint
The document discusses technologies learned during the process of creating a title and opening sequence. It summarizes:
- Editing software like Serif Movie Plus was used to edit scenes, add effects like fading and zooming. This helped learn basics of video editing.
- A camera was used to film clips and its different angles and framing were practiced. Lighting, audio, and camera quality affected the footage.
- Software like Adobe Fireworks allowed creating titles with effects like glow and shadow. This helped make titles that fit the thriller genre.
- Websites like Weebly, YouTube, Google Forms, and Slideshare were used. Weebly helped build a professional blog.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Question 7
1) In the preliminary task, the author failed to adequately plan, which resulted in missing the deadline. For the main task, the author created a thorough time plan to keep the project on schedule.
2) For the main task, the author conducted research like audience interviews and mind mapping ideas to develop a well-thought out product that met the audience's wants.
3) Studying films in the same genre helped the author understand conventions to apply to their own title sequence, such as using sepia lighting to set a gangster/crime tone. Proper planning and research led to a stronger final product.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. They learned how to use software like Premiere Pro, InDesign, and Blogger as well as how to properly film with a Canon 5D. Specifically, their skills in editing with Premiere Pro improved from basic cuts to using advanced techniques like foley sounds and titles. Their camera skills also improved as they learned how to focus properly, use settings like ISO and shutter speed, and maintain steady shots. Overall, they went from not knowing how to create a film opening to mastering various technical skills and filmmaking conventions.
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Media
Looking back, the author feels their filmmaking skills have improved in areas like camera work, editing, and understanding the industry. They were able to successfully operate equipment and learned new techniques like mise-en-scene. Filming went smoothly with no issues in the group and they were able to explore editing in new ways. While there were some minor difficulties with filming conditions, they were able to overcome these with experience using the camera and a tripod. Translating their storyboard onto location proved perfect though initially daunting. Upon first viewing their finished film, they were surprised by what they achieved though saw areas for improvement upon further viewings.
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The document discusses how a media project used conventions from real media products in its music video, digipack, and website. Specifically, it used:
1) Performance to introduce the artist and create a marketable star image, drawing from examples like Azealia Banks' "1991" video.
2) Symbolic materials like black fabrics to convey the concept of "control" as seen in Nicole Scherzinger's "Whatever You Like".
3) Artistic camerawork like bird's-eye shots to engage the audience and convey dominance/control as in Lady Gaga's "G.U.Y".
4) Close-ups of the artist to create a recognizable star image and illusion of
Examples of Dyer’s Key Paradoxes
Artists must present both ordinary and extraordinary images to consumers. Beyoncé is seen as both a normal mother and as a goddess on stage. Other artists like Britney Spears and Pink are also pictured doing everyday tasks to seem relatable while also being worldwide icons. Katy Perry presents both elaborate fantasy music videos and more realistic interviews and home life. Will.i.am cultivates a futuristic persona through his music and style but also shares his difficult childhood to seem grounded. Showing both mundane and exceptional aspects helps artists connect with audiences.
Task1 evaluation!
The document analyzes how the music video for Peter and the Wolf challenges, develops, and uses conventions of existing media products. It challenges conventions by having an unconventional use of camerawork and shots that don't focus on the artist's face. It develops conventions by featuring a ballerina to add an artistic element rather than usual dancing in music videos. The video also uses some conventions like close-ups of the artist playing their instrument. The album packaging and promotional poster similarly challenge conventions by having a simple, realistic style rather than flashy computer-generated designs, while still using some conventional elements like quotes on the poster.
Task1 evaluation!
The music video challenges conventions in several ways: 1) By showing the artist writing on a camera instead of using it conventionally. 2) Using more filmic shots of the artist walking rather than typical performance elements. 3) Featuring dancers in an unconventional way not tied to the song. 4) Showing a still performance rather than an energetic one. The album design challenges conventions by using the artist's handwriting for the font and reusing backgrounds from the video. The poster challenges conventions by using an authentic photo rather than edited images.
Task1 evaluation!
The music video challenges conventions by showing the artist writing on a camera and including filmic shots of him walking with no performance or effects. It develops conventions through its use of dancers in a non-commercial way and by showing the artist performing still against a wall without interacting with the camera. The video also uses conventions like showing the artist playing his instrument and through its use of special effects. The album design challenges conventions with a handwritten font and realistic theme while the poster develops conventions by featuring a known photo from the video to promote the artist's style and genre.
Task1 evaluation
The music video challenges conventions by showing the artist writing on a camera and including filmic shots of him walking with no performance or effects. It develops conventions through its use of dancers in a non-commercial way and by showing the artist performing still against a wall without looking at the camera. The video also uses conventions like showing the artist playing his instrument and through its use of special effects. The album design challenges conventions with a handwritten font and realistic design elements, while the poster uses a known photo from the video to promote the artist's genre.
My digipak idea
The document discusses ideas for designing a digipak album cover based on a Victorian era royal theme. The front cover concept shows royalty on thrones in luxurious outfits, representing the old being replaced by the new era. An example cover by Rusko is referenced for its urban twist on the throne idea. The back cover example from Keane uses easily readable text in a font that suits the overall theme, demonstrating how plain color schemes can be effective. The proposed font style for the digipak takes inspiration from Victorian era ink and quill markings used in literature of the time.
