The document describes the student's editing process for their documentary project. They used Adobe Premier Pro in class and DaVinci Resolve 17 for free at home. They compiled footage from interviews and YouTube videos about activism over decades. The student edited subtitles, audio, and added title cards and transitions. They recorded a voiceover on their phone. The student created multiple versions during editing and exported after each session. They included credits and pros/cons lists at the end.
Ben Holmes produced a music video for the track "Ganja Man" by drum and bass artist Aphrodite for his final media project. He filmed at various locations around Manchester, experimenting with different camera shots and techniques. During editing, he rearranged the clips in a random order to match the fast pace of drum and bass music videos. Some of his footage was low quality so he filmed additional scenes. Though he intended to include effects, they did not suit the style of the video. He learned new skills in planning, filming and editing independently for this project.
Ben Holmes produced a music video for the track "Ganja Man" by drum and bass artist Aphrodite for his final media project. He filmed at various locations around Manchester, experimenting with different camera shots and techniques. During editing, he rearranged the clips in a random order to match the fast pace of drum and bass music videos. Some of his outdoor footage was low quality, so he filmed additional scenes. Though he intended to include effects, they did not suit the style of the fast-paced video. In the end, he was happy with the final music video and uploaded it to YouTube to gather feedback. Through this independent project, his filming and editing skills improved beyond his first year skills.
1. The document discusses the process of planning, shooting, and editing a short promotional video for Sunderland city. It describes assigning roles, researching locations, risk assessments, and collaborating footage.
2. When editing, the author backed up footage, sorted clips, added transitions between segments, worked on titles and text, added background music and voiceovers, and evaluated their skills and areas for improvement.
3. Overall the document provides a detailed overview of the pre-production, production and post-production process for a class project creating a promotional video about Sunderland city.
The document discusses the various new media technologies used by the author at different stages of creating a music video and ancillary texts for a media project. In pre-production, the author used blogger to plan and track research, used Prezi and YouTube for genre research, and used their iPad to create a storyboard and animatic. During production, the author used their Canon DSLR camera, tripod, and iPhone to film footage. In post-production, the author used Final Cut Pro to edit the video, Photoshop and PicMonkey to create ancillary texts, and their iPad to collect and edit audience feedback videos. The author found these technologies helpful for planning, tracking progress, capturing high quality footage and images
The document summarizes the post-production process for editing a smile campaign video using Premiere Pro. Key steps included:
1. Organizing video files and reviewing clips to select those to keep.
2. Loading selected clips into Premiere Pro and experimenting with the software during an initial editing period.
3. Arranging clips in timeline according to script, then making cuts and color corrections as needed.
4. Adding background music from a royalty-free site and syncing audio with video edits.
5. Further refining lighting and transitions between clips before exporting the final video.
The document summarizes the filmmaker's process over two days of editing their documentary about growing up in the Northeast in the 1970s. On the first day, they organized their footage by renaming files, transferred files to their computer, and noticed audio issues like static that they wanted to fix. They experimented with different audio effects in DaVinci Resolve but had trouble reducing the static. On the second day, they edited their documentary together in Premiere Pro, loading all media and placing interview clips in order. They found the "Dehummer" effect successfully removed static from audio clips.
The documentary produced by the student follows codes and conventions of the genre. It begins with an introduction and quote, then cuts to an interview shot with subtitles. Various clips from different decades are included on different topics, with a voiceover to provide context. The structure of clips and voiceover continues for subsequent topics. At the end, pros and cons of online activism appear on screen alongside the narration. The student reflected that thorough planning, feedback, and technical skills improved their work, and that their idea remained consistent from conception to completion.
The document discusses the challenges faced and progress made during the production and post-production of a documentary. It describes issues encountered during editing in Premier Pro such as footage not saving properly and having to restart work. It also details steps taken to improve the process such as renaming files for clarity, adding transitions, unlinking audio from video, and adjusting volume levels during editing. Overall it provides an overview of the lessons learned and skills developed in editing the documentary.
Ben Holmes produced a music video for the track "Ganja Man" by drum and bass artist Aphrodite for his final media project. He filmed at various locations around Manchester, experimenting with different camera shots and techniques. During editing, he rearranged the clips in a random order to match the fast pace of drum and bass music videos. Some of his footage was low quality so he filmed additional scenes. Though he intended to include effects, they did not suit the style of the video. He learned new skills in planning, filming and editing independently for this project.
