Digital technology (1 a of the exam)
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The document discusses the use of digital technology for two coursework projects. For an AS magazine coursework, the author used Adobe Photoshop to create and edit photos, and Adobe InDesign to layout the magazine pages. For an A2 music video coursework, the author used a Canon 550D camera to film footage and take photos, and Adobe Photoshop and Premiere to edit photos, add effects, and assemble the final video project.
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Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Evaluation 6
The document summarizes the process of creating modeling pictures for a magazine. It discusses using a Canon EOS 1100D DSLR camera with 12 megapixels and a pop-up flash. A tripod was used to prevent shaky pictures. Multiple pictures were taken with different angles, lighting, and focuses. Photoshop was used to edit pictures by darkening hair and makeup. Microsoft Office and Adobe Fireworks were also used for layout and design work. A variety of fonts from 1001 Fonts and Microsoft Office were used to give the magazine a professional look.
Equipment
The document discusses the equipment and software the author will use to create a music video. This includes:
- A Canon 550D camera which allows for high quality HD footage and is accessible through the school. The author is familiar with this camera.
- Studio lighting including portable flash units and ceiling lights in the drama studio to achieve different lighting effects.
- Editing software including Adobe Premiere to edit footage and add sound, as well as Photoshop and InDesign for image editing and creating packaging. While familiar with Photoshop and InDesign, the author needs more practice with Premiere.
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.
How did you use media technologies in the
The document discusses the use of various media technologies in creating and evaluating a music video project. A Song HD camera was used to film footage for the music video, but it did not capture good footage in low light conditions, limiting some of the creative vision. A tripod was also used to keep shots steady. Adobe Premier Pro was used for editing, but the software was difficult to use for a beginner. Photoshop was helpful for editing photos for a digipack. Online questionnaires provided valuable qualitative and quantitative feedback.
Equipment list
The document lists the various equipment being used for a film production including:
- A camera to capture still images for the storyboard and a video recorder to record footage.
- A tripod to shoot scenes from different angles without holding the camera.
- Makeup to emphasize features of characters like making a ghost look paler.
- Laptops for research, uploading work to blogs, and presenting work neatly using Microsoft Word and PowerPoint.
- Notebooks and folders to take notes on planning, ideas, and time management.
- A phone for filming and photos during production.
How did you use media technologies in the construction and research planning ...
The document discusses the various media technologies and software the author used at different stages of their media project. During the research and planning stage, they used YouTube to analyze music videos in their chosen genre and blog posts to document their ideas. They used PowerPoint to present their storyboards and Microsoft Word for writing. For production, they used a tripod, camcorder, and Nikon camera to film footage and take pictures. Adobe Premiere Pro was used for editing and adding effects to video clips, while Adobe Photoshop and Macromedia Fireworks were used to edit photos and design ancillary tasks like a digipak.
Evaluation | Question 6
Throughout the project, the documenter used various technologies to create effects for an opening film scene. Blogger was used to document the planning process, and Final Cut Pro was used for video editing. When filming, a Nikon D3200 camera that can record 1080p video at 24 frames per second was used. Blogger allowed organization of plans and storyboards and easy updating. Lessons learned include always using manual focus with a DSLR camera to ensure shots remain in focus rather than relying on autofocus.
Recommended
Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Evaluation 6
The document summarizes the process of creating modeling pictures for a magazine. It discusses using a Canon EOS 1100D DSLR camera with 12 megapixels and a pop-up flash. A tripod was used to prevent shaky pictures. Multiple pictures were taken with different angles, lighting, and focuses. Photoshop was used to edit pictures by darkening hair and makeup. Microsoft Office and Adobe Fireworks were also used for layout and design work. A variety of fonts from 1001 Fonts and Microsoft Office were used to give the magazine a professional look.
Equipment
The document discusses the equipment and software the author will use to create a music video. This includes:
- A Canon 550D camera which allows for high quality HD footage and is accessible through the school. The author is familiar with this camera.
- Studio lighting including portable flash units and ceiling lights in the drama studio to achieve different lighting effects.
- Editing software including Adobe Premiere to edit footage and add sound, as well as Photoshop and InDesign for image editing and creating packaging. While familiar with Photoshop and InDesign, the author needs more practice with Premiere.
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.
