Construction, research, planning and evaluation.
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The document summarizes the process of constructing a music video for the band Royal Blood. It discusses the planning, research, construction, and evaluation phases. For construction, multiple cameras were used to film performance and narrative sections. Premier Pro was used for editing with effects added. Photoshop was used for poster and packaging design. Research focused on understanding the music industry and conventions of the rock genre. Planning involved determining the target audience through surveys and choosing appropriate locations and outfits. Evaluation included individual and group reflections on the final video.
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How we used new media in construction, research, planning and evaluation.
The document summarizes the construction, research, planning, and evaluation of a music video project. It describes using multiple cameras and editing software to film performance and narrative sections. Research focused on understanding the music industry and conventions of the rock genre. Planning involved determining the audience, creating props and clothing lists, selecting filming locations, and writing a script and storyboard. Evaluation consisted of individual and group reflections on the video, though the document notes areas that could be improved if filmed again, such as strengthening the narrative story and improving some shot lighting and syncing.
Evaluation question
The document summarizes the construction, research, planning, and evaluation of a music video project. It describes using multiple cameras and editing software to film performance and narrative sections. Research focused on understanding the music industry and conventions of the rock genre. Planning involved determining the target audience, creating props and clothing lists, selecting filming locations, and writing a script and storyboard. Evaluation consisted of individual and group reflections on the video, though the document notes areas that could be improved if filmed again, such as strengthening the narrative story and improving some shot lighting and syncing.
Evaluation question
The document summarizes the production process for a music video, including construction, research, planning, and evaluation. Construction details the filming equipment used and editing software like Premier Pro. Research involved learning about the music industry and applying music video theories. Planning determined the target audience through surveys and suitable filming locations through maps. Evaluation included individual write-ups, commentary, and analyzing audience feedback, though some parts could be improved if redone.
Construction, Research, Planning and Evaluation
The document summarizes the construction, research, planning, and evaluation of a music video project. It describes using multiple cameras and editing software like Premier Pro to film performance and narrative sections. Research involved learning about the music industry and conventions of genres like rock. Planning included determining the target audience through surveys, creating equipment and clothing lists, and selecting filming locations. The evaluation notes some shots that could be refilmed for better lighting, story flow, or syncing of playing with the song.
Preliminary evaluation Neature Walk
Planning helped the production stage by allowing the team to know what shots were needed and when. Having a shot list and script helped ensure efficiency. The script was designed to allow for improvisation. Storyboards visualized the shots, and a production plan kept the team organized during recording. The individual contributed to post-production editing and effects, directed cinematography in production, and collaborated during planning. Technical elements like location, lighting, costumes, and editing were used effectively to portray the post-apocalyptic genre. The individual can improve by refining their use of shots, practicing planning, and improving communication skills.
Evaluation Question 4
How did you use media technologies in the research and planning, construction and evaluation stages of your coursework?
Preliminary task evaluation
The planning allowed Harry and his group to schedule when different stages of production needed to be completed, making them more organized. Harry was responsible for creating the production plan and directing the filming, taking close-up shots of the product. In post-production, Harry provided input on how to make the ad more appealing. Harry used techniques like shallow focus, slow motion, and music to make effective use of technical elements. To improve for A2 work, Harry needs to shoot in landscape format, improve steady shots with a smaller tripod, enhance use of technical elements like interesting locations, and include more techniques like props.
Evaulation 4
During the research and planning stages, the document lists several technologies used:
- Prezi was used for brainstorming and researching thriller genres and directors.
- Wix was the main platform used to create professional websites to host research content.
- Final Cut Pro was used to analyze existing films and edit focus groups.
- YouTube was used to find films, upload analyses, and share focus groups.
- A Canon 550D camera and tripod were used to record some research content.
- Slideshare was rarely used but helped upload PowerPoints to the website.
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How we used new media in construction, research, planning and evaluation.
The document summarizes the construction, research, planning, and evaluation of a music video project. It describes using multiple cameras and editing software to film performance and narrative sections. Research focused on understanding the music industry and conventions of the rock genre. Planning involved determining the audience, creating props and clothing lists, selecting filming locations, and writing a script and storyboard. Evaluation consisted of individual and group reflections on the video, though the document notes areas that could be improved if filmed again, such as strengthening the narrative story and improving some shot lighting and syncing.
Evaluation question
The document summarizes the construction, research, planning, and evaluation of a music video project. It describes using multiple cameras and editing software to film performance and narrative sections. Research focused on understanding the music industry and conventions of the rock genre. Planning involved determining the target audience, creating props and clothing lists, selecting filming locations, and writing a script and storyboard. Evaluation consisted of individual and group reflections on the video, though the document notes areas that could be improved if filmed again, such as strengthening the narrative story and improving some shot lighting and syncing.
Evaluation question
The document summarizes the production process for a music video, including construction, research, planning, and evaluation. Construction details the filming equipment used and editing software like Premier Pro. Research involved learning about the music industry and applying music video theories. Planning determined the target audience through surveys and suitable filming locations through maps. Evaluation included individual write-ups, commentary, and analyzing audience feedback, though some parts could be improved if redone.