Cast and Costume
Affie will be the main character in the music video and will wear his typical style of ray ban sunglasses without lenses, skinny corduroys, a baggy t-shirt, clean trainers and white socks. Georgina Morton was chosen for the video because of her striking look and suitable style. She will portray a filthy and rude image while wearing silver hoop earrings, Nike Air Max trainers, a parka coat with a fur hood, a bright high-waisted skirt, a crop top, and lots of gold and silver jewelry including bracelets, necklaces and rings.
Prop research- throne.
The document discusses renting thrones from a prop rental company called Theme-traders for a production. An email was sent to Theme-traders to get a quote for renting golden thrones. The quote came back as £140 to rent the thrones, which was cheaper than making them by hand for over £300. An alternative idea mentioned was recycling an old wooden chair from a previous production and customizing it to serve as a throne.
Pitch[1]
The document proposes a narrative and visual concept for a music video. It involves a one-man band indie artist painting images on a sheet of glass throughout the video to represent exploring and expressing his identity. Later parts of the video would show the artist using body paint and costumes to blur gender identities and question social norms, eventually destroying a wallet to represent losing his sense of self and purpose.
The pitch
The document discusses the creation of a star image for a grime artist named AFFI. It describes AFFI's image as mysterious, dark, and rebellious. The target audience is identified as people aged 18-28 interested in niche genres like grime. Shots and scenes discussed for a potential music video emphasize a dark, minimalist style focused on AFFI's performance to match the personal lyrics.
Shot ideas, design elements
The document discusses ideas for shot compositions and design elements for a music video. It proposes using an oil canister that lights up throughout the video to provide natural lighting. It also suggests using cardboard cutouts of unrealistic but creative human body parts against a black background. Additionally, it mentions using colored bottles with fluorescent liquids as natural lighting to add color and uplift the mood.
Research into real and similar artists
The document summarizes information about several electronic artists - Crystal Castles, Foals, Ghostpoet, and Mikill Pane. It provides background on Crystal Castles' musical style and band members Alice Glass and Ethan Kath. It also gives brief overviews of Foals' genre and album nomination, Ghostpoet's first single and Mercury Prize nomination, and Mikill Pane's genres and producer Jake Gosling.
Britney spears presentation
Britney Spears had a successful career from 1997 to 2011 beginning as a child performer and signing with Jive Records in 1997. Her first two albums established her as a pop icon, breaking sales records with hits like "...Baby One More Time" and "Oops!...I Did It Again." While her sexy persona and provocative music videos were controversial, they heightened her popularity among both female and male fans. After a highly publicized personal life and marriage in the 2000s, Spears had a mental breakdown in 2007, shaving her head. She later adopted a more modest image and sang about empowerment over men rather than love and sex. Though her career faced challenges, Spears remained a prominent figure in popular music and
Evaluation task 1
This document discusses how a media product conforms to conventions and stereotypes. It describes how the magician and assistant uphold the stereotype of male magicians with attractive female partners. It also conforms to stereotypes by dressing the assistant in white to represent innocence, and dressing the magician in a top hat, waistcoat and bow tie so he is easily recognizable. It aims to conform to expectations of thrillers and horrors by placing the innocent girl in a situation where the audience assumes something bad will happen.
Evaluation task 4 presentation
The primary target audience for the thriller media product would be 18-30 year olds who would enjoy the unique and exciting plot and bankable stars. The secondary audience would be older, educated people as the thriller is set in the 1940s-1950s around the time period they or their relatives grew up. The niche audience would be those who like complex, psychological thrillers, and the product would likely interest males more than females due to the portrayal of women in the plot.
Evaluation task 5 k a
This document summarizes how the film addressed and attracted its target audience. It aimed to attract both younger and older audiences by being set in the past in black and white like older films but also incorporating only segments of color like Sin City to appeal to younger viewers. It also aimed to attract male viewers through attractive females and mysteries and female viewers through themes of romance and relationships. The film's dark nightclub setting and themes of magic and magicians further broadened its potential appeal.
Task 2
The document discusses how stars and their public images are constructed through various media to appeal to target audiences. It uses the example of British rapper Tinie Tempah, analyzing how the design of his album covers feature recurring themes that appeal to both male and female audiences of different ages. The document also discusses the creation of a music video by a student group, highlighting how they incorporated various elements to appeal to their target audience and promote the band's image as unique, creative, and sexually appealing.
The Magician
This document discusses how the media product conforms to and challenges stereotypes. It describes having a stereotypical magician and glamorous assistant to make the audience relate easily. The victim wears white to appear innocent, while the magician dresses in a typical suit and hat. Stereotypes of alluring women are upheld by highlighting the assistant's legs. The production company title cards were included to maintain professionalism.
The magician
The document discusses how the film "The Magician" attracts different audiences. It targets an 18-30 year old audience by using some color elements like Sin City. It attracts males with the magician's seductively dressed assistant and exciting nightclub setting. It draws females with the handsome lead actor and potential romantic relationship. While targeting niche groups interested in magic, it aims to broaden its appeal by using black and white photography with key colorful elements like blood, similar to the popular film Sin City.
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Ben 3
- 1. What do you feel you have learnt in the progression from preliminary task to full product?