Ben Holmes produced a music video for the track "Ganja Man" by drum and bass artist Aphrodite for his final media project. He filmed at various locations around Manchester, experimenting with different camera shots and techniques. During editing, he rearranged the clips in a random order to match the fast pace of drum and bass music videos. Some of his outdoor footage was low quality, so he filmed additional scenes. Though he intended to include effects, they did not suit the style of the fast-paced video. In the end, he was happy with the final music video and uploaded it to YouTube to gather feedback. Through this independent project, his filming and editing skills improved beyond his first year skills.
1. The document discusses the process of planning, shooting, and editing a short promotional video for Sunderland city. It describes assigning roles, researching locations, risk assessments, and collaborating footage.
2. When editing, the author backed up footage, sorted clips, added transitions between segments, worked on titles and text, added background music and voiceovers, and evaluated their skills and areas for improvement.
3. Overall the document provides a detailed overview of the pre-production, production and post-production process for a class project creating a promotional video about Sunderland city.
The document discusses the various new media technologies used by the author at different stages of creating a music video and ancillary texts for a media project. In pre-production, the author used blogger to plan and track research, used Prezi and YouTube for genre research, and used their iPad to create a storyboard and animatic. During production, the author used their Canon DSLR camera, tripod, and iPhone to film footage. In post-production, the author used Final Cut Pro to edit the video, Photoshop and PicMonkey to create ancillary texts, and their iPad to collect and edit audience feedback videos. The author found these technologies helpful for planning, tracking progress, capturing high quality footage and images
The document summarizes the post-production process for editing a smile campaign video using Premiere Pro. Key steps included:
1. Organizing video files and reviewing clips to select those to keep.
2. Loading selected clips into Premiere Pro and experimenting with the software during an initial editing period.
3. Arranging clips in timeline according to script, then making cuts and color corrections as needed.
4. Adding background music from a royalty-free site and syncing audio with video edits.
5. Further refining lighting and transitions between clips before exporting the final video.
The document summarizes the filmmaker's process over two days of editing their documentary about growing up in the Northeast in the 1970s. On the first day, they organized their footage by renaming files, transferred files to their computer, and noticed audio issues like static that they wanted to fix. They experimented with different audio effects in DaVinci Resolve but had trouble reducing the static. On the second day, they edited their documentary together in Premiere Pro, loading all media and placing interview clips in order. They found the "Dehummer" effect successfully removed static from audio clips.
The documentary produced by the student follows codes and conventions of the genre. It begins with an introduction and quote, then cuts to an interview shot with subtitles. Various clips from different decades are included on different topics, with a voiceover to provide context. The structure of clips and voiceover continues for subsequent topics. At the end, pros and cons of online activism appear on screen alongside the narration. The student reflected that thorough planning, feedback, and technical skills improved their work, and that their idea remained consistent from conception to completion.
The document discusses the challenges faced and progress made during the production and post-production of a documentary. It describes issues encountered during editing in Premier Pro such as footage not saving properly and having to restart work. It also details steps taken to improve the process such as renaming files for clarity, adding transitions, unlinking audio from video, and adjusting volume levels during editing. Overall it provides an overview of the lessons learned and skills developed in editing the documentary.
The document discusses the various software programs and tools the author used during the research, planning, production and evaluation stages of creating a film project. Some of the key software explored included Final Cut Express, InDesign, Photoshop, Soundtrack Pro, iMovie, GarageBand, YouTube and social media sites for feedback. The author found Final Cut Express better than iMovie for editing and InDesign better than Photoshop for poster design. YouTube and blogger were used extensively for research, uploading work, and gathering audience feedback.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture unique shots, but the initial editing did not fit the music well so additional filming was required.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique feel for the final music video.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
The document discusses the various technologies used to create a music video. A Canon EOS 600D camera was used for primary filming, along with a tripod to avoid shaky shots. Additional shots were later added using an iPhone camera. Final Cut Pro was used for editing, taking advantage of features like fades and speed/motion adjustments. Microsoft Word was used to create a promotional advert. Secondary research involved sources like MediaMagazine and articles on music video trends. YouTube was used both for research and sharing the completed video for feedback.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
How did you use media technologies in the research, planning, construction an...Sam Benzie
The document discusses the various media technologies used during the planning, construction, and evaluation of a music video project. During planning, the author used YouTube to research conventions of their genre, Wordle to identify key phrases, and Prezi and Slideshare to create presentations. Microsoft Excel was used to record questionnaire results. During construction, a digital camera, audio recorder, SD card reader, and tripod were used to capture footage. Editing software Premiere Pro was used to edit the footage together. Photoshop was used to create ancillary materials like a digipak and magazine ad. Social media like Facebook and YouTube were utilized to gather audience feedback.