Construction, Research, Planning and Evaluation
The document summarizes the construction, research, planning, and evaluation of a music video project. It describes using multiple cameras and editing software like Premier Pro to film performance and narrative sections. Research involved learning about the music industry and conventions of genres like rock. Planning included determining the target audience through surveys, creating equipment and clothing lists, and selecting filming locations. The evaluation notes some shots that could be refilmed for better lighting, story flow, or syncing of playing with the song.
Preliminary evaluation Neature Walk
Planning helped the production stage by allowing the team to know what shots were needed and when. Having a shot list and script helped ensure efficiency. The script was designed to allow for improvisation. Storyboards visualized the shots, and a production plan kept the team organized during recording. The individual contributed to post-production editing and effects, directed cinematography in production, and collaborated during planning. Technical elements like location, lighting, costumes, and editing were used effectively to portray the post-apocalyptic genre. The individual can improve by refining their use of shots, practicing planning, and improving communication skills.
Evaluation Question 4
How did you use media technologies in the research and planning, construction and evaluation stages of your coursework?
Preliminary task evaluation
The planning allowed Harry and his group to schedule when different stages of production needed to be completed, making them more organized. Harry was responsible for creating the production plan and directing the filming, taking close-up shots of the product. In post-production, Harry provided input on how to make the ad more appealing. Harry used techniques like shallow focus, slow motion, and music to make effective use of technical elements. To improve for A2 work, Harry needs to shoot in landscape format, improve steady shots with a smaller tripod, enhance use of technical elements like interesting locations, and include more techniques like props.
Evaulation 4
During the research and planning stages, the document lists several technologies used:
- Prezi was used for brainstorming and researching thriller genres and directors.
- Wix was the main platform used to create professional websites to host research content.
- Final Cut Pro was used to analyze existing films and edit focus groups.
- YouTube was used to find films, upload analyses, and share focus groups.
- A Canon 550D camera and tripod were used to record some research content.
- Slideshare was rarely used but helped upload PowerPoints to the website.
Evaluation - Question 6
During the process of creating a film project, the student learned about various technologies. In pre-production, they researched film genres, characters, shots, and angles using computers and resources from class. They struggled to use new script writing software. In production, they used a Panasonic video camera to capture needed shots due to its lightweight and image quality. They adjusted the camera settings to achieve a more cinematic look. In post-production, they easily edited clips together using Premiere Pro software that they were familiar with from previous experience. They also used YouTube, Blogger, and Slideshare to share their work online.
Evaluation 4
Various technologies were used throughout production and post-production to create professional quality deliverables including a poster, digipak, and music video. Hardware like Canon EOS 700D and Canon XA25 cameras were used to capture photography and footage both inside and outside the studio. Software like Final Cut Pro and Adobe Photoshop were used to edit the music video and create the poster and digipak layout. Research was aided by software like PowerPoint, Word, and YouTube to analyze other music videos and share ideas and schedules.
Evaluation Question 4
The document discusses the use of new media technologies in the planning, construction, and evaluation of a media project. Blogger was used to organize planning and research, presenting content through video, images, and slideshows, and to gather feedback through questionnaires. Adobe Premiere Pro and Adobe Premiere Elements were used for editing, with Premiere Pro used for storyboards and drafts, and Elements used for final editing at home. Photoshop was used to manipulate images. Video and images were captured using a Sony a6000 camera and Canon HF G25 camcorder. Additional software like Prezi, YouTube, and SlideShare were used to share and present content in different formats. Audio equipment included a
Production skills development
The document describes the development of the author's production skills throughout a film project. It discusses researching other films for inspiration, practicing techniques like camera work and editing, planning through storyboards and shot lists, filming in London locations using different camera shots and angles, and improving editing skills in iMovie to create a professional final product.
scripct for question 7 by George Bazley
George Bazley, the director of GCPlimited, discusses improvements made from their preliminary task to the final product of "off grid". The biggest improvements were the higher quality equipment used, such as switching from a handheld to SLR camera, which made the final piece look crisper and more cinematic. Greater planning and preparation, including a clear vision for the shooting and editing processes, also strengthened the final product. Advice to limit shots helped rein in ambitious ideas and resulted in a final piece with good variety that was easier to follow. While there is still room for growth, George is happy with the results and looks forward to applying lessons learned to future projects.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Constructing The Production 2
1) The document discusses the equipment used to shoot a video, including a Sony handicam and tripod to get steady shots based on pre-produced storyboards.
2) Multiple takes of the same scenes from different angles and distances were captured to select the best shots.
3) Footage was edited using Adobe Premier Pro software to achieve the desired look, such as changing images to black and white for flashback effects.
4) Throughout production, conventions from existing media were referenced, such as using existing CD covers to design an album cover.
Constructing The Production 3
We used various equipment like a Sony handicam and tripod to shoot video and photos according to our storyboards. During filming, we took multiple shots of the same scene from different angles and distances to select the best shots. We edited the raw footage using Adobe Premier Pro to achieve effects like changing images to black and white. Throughout the production, we referred back to our plans and researched conventions from other similar works to ensure our work followed appropriate characteristics and conventions.
Q6 & Q7
Whilst creating their opening sequence, the student and their group learned about different camera, editing, and audio technologies. They gained experience using camera equipment like tracks to capture more professional shots. In editing with Final Cut, they learned skills like cutting clips, smooth transitions, and effects like black and white to emulate the film noir genre. GarageBand was found to have limited instruments and mixing capabilities for their desired jazzy noir soundtrack, so they used Cubase 6 instead which allowed them to successfully produce their soundtrack.