How did you use media technologies in the
The document discusses the use of various media technologies in creating and evaluating a music video project. A Song HD camera was used to film footage for the music video, but it did not capture good footage in low light conditions, limiting some of the creative vision. A tripod was also used to keep shots steady. Adobe Premier Pro was used for editing, but the software was difficult to use for a beginner. Photoshop was helpful for editing photos for a digipack. Online questionnaires provided valuable qualitative and quantitative feedback.
Equipment list
The document lists the various equipment being used for a film production including:
- A camera to capture still images for the storyboard and a video recorder to record footage.
- A tripod to shoot scenes from different angles without holding the camera.
- Makeup to emphasize features of characters like making a ghost look paler.
- Laptops for research, uploading work to blogs, and presenting work neatly using Microsoft Word and PowerPoint.
- Notebooks and folders to take notes on planning, ideas, and time management.
- A phone for filming and photos during production.
How did you use media technologies in the construction and research planning ...
The document discusses the various media technologies and software the author used at different stages of their media project. During the research and planning stage, they used YouTube to analyze music videos in their chosen genre and blog posts to document their ideas. They used PowerPoint to present their storyboards and Microsoft Word for writing. For production, they used a tripod, camcorder, and Nikon camera to film footage and take pictures. Adobe Premiere Pro was used for editing and adding effects to video clips, while Adobe Photoshop and Macromedia Fireworks were used to edit photos and design ancillary tasks like a digipak.
Evaluation | Question 6
Throughout the project, the documenter used various technologies to create effects for an opening film scene. Blogger was used to document the planning process, and Final Cut Pro was used for video editing. When filming, a Nikon D3200 camera that can record 1080p video at 24 frames per second was used. Blogger allowed organization of plans and storyboards and easy updating. Lessons learned include always using manual focus with a DSLR camera to ensure shots remain in focus rather than relying on autofocus.
Q4
The document discusses software used to edit a short film project. It describes using Adobe After Effects to mask the main actor from the forest background and apply a Gaussian blur effect to the forest. It also discusses using the Magic Bullet Looks plugin to apply color corrections and give the film a more professional look by focusing on blues and adding realistic colors. Finally, it mentions recording various shots with a camera for the film project, such as running shots, transition shots between locations, and close-ups, to make the film more interesting while following mainstream conventions.
Question 4
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a media project. InDesign was used to design a poster and magazine cover for its professional layout capabilities. Photoshop was utilized to edit photos by removing imperfections and adjusting settings like exposure. A Canon HD camera filmed all trailer shots from a tripod for steady footage, and studio lights helped remove shadows from actor photos and add tension with colored gels during void filming. Final Cut Pro provided advanced editing to combine footage, transitions, and text into a polished trailer.
Evaluation Question 4 George Dennehy
Using a handycam last year for a music video project limited control over shots filmed because it was automatic, whereas an HD DSLR camera this year allowed for more exploration and manual control by adjusting shutter speed, aperture, and white balance. Features like monochrome effect and ability to manually focus shots with a detachable lens helped make the video look more professional.
Evaluation
The student used various media technologies at different stages of their project on the band Snow Patrol. In the research and planning stage, they used Wikipedia to research the band's history and YouTube to watch music videos for inspiration. Microsoft PowerPoint and Word were used for planning. A blog allowed them to share work and get feedback. Equipment like tripods and an HD camera were used for filming. Any Video Converter helped convert files for use in Adobe Premiere Pro for editing. Photoshop was used to edit posters and digipaks. Paint was also used occasionally for basic photo editing.
Editing note
The filmmaker edited their movie using Cyberlink PowerDirector 14. They used slow motion and blending effects for the title, along with low-key and high-key lighting, minor color corrections, and faster cuts for flashback scenes. Dream sequences used a prism effect and black and white for a blurry look. Two overlapping music arrangements added mystery.
A website was created using Wix with a template matching the suspense genre. Images and gifs from the movie provided insight into the mystery theme. Pages about the movie, rushes, and director's blog were added.
Adobe Photoshop CS6 was used to create a postcard ad with the film name, festival name, director/produ
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
Q4 evaluation ppt
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used YouTube to find inspiration and ideas from other music videos. They also used their chosen artist's website to find song names and lyrics. Photoshop was used to create a promotional advert and digipak, using techniques like layering. Final Cut Pro was used to edit the video, including deleting sound, lining up lip syncing shots, and color correcting. Other tools like Blogger documented their progress, and lighting was used for photography and video shots.