The student created a pop dance music video that challenged conventions by never showing the main characters together. They researched mainstream and indie artists to inform their work. While the video used conventions like lip syncing, it did not follow a clear storyline. The ancillary materials like CD covers and posters maintained continuity with the video through consistent use of images, fonts, and colors. Audience feedback helped improve shots that were off balance. The student used online resources, TV, radio, and campus equipment and software at various stages of research, planning, filming, and evaluation.
1) For their final media project, the student produced a music video for the song "Bassline" by The GetAlongGang. They filmed outdoor scenes at a country park but the quality was poor, so they filmed additional footage at a music festival.
2) In editing the video, they trimmed clips and sequenced them to the song "Every Little Piece" by Hot Since 82. They added effects like split screens and layered clips to make it more interesting.
3) Although issues with the first filming caused changes from the original plan, the student believes the final video still appeals to its target demographic of students interested in house music, festivals, and clubbing. They received positive feedback, especially from friends
How did you use new media technologies?olivia mullen
The document discusses the various digital technologies used during the planning, research, production and evaluation stages of creating a music video for an advanced portfolio project. WordPress was used to create a blog to document the entire process. During planning, research was conducted using Google, YouTube, and existing music videos to help decide on genre and narrative. A Fujifilm camera was used to film the music video. Adobe Premiere Elements was used to edit the footage, with challenges encountered due to its complexity. Photoshop was used to create ancillary materials like a digital booklet cover. Microsoft Word and Facebook were also utilized at various stages, and Prezi and SlideShare helped present findings.
Final major project evaluation revisitedJack Dixon
Jack Dixon created a music video for his final major project. He filmed scenes at a country park and music festival after his initial footage was poor quality. Editing challenges included syncing footage to the beat and speeding up clips. Feedback was positive from friends who found it funny, showing the intended humor was effective. While the final video differed from his original plan, it still targeted the desired demographic of students interested in house music and festivals. Through this project, Jack improved his skills with Adobe software, camerawork, and independent working.
Christian Owens evaluated his final music video project for an indie music genre class. He chose to create a music video for the song "Radioactive" by Imagine Dragons with his group. Through the filming and editing stages, he faced challenges like unpredictable weather during outdoor filming and not having all the shots needed from filming. In his editing, he worked to match the script and fill gaps while keeping the singer looking isolated as intended. His final video included title sequences and minor color effects to make it look more professional without distracting from the content. Overall, he was happy with how the video turned out and would film more footage next time to have more options in editing.
The document discusses the various technologies the author learned to use while creating a two minute film opening project. These included using a smartphone to take location shots and email photos, researching film openings on YouTube and Storyboard That, and learning Windows programs like PowerPoint, Word, and Movie Maker to create schedules, scripts, and embed work. The author also learned editing software like Final Cut Pro to trim clips, adjust audio/video levels, fix lighting issues, and ensure media did not go offline. Additionally, the author created music and titles using Garageband, iTunes, LiveType, and Motion.
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author learned to use their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title, and Storyboard That helped with research and planning. The author also learned to use Microsoft programs like Word, PowerPoint, Encoder, and Movie Maker to create schedules, scripts, and analyze film openings. Additionally, the author learned skills like editing speed and audio/video levels using Final Cut Pro, creating music and sound effects using Garage Band, making titles using LiveType, and animating logos using Motion.
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author used their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title and Storyboard That helped with research and planning. The author learned to use Microsoft programs like Word, PowerPoint, Encoder and Movie Maker to create schedules, scripts and analyze openings. They also learned to use Final Cut Pro, Garage Band, iTunes, LiveType and Motion. Final Cut Pro taught editing skills like adjusting clip speed and audio/video levels. Garage Band helped create music and sounds, while LiveType and Motion helped make titles and logos.
The document summarizes the student's process for producing a short film. It describes the planning and research done using websites like IMDb and Wikipedia. It discusses the student's time management and use of equipment like cameras during filming. It also covers the editing process in Adobe Premiere and After Effects, including adding sound effects and music. Peer feedback praised aspects like the varied camera shots and building intensity, while providing suggestions for improvements like scene brightness and extending the explosion scene.
The document discusses the process of creating an animated video documentary using the Animaker website. The creator started by watching sample videos to get ideas, and decided to use a scene from another video but change some elements to make it more original. They created their own character to narrate the documentary in a personal way. After recording a script reading, they animated the video and replaced the audio with the final recording. Images and background music from the website required payment, so free online content was used instead. The creator settled on a dark blue background with white text for readability. One scene was given a brighter, "kids" theme to match its content. Multiple takes of reading the script were recorded and edited together for the clearest audio
- The author began the editing process of their documentary by arranging video clips in the planned order from their storyboard and script. They added transitions between clips and resized clips as needed.
- They then added background music from Uppbeat that matched the client's style. They adjusted the music volume and stabilized shaky clips.