Portfolio supporting document
Harry collaborated with peers on music videos using cameras and drones, adding visual effects in Premiere Pro. He enjoys making music on GarageBand and has created a multi-level animated retro game in Photoshop. His first film was an experimental horror genre project, while other works include a car marketing video and a documentary on bird feeding with narration. Harry focuses on post-production editing, camera settings, shots, and camera movements to refine his projects.
Personal skills audit
Ellie High completed a personal skills audit to assess her abilities for an upcoming A2 project. She used various digital technologies like cameras, Final Cut, Photoshop, and GarageBand to film and edit an opening sequence for a previous project. Final Cut was particularly useful for piecing footage together. Photoshop allowed her to design a logo. She researched films to understand horror conventions and storyboarded her sequence. While adhering to conventions, her group was still creative. She plans to develop her skills further for the A2 project through more advanced use of software and in-depth research of her chosen genre.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Constructing The Production
The document discusses the equipment, filming, and editing process used to create a video production. It describes using a Sony steadicam for filming shots from longer distances and a tripod for straight shots. Multiple takes of the same scene from different angles and distances were captured. Footage and photographs were edited in Adobe Premier Pro to achieve the desired look, such as changing images to black and white to resemble flashbacks. Planning and production stages referred back to genre conventions of the media.
.
The document discusses various media technologies used at different stages of a music video project. YouTube was used in the planning stage to get inspired by indie artists. Blogger was used throughout the project as an online diary to document progress and communicate with group members. A Panasonic HS900 camera was used to record footage in HD and a Nikon Coolpix 1120 was used to take high-quality photos. A tripod was used to stabilize the camera during filming. Final Cut Pro was used to edit the video, adding effects like color correction. Photoshop was used to edit photos, adding effects like contrast and sepia to make the images look professional.
Evaluation Q1
This document reflects on the progress made from the preliminary task to the final video project. In the preliminary task, the filmmakers were still learning techniques and had limited time, which restricted the lighting, costumes, locations, and sound design. For the final video, the filmmaker applied lessons from the preliminary by improving the mise-en-scene, exploring more locations, and developing skills with camerawork, sound design, and editing software. Overall, the filmmaker learned important new skills in areas like lighting, planning, and post-production over the course of completing these two projects.
Skills
Abbie Smith completed a personal skills audit to assess their skills related to creating a film production. The audit identified skills with digital technology like using cameras, tripods, and dolly tracks which helped capture footage for the production. Post-production software like Final Cut Express HD, Garage Band, and Live Type were used to edit footage, add music, and create titles. Research into films like "Saw 4" helped with planning camera angles and conventions of the horror genre. While conventions were followed, the production strived to be creative within those constraints. Going forward, Abbie aims to develop these skills further for their A2 project.
Presentation Evaluation
The document summarizes a media production project evaluating a music video. It discusses how the video conforms to conventions of the genre through elements like synchronized editing and lip syncing. It also challenges some conventions through the use of handheld camerawork. New media technologies like Adobe Photoshop and Premiere Pro were used for image editing, adding effects, and assembling the final video. Research and planning was presented using tools like PowerPoint and Blogger.
A2 Evaluation question 4
Chris used various new media technologies during the research, planning, production and evaluation stages of creating a teaser trailer. During research, he used the internet to search websites like Google for information. He documented his work on Mahara and used OneDrive, Microsoft Office programs, Prezi and his iPhone. To film footage and take photos, he used a Canon DSLR camera. For design work, he used Adobe Illustrator and Photoshop. To edit the teaser, he used Final Cut Pro X. GarageBand was used to create the soundtrack. Finally, YouTube was used to upload and receive feedback on the finished teaser trailer.
How did you use new media technologies in
The document discusses the new media technologies used by Jamie Smith in the production of a short film. Adobe Premier Pro was used for editing footage and adding sound effects and music. Adobe Photoshop and Illustrator were used to create the film poster, with Photoshop for layout and Illustrator for custom fonts. Blogger was used as a platform for research, planning, and evaluation by allowing all group members to contribute and edit blog posts. Google Forms provided a survey to gather audience feedback on the storyline. Celtx helped with writing and formatting the script. A camera and tripod were used to film footage and experiment with angles. A zoom recorder captured custom knocking sounds. Key skills learned included editing with Premier, effective
Question 4
The document discusses the use of various media technologies in the construction and research, planning, and evaluation stages of a project.
For research, interviews were conducted using a sound recorder and edited into a video format using Adobe Premiere Pro. An online survey was also used. Existing music videos and digipaks were analyzed using Premiere Pro and Microsoft PowerPoint.
For planning the music video, a shotlist was created using Microsoft Word and Microsoft Paint.
The music video was produced using a Canon camera and edited in Premiere Pro. Effects like filters and transitions were added. Photoshop was used to plan and produce the digipak, adding effects and adjusting images. A similar process
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Evaluation - Question 6
During the process of creating a film project, the student learned about various technologies. In pre-production, they researched film genres, characters, shots, and angles using computers and resources from class. They struggled to use new script writing software. In production, they used a Panasonic video camera to capture needed shots due to its lightweight and image quality. They adjusted the camera settings to achieve a more cinematic look. In post-production, they easily edited clips together using Premiere Pro software that they were familiar with from previous experience. They also used YouTube, Blogger, and Slideshare to share their work online.