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 q4
The student used various media technologies in the planning, construction, and evaluation of their media studies coursework. In planning and research, they relied on the internet, PowerPoint, Word, Prezi, YouTube, and Vimeo to gather information and present their work. They also set up a blog using Blogger to document their process. For construction, they used a Canon camera, Photoshop, InDesign, and Premiere Pro to film footage, edit photos, and assemble their music video and ancillary materials. In evaluation, they wrote drafts in Word and presented their work in Prezi, PowerPoint, InDesign, and SoundCloud to make the evaluations more visually engaging.
Evaluationq6
The document discusses technologies used during the pre-production, production, and post-production stages of creating a title sequence for a film project. During pre-production, a blog and Prezi were used for research and organizing ideas. A video camera was used to film footage during production, and the students learned how to operate it. A studio provided lighting and atmosphere for some scenes. Finally, Final Cut Pro was used to edit the footage, add sound effects, and finalize the title sequence.
Question 6
The document discusses the filmmaker's process for creating a short film intro. They used a Canon 600D camera paired with specific lenses to film in low light conditions and capture audio. A tripod was also used to keep the camera stable without shakes. Premiere Pro was the primary editing software, which allowed editing of video and audio as well as color grading to enhance the footage. Additional plug-ins like Magic Bullet Looks provided professional color grading capabilities.
Question 4
I used various media technologies in the construction, research, planning and evaluation stages of my media product. For the construction of my poster and magazine cover, I used InDesign to allow for precise details and professional results. I used Photoshop to edit photos by removing imperfections and adjusting settings like exposure. A Canon HD camera mounted on a tripod was used to film footage for the trailer in high definition. Studio lights were employed to remove shadows from actor photos and add shadows to convey darkness/evil, with colored gels altering light colors during void filming. Final Cut Pro was used for difficult but professional digital editing and assembly of footage into the finished trailer.
Q6 (1)
The document discusses how a group used various technologies to collaboratively construct a media project. They used a blog to track progress and share materials like call sheets, risk assessments, and audience research. Group members could all post to the blog. They also used Survey Monkey, Prezi, and YouTube. In filming, they used a DSLR camera, tripod, and dealt with limitations of location and weather. Editing software allowed them to cut footage, add effects between shots, adjust sound levels, and create titles using fonts and fades. A wide variety of sound clips and music were incorporated.
Question 6
The document discusses the technologies and processes used to create a horror film opening sequence. It summarizes:
1) Blogger was used to create a blog to share work in progress and research between collaborators. Prezi and Slideshare were used to embed presentations.
2) YouTube was used to post videos and embed them in blog posts, and to research horror sequences.
3) A DSLR camera was used to film footage in HD. A tripod was used to keep shots steady and allow different angles.
4) Adobe Premiere Elements was used to edit the sequence, adding titles and a red filter in post-production. Sound effects were challenging to layer correctly.
Question 6
Through constructing a collaborative blog and film project, I learned several technical and collaborative skills. For the blog, I learned how to embed work from other sites and improve my Prezi presentation skills. Filming the film taught me how to use camera equipment like tripods and DSLRs, and techniques like different angles and pull focus. Editing in Premiere Elements helped me learn skills like continuous editing across shots, applying color filters, intercutting scenes, jump cuts, and using transitions. Fixing the sound issues also improved my understanding of layering diegetic and non-diegetic sounds and timing. Overall, I gained experience with collaborative online work, film production and editing techniques.
Evaluation tech
The document discusses the various technologies used at different stages of creating a short film. In the planning stage, the filmmakers used the internet to research film genres and theories as well as watch example short films and tutorials on editing software. YouTube was a key resource for inspiration, learning how to edit, and publishing the finished film. SlideShare and IMDB were also used for publishing work and research. Edius software allowed editing of footage by connecting shots and adding effects. Microsoft Word and PowerPoint were used for storyboards, documents, and presentations. Cameras, lighting, and tripods were used to film scenes, and footage was uploaded to Edius for editing.
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Q4
The document discusses software used to edit a short film project. It describes using Adobe After Effects to mask the main actor from the forest background and apply a Gaussian blur effect to the forest. It also discusses using the Magic Bullet Looks plugin to apply color corrections and give the film a more professional look by focusing on blues and adding realistic colors. Finally, it mentions recording various shots with a camera for the film project, such as running shots, transition shots between locations, and close-ups, to make the film more interesting while following mainstream conventions.
Question 4
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a media project. InDesign was used to design a poster and magazine cover for its professional layout capabilities. Photoshop was utilized to edit photos by removing imperfections and adjusting settings like exposure. A Canon HD camera filmed all trailer shots from a tripod for steady footage, and studio lights helped remove shadows from actor photos and add tension with colored gels during void filming. Final Cut Pro provided advanced editing to combine footage, transitions, and text into a polished trailer.