- To finalize the documentary, the author rendered and exported multiple drafts to ensure all versions were saved. They surveyed others to receive feedback on drafts and determine the most suitable music. The final draft addressed all feedback.
The document summarizes the process of recording footage over multiple days for a documentary project. Different camera settings were needed depending on the weather conditions. Equipment used included a handheld tripod, dolly, and camera with SD card. Locations filmed included graveyards, bridges, parks and monuments. Bad weather on some planned days prevented recording. Multiple takes were recorded at each location to ensure good quality footage. Behind the scenes photos provided context for footage recorded at Penshaw Monument. The last day of recording was spent filming at Barnes Park and uploading all 329 pieces of footage to cloud storage.
The document discusses the various software programs and tools the author used during the research, planning, production and evaluation stages of creating a film project. Some of the key software explored included Final Cut Express, InDesign, Photoshop, Soundtrack Pro, iMovie, GarageBand, YouTube and social media sites for feedback. The author found Final Cut Express better than iMovie for editing and InDesign better than Photoshop for poster design. YouTube and blogger were used extensively for research, uploading work, and gathering audience feedback.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture unique shots, but the initial editing did not fit the music well so additional filming was required.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique feel for the final music video.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
The document discusses the various technologies used to create a music video. A Canon EOS 600D camera was used for primary filming, along with a tripod to avoid shaky shots. Additional shots were later added using an iPhone camera. Final Cut Pro was used for editing, taking advantage of features like fades and speed/motion adjustments. Microsoft Word was used to create a promotional advert. Secondary research involved sources like MediaMagazine and articles on music video trends. YouTube was used both for research and sharing the completed video for feedback.
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
How did you use media technologies in the research, planning, construction an...Sam Benzie
The document discusses the various media technologies used during the planning, construction, and evaluation of a music video project. During planning, the author used YouTube to research conventions of their genre, Wordle to identify key phrases, and Prezi and Slideshare to create presentations. Microsoft Excel was used to record questionnaire results. During construction, a digital camera, audio recorder, SD card reader, and tripod were used to capture footage. Editing software Premiere Pro was used to edit the footage together. Photoshop was used to create ancillary materials like a digipak and magazine ad. Social media like Facebook and YouTube were utilized to gather audience feedback.
The student created a pop dance music video that challenged conventions by never showing the main characters together. They researched mainstream and indie artists to inform their work. While the video used conventions like lip syncing, it did not follow a clear storyline. The ancillary materials like CD covers and posters maintained continuity with the video through consistent use of images, fonts, and colors. Audience feedback helped improve shots that were off balance. The student used online resources, TV, radio, and campus equipment and software at various stages of research, planning, filming, and evaluation.
1) For their final media project, the student produced a music video for the song "Bassline" by The GetAlongGang. They filmed outdoor scenes at a country park but the quality was poor, so they filmed additional footage at a music festival.
2) In editing the video, they trimmed clips and sequenced them to the song "Every Little Piece" by Hot Since 82. They added effects like split screens and layered clips to make it more interesting.
3) Although issues with the first filming caused changes from the original plan, the student believes the final video still appeals to its target demographic of students interested in house music, festivals, and clubbing. They received positive feedback, especially from friends
How did you use new media technologies?olivia mullen
The document discusses the various digital technologies used during the planning, research, production and evaluation stages of creating a music video for an advanced portfolio project. WordPress was used to create a blog to document the entire process. During planning, research was conducted using Google, YouTube, and existing music videos to help decide on genre and narrative. A Fujifilm camera was used to film the music video. Adobe Premiere Elements was used to edit the footage, with challenges encountered due to its complexity. Photoshop was used to create ancillary materials like a digital booklet cover. Microsoft Word and Facebook were also utilized at various stages, and Prezi and SlideShare helped present findings.
Final major project evaluation revisitedJack Dixon
Jack Dixon created a music video for his final major project. He filmed scenes at a country park and music festival after his initial footage was poor quality. Editing challenges included syncing footage to the beat and speeding up clips. Feedback was positive from friends who found it funny, showing the intended humor was effective. While the final video differed from his original plan, it still targeted the desired demographic of students interested in house music and festivals. Through this project, Jack improved his skills with Adobe software, camerawork, and independent working.
Christian Owens evaluated his final music video project for an indie music genre class. He chose to create a music video for the song "Radioactive" by Imagine Dragons with his group. Through the filming and editing stages, he faced challenges like unpredictable weather during outdoor filming and not having all the shots needed from filming. In his editing, he worked to match the script and fill gaps while keeping the singer looking isolated as intended. His final video included title sequences and minor color effects to make it look more professional without distracting from the content. Overall, he was happy with how the video turned out and would film more footage next time to have more options in editing.