Evaluation 4
Various technologies were used throughout production and post-production to create professional quality deliverables including a poster, digipak, and music video. Hardware like Canon EOS 700D and Canon XA25 cameras were used to capture photography and footage both inside and outside the studio. Software like Final Cut Pro and Adobe Photoshop were used to edit the music video and create the poster and digipak layout. Research was aided by software like PowerPoint, Word, and YouTube to analyze other music videos and share ideas and schedules.
Evaluation Question 4
The document discusses the use of new media technologies in the planning, construction, and evaluation of a media project. Blogger was used to organize planning and research, presenting content through video, images, and slideshows, and to gather feedback through questionnaires. Adobe Premiere Pro and Adobe Premiere Elements were used for editing, with Premiere Pro used for storyboards and drafts, and Elements used for final editing at home. Photoshop was used to manipulate images. Video and images were captured using a Sony a6000 camera and Canon HF G25 camcorder. Additional software like Prezi, YouTube, and SlideShare were used to share and present content in different formats. Audio equipment included a
Production skills development
The document describes the development of the author's production skills throughout a film project. It discusses researching other films for inspiration, practicing techniques like camera work and editing, planning through storyboards and shot lists, filming in London locations using different camera shots and angles, and improving editing skills in iMovie to create a professional final product.
scripct for question 7 by George Bazley
George Bazley, the director of GCPlimited, discusses improvements made from their preliminary task to the final product of "off grid". The biggest improvements were the higher quality equipment used, such as switching from a handheld to SLR camera, which made the final piece look crisper and more cinematic. Greater planning and preparation, including a clear vision for the shooting and editing processes, also strengthened the final product. Advice to limit shots helped rein in ambitious ideas and resulted in a final piece with good variety that was easier to follow. While there is still room for growth, George is happy with the results and looks forward to applying lessons learned to future projects.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming. Other improvements included using a higher quality HD camera and microphone rather than a handheld camera. For editing, using Final Cut Pro instead of iMovie provided more advanced editing tools that enhanced the overall film.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Constructing The Production 2
1) The document discusses the equipment used to shoot a video, including a Sony handicam and tripod to get steady shots based on pre-produced storyboards.
2) Multiple takes of the same scenes from different angles and distances were captured to select the best shots.
3) Footage was edited using Adobe Premier Pro software to achieve the desired look, such as changing images to black and white for flashback effects.
4) Throughout production, conventions from existing media were referenced, such as using existing CD covers to design an album cover.
Constructing The Production 3
We used various equipment like a Sony handicam and tripod to shoot video and photos according to our storyboards. During filming, we took multiple shots of the same scene from different angles and distances to select the best shots. We edited the raw footage using Adobe Premier Pro to achieve effects like changing images to black and white. Throughout the production, we referred back to our plans and researched conventions from other similar works to ensure our work followed appropriate characteristics and conventions.
Q6 & Q7
Whilst creating their opening sequence, the student and their group learned about different camera, editing, and audio technologies. They gained experience using camera equipment like tracks to capture more professional shots. In editing with Final Cut, they learned skills like cutting clips, smooth transitions, and effects like black and white to emulate the film noir genre. GarageBand was found to have limited instruments and mixing capabilities for their desired jazzy noir soundtrack, so they used Cubase 6 instead which allowed them to successfully produce their soundtrack.
Portfolio supporting document
Harry collaborated with peers on music videos using cameras and drones, adding visual effects in Premiere Pro. He enjoys making music on GarageBand and has created a multi-level animated retro game in Photoshop. His first film was an experimental horror genre project, while other works include a car marketing video and a documentary on bird feeding with narration. Harry focuses on post-production editing, camera settings, shots, and camera movements to refine his projects.
Personal skills audit
Ellie High completed a personal skills audit to assess her abilities for an upcoming A2 project. She used various digital technologies like cameras, Final Cut, Photoshop, and GarageBand to film and edit an opening sequence for a previous project. Final Cut was particularly useful for piecing footage together. Photoshop allowed her to design a logo. She researched films to understand horror conventions and storyboarded her sequence. While adhering to conventions, her group was still creative. She plans to develop her skills further for the A2 project through more advanced use of software and in-depth research of her chosen genre.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Constructing The Production
The document discusses the equipment, filming, and editing process used to create a video production. It describes using a Sony steadicam for filming shots from longer distances and a tripod for straight shots. Multiple takes of the same scene from different angles and distances were captured. Footage and photographs were edited in Adobe Premier Pro to achieve the desired look, such as changing images to black and white to resemble flashbacks. Planning and production stages referred back to genre conventions of the media.
.
The document discusses various media technologies used at different stages of a music video project. YouTube was used in the planning stage to get inspired by indie artists. Blogger was used throughout the project as an online diary to document progress and communicate with group members. A Panasonic HS900 camera was used to record footage in HD and a Nikon Coolpix 1120 was used to take high-quality photos. A tripod was used to stabilize the camera during filming. Final Cut Pro was used to edit the video, adding effects like color correction. Photoshop was used to edit photos, adding effects like contrast and sepia to make the images look professional.
Evaluation Q1
This document reflects on the progress made from the preliminary task to the final video project. In the preliminary task, the filmmakers were still learning techniques and had limited time, which restricted the lighting, costumes, locations, and sound design. For the final video, the filmmaker applied lessons from the preliminary by improving the mise-en-scene, exploring more locations, and developing skills with camerawork, sound design, and editing software. Overall, the filmmaker learned important new skills in areas like lighting, planning, and post-production over the course of completing these two projects.
Skills
Abbie Smith completed a personal skills audit to assess their skills related to creating a film production. The audit identified skills with digital technology like using cameras, tripods, and dolly tracks which helped capture footage for the production. Post-production software like Final Cut Express HD, Garage Band, and Live Type were used to edit footage, add music, and create titles. Research into films like "Saw 4" helped with planning camera angles and conventions of the horror genre. While conventions were followed, the production strived to be creative within those constraints. Going forward, Abbie aims to develop these skills further for their A2 project.
Presentation Evaluation
The document summarizes a media production project evaluating a music video. It discusses how the video conforms to conventions of the genre through elements like synchronized editing and lip syncing. It also challenges some conventions through the use of handheld camerawork. New media technologies like Adobe Photoshop and Premiere Pro were used for image editing, adding effects, and assembling the final video. Research and planning was presented using tools like PowerPoint and Blogger.
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A2 Evaluation question 4
Chris used various new media technologies during the research, planning, production and evaluation stages of creating a teaser trailer. During research, he used the internet to search websites like Google for information. He documented his work on Mahara and used OneDrive, Microsoft Office programs, Prezi and his iPhone. To film footage and take photos, he used a Canon DSLR camera. For design work, he used Adobe Illustrator and Photoshop. To edit the teaser, he used Final Cut Pro X. GarageBand was used to create the soundtrack. Finally, YouTube was used to upload and receive feedback on the finished teaser trailer.
How did you use new media technologies in
The document discusses the new media technologies used by Jamie Smith in the production of a short film. Adobe Premier Pro was used for editing footage and adding sound effects and music. Adobe Photoshop and Illustrator were used to create the film poster, with Photoshop for layout and Illustrator for custom fonts. Blogger was used as a platform for research, planning, and evaluation by allowing all group members to contribute and edit blog posts. Google Forms provided a survey to gather audience feedback on the storyline. Celtx helped with writing and formatting the script. A camera and tripod were used to film footage and experiment with angles. A zoom recorder captured custom knocking sounds. Key skills learned included editing with Premier, effective
Question 4
The document discusses the use of various media technologies in the construction and research, planning, and evaluation stages of a project.
For research, interviews were conducted using a sound recorder and edited into a video format using Adobe Premiere Pro. An online survey was also used. Existing music videos and digipaks were analyzed using Premiere Pro and Microsoft PowerPoint.
For planning the music video, a shotlist was created using Microsoft Word and Microsoft Paint.
The music video was produced using a Canon camera and edited in Premiere Pro. Effects like filters and transitions were added. Photoshop was used to plan and produce the digipak, adding effects and adjusting images. A similar process
How did you use new media technologies in
Jamie Smith used several new media technologies in the production of a short film. Adobe Premier Pro was used to edit footage and add sound effects and music. Adobe Photoshop and Illustrator were used to design the film poster. Blogger allowed the group to collaborate and record research. Google Forms provided a way to get audience feedback on the storyline. Celtx was used to write the script in a proper format. A camera, tripod, and zoom recorder were also used to capture footage and sounds. Overall, the technologies enhanced skills in editing, camerawork, research, planning, and gaining audience feedback.
Question 4
The document discusses how the author used various technologies in researching, planning, constructing, and evaluating a documentary project about teenage employment.
For research, the author used the internet to find statistics, archive footage on YouTube, and potential interview subjects. Microsoft Word and Excel were used to create questionnaires and analyze feedback.
Construction involved using an HD video camera on a tripod for interviews and b-roll footage. A digital camera captured stills. Adobe Photoshop designed the print ad and Adobe Premiere Pro edited the documentary, adding titles, transitions, and effects.
Evaluation platforms included Prezi, Smore, SlideSnack, SlideServe, YouTube, and SlideShare to present
A2 Media Evaluation Question 4 (final)
The document summarizes how new media technologies were used at different stages of a project to construct a teaser trailer.
During research and planning, the internet (Safari, Google, YouTube) and cloud storage (Mahara, OneDrive) were used to gather information and organize work. Microsoft Office programs like PowerPoint and Word were also utilized.
Filming utilized a Canon DSLR camera. Adobe programs like Photoshop and Illustrator were used to edit photos and design posters.
Final Cut Pro X was used to edit the teaser trailer, taking advantage of its timeline, effects, titles, and transitions. GarageBand created the soundtrack.
YouTube provided a platform to publish and
How did you use media technologies in the construction and research, planning...
This powerpoint was produced to answer the question 'How did you use media technologies in the construction and research, planning and evaluation stages?'.