The document discusses the various technologies the author learned to use while creating a two minute film opening project. These included using a smartphone to take location shots and email photos, researching film openings on YouTube and Storyboard That, and learning Windows programs like PowerPoint, Word, and Movie Maker to create schedules, scripts, and embed work. The author also learned editing software like Final Cut Pro to trim clips, adjust audio/video levels, fix lighting issues, and ensure media did not go offline. Additionally, the author created music and titles using Garageband, iTunes, LiveType, and Motion.
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author learned to use their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title, and Storyboard That helped with research and planning. The author also learned to use Microsoft programs like Word, PowerPoint, Encoder, and Movie Maker to create schedules, scripts, and analyze film openings. Additionally, the author learned skills like editing speed and audio/video levels using Final Cut Pro, creating music and sound effects using Garage Band, making titles using LiveType, and animating logos using Motion.
The document discusses the various technologies the author learned to use while creating a two minute film opening project. The author used their smartphone to take location shots and email photos to themselves. Websites like YouTube, Art of the Title and Storyboard That helped with research and planning. The author learned to use Microsoft programs like Word, PowerPoint, Encoder and Movie Maker to create schedules, scripts and analyze openings. They also learned to use Final Cut Pro, Garage Band, iTunes, LiveType and Motion. Final Cut Pro taught editing skills like adjusting clip speed and audio/video levels. Garage Band helped create music and sounds, while LiveType and Motion helped make titles and logos.
The document summarizes the student's process for producing a short film. It describes the planning and research done using websites like IMDb and Wikipedia. It discusses the student's time management and use of equipment like cameras during filming. It also covers the editing process in Adobe Premiere and After Effects, including adding sound effects and music. Peer feedback praised aspects like the varied camera shots and building intensity, while providing suggestions for improvements like scene brightness and extending the explosion scene.
The document discusses the process of creating an animated video documentary using the Animaker website. The creator started by watching sample videos to get ideas, and decided to use a scene from another video but change some elements to make it more original. They created their own character to narrate the documentary in a personal way. After recording a script reading, they animated the video and replaced the audio with the final recording. Images and background music from the website required payment, so free online content was used instead. The creator settled on a dark blue background with white text for readability. One scene was given a brighter, "kids" theme to match its content. Multiple takes of reading the script were recorded and edited together for the clearest audio
- The author began the editing process of their documentary by arranging video clips in the planned order from their storyboard and script. They added transitions between clips and resized clips as needed.
- They then added background music from Uppbeat that matched the client's style. They adjusted the music volume and stabilized shaky clips.
- To finalize the documentary, the author rendered and exported multiple drafts to ensure all versions were saved. They surveyed others to receive feedback on drafts and determine the most suitable music. The final draft addressed all feedback.
The document summarizes the process of recording footage over multiple days for a documentary project. Different camera settings were needed depending on the weather conditions. Equipment used included a handheld tripod, dolly, and camera with SD card. Locations filmed included graveyards, bridges, parks and monuments. Bad weather on some planned days prevented recording. Multiple takes were recorded at each location to ensure good quality footage. Behind the scenes photos provided context for footage recorded at Penshaw Monument. The last day of recording was spent filming at Barnes Park and uploading all 329 pieces of footage to cloud storage.
The document summarizes the process of recording footage over multiple days for a documentary project. Different camera settings were needed depending on the weather conditions. Equipment used included a handheld tripod, dolly, and camera with SD card. Locations filmed included graveyards, bridges, parks and monuments. Bad weather on some planned days prevented recording. Multiple takes were recorded at each location to ensure good quality footage. Behind the scenes photos provided context for footage recorded at Penshaw Monument. The last recording day was spent filming at Barnes Park and uploading all 329 pieces of footage to cloud storage.
The document summarizes the settings and equipment used to record footage over multiple days for a documentary project. Due to cloudy weather, the camera settings like ISO, aperture, and shutter speed had to be adjusted compared to sunny conditions. Handheld equipment like a portable tripod was used due to the lack of a full tripod. Multiple takes were recorded at each location to ensure backup footage. Specific dates are then outlined documenting the locations visited and weather conditions that determined if recording could occur and what settings were needed. Behind the scenes photos from one location shoot are also included.
The document discusses the codes and conventions commonly used in documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the student's own documentary project, noting their use of a voiceover, real footage, sound/music, and credits to conform to documentary conventions. The student reflects on their time management, adherence to the brief, skills developed, and incorporation of feedback throughout the project.