Alex Wiley
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The document discusses the various technologies used to create a music video for a media studies coursework project. It describes how a lighting kit with 3 lights was used to properly light studio shots. A tripod was used to keep the camera steady for consistency between shots with different outfits. An SLR camera was chosen for its high quality footage and easy file transfer. iMovie was used to edit the dailies, rough cut, and final video, syncing images to the song. Other software like Photoshop, WordPress, and MyBrainShark helped with design work, documentation, and presentations. Actors were found through Casting Call, and footage was stored on SD cards.
Evaluation question 4
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Evaluation task 4 media technologies
My final evaluation task for A2 Media Studies. This evaluates the software I used in order to produce the Magazine Cover, Poster and Teaser Trailer for my coursework.
Izak presentation2
The group used a Sony DV camera to film their project which was easy to use. They edited the footage using Final Cut Express, GarageBand for soundtracks, and LiveType and Photoshop for titles and logos. The process involved planning, storyboarding, filming a rough cut, getting feedback, and editing the final project which they published online.
Evaluation question 4
The document discusses how various digital technologies and media programs were used at different stages of creating a music video project. In the planning stage, the students used Blogger to document research, Google and YouTube to find examples, and Pages for notes. Cameras and phones helped with location scouting and casting. Adobe Premiere Pro and Photoshop allowed preliminary editing and planning visual content. Video equipment was utilized for filming, and Premiere Pro was key for final editing and adding effects to the constructed music video product.
Evaluation Q4 - How did you use media technologies in the construction, resea...
The document discusses the various media technologies used during the construction, research, planning and evaluation of a music video project. Google, YouTube, and Blogger were used extensively for researching locations, analyzing other videos, and documenting the project's progress. Adobe Photoshop, Premier Pro, and After Effects were used to edit photos, video footage and add effects. A digital camera, video camera and tripod were used to capture footage and photos. The internet and mobile phone also aided in the planning process.
How did you use media technologies in the construction and research, planning...
The document discusses the various software, equipment, and resources used during a school project. Final Cut Express and Live Type were used for editing footage and adding text/effects. Microsoft Powerpoint and Word were utilized at different stages for evaluation and analysis. Microsoft Paint and Photoshop helped develop initial ideas and make texts more professional. A Sony Handycam camera was used for filming, and a tracker allowed for varied shots. Natural and artificial lighting was employed to achieve different lighting effects. A blog on www.vox.com hosted information and allowed uploading.
How did you use media technologies in the construction and research, planning...
The document discusses the various software, equipment, and resources used during a school project. Final Cut Express and Live Type were used for editing footage and adding text/effects. Microsoft PowerPoint, Word, Paint, and Photoshop were utilized at different stages for planning, analyzing, and illustrating ideas. A Sony Handycam camera was used for filming, and additional equipment like a tracker and lighting were employed to vary shots. A school blog on www.vox.com was created to upload and present work.
Question3 (1)
During the planning stages of their music video project, the author researched songs on YouTube, iTunes and Google to choose MIA's "Paper Planes". They used Pinterest to gather visual ideas and plan the direction of the video.
For construction, they filmed with a Lumix GF1 camera and tripod, used natural and artificial lighting. They created an Instagram to share behind-the-scenes content. They documented the process on a blog. Footage was edited in Final Cut Pro X, including speed and color adjustments.
For promotion, they took photos on a Canon DSLR and designed a magazine advert and digipack cover in Photoshop. They shared the final video on YouTube, social
Q6 evaluation
Jack Rees learned about various technologies from constructing a zombie horror title sequence product. They used the Art of the Title website to gain inspiration and research effective use of mise-en-scene and camera shots. They used Blogger to upload their research and present their planning. Final Cut Pro was used as a secondary editing software to delete unnecessary shots and merge the sequence, allowing easy export to their primary software. Screen Cast was used to record individual and group evaluations, demonstrating technological convergence in a reliable way to upload videos to YouTube.
Tech
Wordpress was used throughout all stages of the project for documentation and presentation. Other technologies used in the research stage included Slideshare and Prezi for presentations, as well as YouTube for inspiration. In the planning stage, cameras were used to film focus groups and locations while YouTube and online tutorials helped with ideas. The production stage utilized a Panasonic HD camera for filming, a stills camera for behind-the-scenes photos, Final Cut Pro for editing, and Photoshop for graphic design work. Evaluation included filming feedback on the project and using Slideshare for reporting.
Evaluation Q3 media technologies
The document discusses the various media technologies used by Abigail Downes during the research, planning, construction, and evaluation stages of a media project. Survey Monkey, YouTube, Premier, and Google were used for research. Blogger, Google Maps, and Word were used in the planning stage. A digital camera, Photoshop, and Premier were utilized for construction. Finally, SlideShare, PowerPoint, and Adobe Acrobat assisted with the evaluation.
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How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
Evaluation Q4 - How did you use media technologies in the construction, resea...
Evaluation Q4 - How did you use media technologies in the construction, resea...
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
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Research in to digipaks and posters
Band's digipaks and posters are usually strongly linked, often using the exact same or very similar photos. The document provides examples of Muse, Green Day, and Royal Blood using this approach. Specifically, Muse and Green Day used the exact same image for their digipak and poster, while Royal Blood featured similar but not exact images. The document suggests bands do this so their audience can easily recognize the band from the visuals.