The document describes the process of creating initial prototypes for a print media campaign and interview project. It involves taking photos at historical sites with and without filters on the phone. One photo of graves is chosen over another due to its clearer focus and angle. The photos are organized and edited on Photopea, experimenting with color fills before deciding the original photos fit best. A prototype layout is created in Photopea with landscape and portrait photos edited with warm filters. Audio interview clips are organized and trimmed in DaVinci Resolve to prototype the final interview project. Both prototypes are exported and saved to share online.
The document describes the process of creating initial prototypes for a print media campaign and interview project. It involves taking photos at historical sites with and without filters on the phone. One photo of graves is chosen over another due to its clearer focus and angle. The photos are organized and edited on Photopea, experimenting with color fills before deciding the original photos fit best. A prototype layout is created in Photopea with landscape and portrait photos edited with warm filters. Audio interview clips are organized and trimmed in DaVinci Resolve to prototype the final interview project. Both prototypes are exported and saved to share online.
The document describes the editing process for images and a documentary about Sunderland. It involved:
1) Cropping images to the same size for coordination and collecting opinions on which images to use.
2) Colour correcting images in laptop software to achieve a warmer scheme giving the impression shots were taken at the same time of day.
3) Creating a collage as the documentary opening using favored Sunderland sights to engage the audience from the beginning.
4) Adding logos, titles and consistent fonts to finalized print pieces and posters about Sunderland locations.
- The document describes the process of editing photos and creating a prototype for a print media project.
- Photos were taken at historical locations with and without filters on the phone, and one unfiltered photo of a church graveyard was selected for editing.
- Various editing tools in Photopea like Color Range and fill tools were experimented with but did not work well, making the photos look too modern rather than historical.
- A prototype layout was then created in Photopea using 7 photos with warm filters applied, to look older, on a black background for contrast.
The document records various dates that the author went out to film locations for a documentary. On November 28th, the author filmed at Sunderland Graveyard in cloudy but cold weather. On December 5th, filming was cancelled due to rain. On January 16th, the author was able to film at four locations on a nice day. On January 19th, the author travelled to film at Penshaw Monument where wind caused issues. Behind the scenes photos from the family trip are also included. The last filming took place on January 23rd at Barnes Park.
This document provides details about the target audience, ideas, and plans for a documentary and print advertising project about the history and culture of Sunderland.
The target audience is 16-25 year olds, with most being 16-18. The projects will focus on Sunderland's culture and history without regard to gender, religion, or ethnicity.
The documentary will be 10 minutes long and include interviews, voiceover, and footage/stills to educate viewers about Sunderland's history. The print ads will feature photos of 8 locations around Sunderland to promote the hidden beauty of the city and improve its reputation. Both will use blue, green, and gray color schemes and popular fonts like Arial or Helvetica.
Equipment needed
This document provides a history of Sunderland, England from Roman times to the present. It discusses how Sunderland started as a fishing village and grew into a major port town due to its coal and shipbuilding industries. Specific sites mentioned include St. Peter's Church from the Anglo-Saxon monastery period, the Victoria Hall disaster of 1883 that killed 183 children, the Penshaw Monument memorial, the Winter Gardens museum, Sunderland Theatre, and Hylton Castle. The document aims to familiarize the reader with Sunderland's history and landmarks to provide context for a photography project.
The document provides information about the client, Sunderland Culture, and the target audience for a project. Sunderland Culture is a nonprofit organization established in 2016 with a mission to improve quality of life through culture in Sunderland, England. The target audience for the project is 16-25 year olds, so bright colors and engaging design will be important. Potential issues include budget constraints and copyright clearance.
The target audience is college and university students aged 16-21, with roughly equal numbers of males and females. They are interested in a city's culture and history and identifying as mainstreamers or explorers. The challenges are that they are uneducated about Sunderland's history and hidden beauty and unaware of local events. They prefer to learn about these topics through social media, online articles, documentaries, videos, articles and images.
The document discusses the codes and conventions of documentaries, including voiceovers, real footage, interviews, titles/text, sound, set ups, and visual coding. It then analyzes the creator's documentary, noting its use of a voiceover, real footage, sound, and lack of interviews. Feedback was gathered throughout the process and considerations were made for the client and target audience. Key lessons included improved time management, feedback implementation, and technical skills.
The student plans to create an 8-minute documentary on the history of Sunderland as well as a series of 8 digitally edited images highlighting hidden beauty in the city. For the documentary, they will interview local youth about Sunderland's culture and history. They have identified several potential locations to film or take photos, including parks, beaches, and historic buildings. The student believes they have enough time and skills to complete the projects, but may need help with interviews. Their goals are to showcase their talent, educate others on local culture and history, and bring attention to overlooked beauty in their hometown.
The document provides a history of Sunderland, England from Roman times to the present. It details how Sunderland started as a fishing village and grew into a major port city due to its shipbuilding industry. Important historical sites mentioned include St. Peter's Church from the Anglo-Saxon monastery period, the Winter Gardens museum which has exhibits on Sunderland's glassmaking and pottery industries, and the Penshaw Monument memorial built in the 1840s. Tragedies like the 1883 Victoria Hall disaster that killed over 180 children are also discussed.
1) The document discusses the author's research into career options and universities, including looking at jobs in media, requirements for roles like editor, and choosing to pursue journalism degrees.
2) The author applied to journalism programs at several universities, receiving conditional offers from three including their top choice, the University of Sheffield.
3) Creating a personal brand identity, the author developed a personal statement, CV, logo and business cards. This helped them understand branding, design, and how to appeal to employers.
The document summarizes the writer's networking experience during a placement at Sunshine Co-Operative. They spent time with the owners, Claire and Wojtek, as well as an employee, Andrea, assisting with various media projects. The co-op aims to provide affordable and healthy food to the local community. During the placement, the writer gained valuable experience completing tasks like social media posts, articles, and workbooks, improving their digital, writing, and conversational skills. They also received career advice from the owners and were able to network with other relevant industry contacts.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. During my editing process I used two different pieces of software to edit my documentary. One of these was Adobe
Premier Pro which I used as it was an industry standard piece of software which was available for me to use when I
was in class at college. I used Premier Pro for the things I wanted to look extremely professional such as the subtitles
I used on my video to show the viewer what we were saying during the interview portion of my documentary. The
other piece of software I used to edit my video is called DaVinci Resolve 17 which I chose to use as it is very similar
to that of Premier Pro however it is a free piece of software to use and as I am a student I cannot afford to buy and
use Premier Pro whilst I am outside of college. Despite its more limited features in the free version of DaVinci it is
more than enough for me to use when actually piecing the different clips together as well as editing my audio. At
first, I had begun to edit my video with DaVinci and on this occasion I had managed to get roughly a minute edited
but I ultimately decided to restart and edit the first part of my video on Premier Pro the next day.
3. The next day when I went to college is when I began editing on Premier Pro and I had begun my editing process by
going onto the captions option on premier pro and I chose three simple title card to use so that I could do what
production companies usually do and begin their documentaries/films by first having the logo of their company fade
in and out followed by their production company's name and then finally the name of the documentary. However,
after seeing it play out, I decided to replace the name with a quote that related to my topic so that I could actually
include the name of my documentary after the first interview portion. This choice was inspired by the Netflix
documentary "The Social Dilemma" as I had watched it as research and really liked how they had structured it. After
I did this, I then went onto Teams where I had my footage saved and I downloaded each of the videos onto my
computer so I could put a copy of them onto my USB stick to ensure that I could avoid the issue of possibly losing
footage. I then sorted which files could be used and which I wouldn’t use for various reasons such as inappropriate
footage or one of us messing up something such as our answers or the fact I messed up one question quite a few
times.
4. Seeing as I was making my documentary about activism I had decided I would find footage of activism throughout
the decades so that I could clearly show my audience how much activism has changed between the years. I
compiled a list of videos that I had decided to use and then I tried a few websites to download the videos but I
ultimately decided to use Y2Mate to download the content I wanted to include in my documentary. I chose Y2Mate
as it was super easy for me to use however I also liked how it let you choose the quality you wanted for the video as
well as the quality of the audio. I felt this was a great feature. I then took all of the downloaded YouTube videos and I
made another folder on my USB stick like I did for my footage and I put all of the downloaded content in there to
ensure I had backup copies as you can see in the screenshot provided above.
5. In the screenshots shown on this page I show that I start the proper editing and I begin to piece the YouTube videos
together decade by decade. I am unsure why they have gone blurry however I had taken these specific screenshots
on my laptop so that may explain the difference in quality between the screenshots taken at college and then at
home. I had to readjust the positioning of the actual video so that it fit into with the other videos that I had included
in my documentary. I had added cross dissolves to each of the videos I had on as it was one of the only transitions, I
actually liked that was available to me on Premier Pro. This is because I didn’t want there to be harsh transitions
between the video as this isn't supposed to be an extremely in your face serious documentary and I want the
editing to show that clearly. I also added the effect 'exponential fade' to the audio on the videos because some of
the audio for the older videos is fairly similar, so I wanted there to be a clear difference between which audio
belonged to which video.