Research in to similiar artists
The researchers analyzed videos by the band Royal Blood to get ideas for their own video based on Royal Blood's song "Little Monster". They found Royal Blood's videos commonly had narrative stories, either with the band performing or just a narrative on its own. One video called "Figure it Out" caught their eye, using red and blue filters to portray a woman's changing demeanor. Another video for "Ten Tonne Skeleton" featured both a narrative of a woman running from something unknown and dynamic performance shots of the band outside to match the fast-paced music.
Further research in to digipaks
Further research was conducted into Digipaks, cardboard multi-panel CD packages. Some common conventions were observed, such as large bold titles on the front cover and pictures of the band or singer. Digipaks try to promote the band's image and style, portraying bands like Green Day as young and rebellious or Arctic Monkeys as older and willing to take risks. Barcodes, URLs, and record label information are typically included on the back. Bands like Muse, Royal Blood, and Green Day were researched as they have styles similar to the video being made.
Research in to digipaks and posters
The document discusses research into how bands link their digipaks and posters through similar or identical images. It provides examples of Muse, Green Day, and Royal Blood using the exact same picture for both the digipak and poster, or in Royal Blood's case, very similar images. The use of matching or comparable visuals allows audiences to easily recognize the band from either the digipak or poster.
Our target audience
Our target audience for the video is 16-27 year olds, with a focus on males aged 16-19. This audience can relate to the characters in the video and will be interested in the rock band featured. The video aims to show this audience that anyone can achieve their dreams, even in difficult situations, and to discourage drug and alcohol use. Our ideal audience member is described as Ryan, a 19 year old male from London who enjoys indie/rock music, action movies, and finding new music bands on the internet.
Lists
The document lists the band members, main character, drug dealers, and props needed for a school project. It includes the names, occupations, clothing, and equipment for 3 band members playing guitar, bass guitar, and drums. It also provides the same details for the main character Charlie Salter and 2 drug dealers. Props listed are a bag of flour to represent drugs, a microphone, microphone stand, guitar case, paper contract, 2 amplifiers, extension leads, and a tripod. Required technology includes a smartphone, DSLR camera, computer, and memory stick.
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The document discusses location scouting for a video project. It lists requirements for the setting including that the village must look run down and rural, be in a suburban area, and contain a busy road and run down park nearby. Several potential locations are considered and Bishop Sutton is selected as it meets all the criteria. The document also discusses finding a location at a school for the performance section, needing a dark room with lighting and sound control. The drama rooms are selected as they have sufficient space and lighting options to fit the needs.
Script for little monster video
The film script tells the story of a boy from a poor rural family who dreams of being in a band. In the beginning, shots establish that he lives in a run-down old house. He leaves home carrying his guitar. Scenes then cut between the boy alone in the city and a band rehearsing without a singer. The boy gets depressed and meets some drug dealers who beat and rob him when he can't pay. In pain, the boy finds his guitar in a bin and starts busking to earn money. His talent is noticed and he is offered a music contract, allowing him to join the band and achieve his dream.
Representations of people in our video
The document discusses representations of characters in a music video. It summarizes that the band is portrayed as sophisticated and classy by having them wear suits to contrast with the main character. The main character is represented as living a rebellious lifestyle involving drugs that negatively impacts his life, but he persists in pursuing his dreams. The drug dealers are portrayed as dangerous through similar dark, hooded clothing to emphasize the perilous situation the main character is in.
All my sons and a doll glossary
This document provides definitions and examples of key literary terms found in the plays All My Sons and A Doll's House. It defines terms like imagery, simile, metaphor, symbolism, and figurative language. For each term, it provides examples from both plays to illustrate how the techniques are used. The document also analyzes elements like diction, tone, motifs, and the use of pronouns, verbs, and dialogue between characters. Overall, the summary concisely outlines and compares various literary devices in the two source texts.
Shooting schedule for the video
The shooting schedule for the video 'Little Monster' includes filming the opening narrative section on February 8th at Charlie's house, the performance section on February 20th at the Drama studio, and most of the narrative section from March 1st to 6th at Bishop Sutton, with any re-filming also taking place there on March 6th and potential re-filming of performance shots on March 8th back at the Drama studio.
Researching digipaks
This document discusses design elements and conventions that the author likes in digipak CD packaging. The author prefers designs that use artistic covers with bold colors or images to attract attention. They also value song lists on the back cover and interesting masthead designs so people can identify the band and remember song titles. As examples, the author analyzes two digipaks they like - one with a bright orange cover contrasting the black interior, and another with a dramatic eye image spanning two panels and a simple star on the plain front cover.
Planning and research
This document discusses conventions for magazine covers, noting that advertising pages often come before the table of contents. The cover typically features a large central image that may obscure the title, with a colorful background intended to catch readers' attention. The magazine title is printed in a larger font than other text to make it clear. Additional text on the cover previews magazine features, while the contents page provides more detail and page numbers for those features.
Music magazine research
The document discusses research into music magazine covers. It notes that many rock magazine covers have a clustered look with many pictures and bold graphics. However, the cover of Clash magazine stands out with a single large central image and a bold title across the top, without a cluttered design. This makes the Clash cover look slick and professional compared to others. Additionally, the main image does not directly address the reader like most magazine covers. The document concludes by stating the intention to use some of Clash magazine's cover design techniques.
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Construction, research, planning and evaluation.