6. After compiling together the clips of the activism from throughout the decades I then moved onto editing together
the two interviews I had recorded. I edited together the first few questions that I had asked such as their name, their
age and what they knew about activism (as well as how involved they felt they were with activism itself). For the
captions I used the basic caption tool on Premier Pro, and I used the font 'Lato' as it was east to read. I originally had
just left it on the default font however after reviewing it later on I had made the decision to change it. This was the
same for every one of the captions I had included in my documentary as I ensured that everything was the same to
give it a more professional vibe than if there were a bunch of different fonts and stuff. I decided to make the text
white as most of the backgrounds in my video were dark so there was a clear contrast between the content and the
captions.
7. Once I was finished with the captions I had decided to stop editing for the day and I decided to render
my documentary as it was so far and then I decided to export it so I had many different versions of my documentary
as this not only showed the progress of my documentary, but it also meant that it was harder for me to actually lose
my documentary and fall behind having to redo some of the editing. I continued to do this every time I editing my
documentary and stopped and by the end, I ended up having around twelve different versions of my documentary,
all in different stages of editing. I used these to show the subtle changes I made to my documentary during the
editing process. All of these versions are saved on my USB stick as well as I wanted to make sure I kept them safe.
8. Seeing as I was using other people's footage, I wanted to keep on track of who I actually was using footage from as I intended on
making a credits scene at the end of my documentary where I give those who deserve it credit for the pieces of their videos that I
had used in my own documentary. I had also looked up the rules around fair use so that I didn’t accidentally use too much of one
video or another and I found out I could ten percent of a video or three minutes of it, whichever is shorter. These rules apply to
this piece of work as it is for an educational project. I kept this file saved to my one drive to ensure it wouldn’t be lost and
whenever I found a new video to use I would just add it to this document. I also returned to uppbeat to find some music for my
documentary as I was toying around with the idea of adding music behind all of the footage. I had ended up choosing a piece
from uppbeat under the 'sad' category on their website and the one I had ended up choosing was called 'Wake Up' by a creator
on the site who called themselves 'Hartzmann.'
9. After I had found a piece of music that I felt would suit my documentary well I then found a place where it
would fit well enough and I added it there, making sure to cut it down appropriately so that it wasn’t too
long and getting in the way of other parts of my documentary where music wasn’t appropriate. From here I
then used a basic title on premier pro so that I could include my title of my documentary after the
compilation of clips from different activism movements that took place throughout different decades. I did
this after taking inspiration from a documentary I had watched during the research stage named 'The Social
Dilemma' which had a slightly similar concept to mine. One I had finished adding my title I had returned to
the editing of the actual clips and I began to compile together the YouTube videos I had decided to include
and although I had originally just complied them together without any thoughts of including a voiceover this
changed after the next few sessions of editing as I had looked over my documentary as it was at the time
and I had decided that my documentary needed a voiceover not only to aid my technical skill grade but I
also felt that this would make the project feel more complete and more profession which was my aim.
10. From here I then moved onto adding title cards to my
documentary as I had realized that all professional
documentaries have title cards that give a clear notice of
what the upcoming content will focus on. I did this for all
four of the topics that I had decided to discuss in my
documentary. I had also added a cross dissolve to the start
and end of my title cards to ensure that they would fade in
and out at the appropriate times. I feel like this looked
better than a more abrupt way of introducing the different
topics in my documentary. I then edited out the sound that
was playing in the places where I felt they would fit. I also
made sure to work out the times of the voiceover so I knew
how much space I needed to fill with different pieces of
footage.
11. From there I then recorded my voiceover on my phone due to me not
being able to actually get into the studio. I figured it would be better
for me to just risk the quality instead of wasting time that could be
better used for editing/recording. However, the actual audio quality
did not prove to be an issue. I did however have to mess with the
settings of the eq on a few pieces of audio so that the audio didn’t
sounds as echoey. I had tried out a few locations around my home
however the house I live in has high ceilings so the issue of the echo
could not actually be helped depending on the location. In fact, this
location was the best as it was the only place that was not affected by
the noise pollution of the outside world such as cars and people. I
continued to piece together my footage bit by bit as I wanted it and
after doing some final checks on audio and the timing/placement of
everything I decided to move on with my post-production work. I did
not provide screenshots of the final render and export however after
six different version I had my final documentary ready.
12. After I had finished my final edit, I had
returned to my project after deciding to
include a pros and cons list like I had
originally planned on including. I had
included all of the pros and the cons on their
own separate title card to ensure that if there
was an issue with one of them I would be
able to change it would that effecting any of
the other pieces of text. Seeing as this was
done on DaVinci Resolve I didn’t have access
to the fonts I had used for everything else
text wise so I had just used the most similar
one that I could find and I put them all at size
68 so they were all the same. This was more
appealing to the eye in my opinion than if
they were all different sizes and fonts.