- 1. Construction, Research, Planning and Evaluation Construction The performance sectionof ourvideowasfilmedusinganordinarycamcorder.To increase the speedof the shootwe usedmultiple camerassetupatdifferentanglesaroundthe room.Although thismade the editingof the videoharderaswe had to keepfindingsmallclipsfromalarge selection of shotsitmade the overall endproductlookalotbetter.For the narrative sectionwe usedaDLSR camera as itallowedustoget a varietyof focusesandaltogetheramuch cleanerandprecise shot. The main programmerwe usedforconstructionwasPremierproCS5.5. We had usedthis programme before inthe ASprojecthoweverwe didn’tuse ittoitsfull potential.Thisyearwe used a wide varietyof effectsonthe shots(suchasbrightenandcontrast) to make sure that the video lookedprofessional andthere were nodarkor out of place sections. Howeverwe didcome acrossa fewproblemsaswe didn’tknowhowtouse certainfeaturesbutwe usedYouTube toquicklyfind out howto do it. For my posteranddigipakIused the editingsoftware Photoshop.Goingintothisprogramme Ihad no experience of itsoI quicklybecame stuck.HoweverIquicklybecame more confidentafterIused Google andYouTube to get tipsandtricks onhow to use the toolson Photoshop.WhenIfirsttried to editthe picturesIhad takenon myphone I soonrealisedthattheywere notgoodenoughquality meaningthattheywere pixilated.Toovercome thisproblemIusedaDLSR camera whichgave much betterqualityimages. Research Havingnot much knowledge of the musicindustryingeneralwe made sure we researchedintothat area.Using Google we researchedintothe waystheyactual constructthe videos,the companies that showmusicvideos,the placesyoucanview musicvideosandthe general purposeof amusic video.Afterfindingoutaboutall these sectionsof the musicindustryitallowedusto understand more about the platformsthatwe can put our videoon. We alsoresearchedintoa fewmusicvideotheoriessuchasGoodwin’stheoryandLauraMulvey’s gaze theory.Havingresearchedintothese theoriesitallowedustounderstandmore intothe ideas and thoughtprocessesbehindproducersof musicvideo.Ialsoresearchedthe conventionsof the differentgenresof music.Ispecificallylookedatthe rock/indie genre asRoyal Bloodfitintothat genre of music.I foundoutabout the type of cuts, editing,clothingandsettingthatthe rock genre generallyusessoIcan use theminmy videotomake it lookmore professional. Planning For us the mostimportantthingto planwasthe audience ourvideoaimedat andthe settingof our video.We wantedtomake sure we had a clear andprecise audience whichwe couldaimfor.Tofind out whatage range wouldbe interestedinourvideowe sentouta questionnaire.We includedlots of questionsabouttheirmusicinterestsandjustaboutthemingeneral.Fromourresultswe produceda large range of pie charts whichallowedustosee whatageswouldbe interestedinthe musicvideoaswell assome of theirotherinterests.We usedthe programme MicrosoftPublisherto compile ourresultsandallowusto tailorthe lookof the people andsettingof the videotosuitour audience. In ASmediawe alwaysforgotpropsor someone wore the wrongclothingsothisyearwe decidedto write outextensivelistsforusandthe performersinourvideo usingMicrosoftWord.Especiallyfor
- 2. the performersinthe bandtheyneededtohave separate listsaswe wantedthemtolookespecially professionalandlike areal band.We also wantedoursettingtobe perfectso we came up with some ideasof where tofilmandthenwe wentto eachlocationto see whichone wouldbe suitable. We decidedthe filmthe narrative sectioninBishopSuttonasitsuitedthe rundownrequirement we needed,forthe performance we usedadramaroomas ithad goodlightinganditcouldlooklike a place a band couldpractice and perform.Tofindoutthese locationswe usedgoogle maps. We alsowrote a scriptfor out performerssoitwaseasierforthemto understandwhattheyhave to do and howthat relatestothe overall story. Aswell asthiswe drew upa storyboardof all the shots so we couldvisual the shotswe are goingto filmandwhat angle/lengththey’re goingtobe. Evaluation The evaluationforourvideodidtake more effortthanI originallythoughthoweverIdidmanage to complete the twoindividual ones,withone onthe presentationsoftware Preziandthe otherona Microsoftword document.Forthe groupquestionswe didone asa commentaryoverour videoand anotherwhere we analysedouraudience feedbackoverthe videofootage.Howeverif we were to do thisagainwe wouldmake our directorscommentaryfitinwithwhatisbeingshowninthe video and we woulddosimilarwiththe audience feedbackquestion. Overall Ithinkourmusicvideowasof a goodstandard.Howeverthere were some partsthatif we were toredo itI wouldchange or justre-shootthe shots.Onthe narrative side Iwouldlike tore do the narrative storybecause the one we have at the momentdidn’treallyhave muchof a storyto follow. Alsosome of the shotsinthe narrative are a bitoff in termsof the performerbeingoutof positionorthe shotsdon’tflowproperly. Alsointhe performance partof our videothere wasasetof shotsthat didn’thave properlighting and there were afewwhere the actuallyguitarordrum playingwasoutof time withthe songwhich I wouldre film.HoweverIamhappywitheverythingelse we didand the performance andnarrative suitedthe genresandconventionsof rockand the band Royal Blood.