Evaluation Question 4 George Dennehy
Using a handycam last year for a music video project limited control over shots filmed because it was automatic, whereas an HD DSLR camera this year allowed for more exploration and manual control by adjusting shutter speed, aperture, and white balance. Features like monochrome effect and ability to manually focus shots with a detachable lens helped make the video look more professional.
Evaluation
The student used various media technologies at different stages of their project on the band Snow Patrol. In the research and planning stage, they used Wikipedia to research the band's history and YouTube to watch music videos for inspiration. Microsoft PowerPoint and Word were used for planning. A blog allowed them to share work and get feedback. Equipment like tripods and an HD camera were used for filming. Any Video Converter helped convert files for use in Adobe Premiere Pro for editing. Photoshop was used to edit posters and digipaks. Paint was also used occasionally for basic photo editing.
Editing note
The filmmaker edited their movie using Cyberlink PowerDirector 14. They used slow motion and blending effects for the title, along with low-key and high-key lighting, minor color corrections, and faster cuts for flashback scenes. Dream sequences used a prism effect and black and white for a blurry look. Two overlapping music arrangements added mystery.
A website was created using Wix with a template matching the suspense genre. Images and gifs from the movie provided insight into the mystery theme. Pages about the movie, rushes, and director's blog were added.
Adobe Photoshop CS6 was used to create a postcard ad with the film name, festival name, director/produ
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
Q4 evaluation ppt
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used YouTube to find inspiration and ideas from other music videos. They also used their chosen artist's website to find song names and lyrics. Photoshop was used to create a promotional advert and digipak, using techniques like layering. Final Cut Pro was used to edit the video, including deleting sound, lining up lip syncing shots, and color correcting. Other tools like Blogger documented their progress, and lighting was used for photography and video shots.
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 q4
The student used various media technologies in the planning, construction, and evaluation of their media studies coursework. In planning and research, they relied on the internet, PowerPoint, Word, Prezi, YouTube, and Vimeo to gather information and present their work. They also set up a blog using Blogger to document their process. For construction, they used a Canon camera, Photoshop, InDesign, and Premiere Pro to film footage, edit photos, and assemble their music video and ancillary materials. In evaluation, they wrote drafts in Word and presented their work in Prezi, PowerPoint, InDesign, and SoundCloud to make the evaluations more visually engaging.
Evaluationq6
The document discusses technologies used during the pre-production, production, and post-production stages of creating a title sequence for a film project. During pre-production, a blog and Prezi were used for research and organizing ideas. A video camera was used to film footage during production, and the students learned how to operate it. A studio provided lighting and atmosphere for some scenes. Finally, Final Cut Pro was used to edit the footage, add sound effects, and finalize the title sequence.
Question 6
The document discusses the filmmaker's process for creating a short film intro. They used a Canon 600D camera paired with specific lenses to film in low light conditions and capture audio. A tripod was also used to keep the camera stable without shakes. Premiere Pro was the primary editing software, which allowed editing of video and audio as well as color grading to enhance the footage. Additional plug-ins like Magic Bullet Looks provided professional color grading capabilities.
Question 4
I used various media technologies in the construction, research, planning and evaluation stages of my media product. For the construction of my poster and magazine cover, I used InDesign to allow for precise details and professional results. I used Photoshop to edit photos by removing imperfections and adjusting settings like exposure. A Canon HD camera mounted on a tripod was used to film footage for the trailer in high definition. Studio lights were employed to remove shadows from actor photos and add shadows to convey darkness/evil, with colored gels altering light colors during void filming. Final Cut Pro was used for difficult but professional digital editing and assembly of footage into the finished trailer.
Q6 (1)
The document discusses how a group used various technologies to collaboratively construct a media project. They used a blog to track progress and share materials like call sheets, risk assessments, and audience research. Group members could all post to the blog. They also used Survey Monkey, Prezi, and YouTube. In filming, they used a DSLR camera, tripod, and dealt with limitations of location and weather. Editing software allowed them to cut footage, add effects between shots, adjust sound levels, and create titles using fonts and fades. A wide variety of sound clips and music were incorporated.
Question 6
The document discusses the technologies and processes used to create a horror film opening sequence. It summarizes:
1) Blogger was used to create a blog to share work in progress and research between collaborators. Prezi and Slideshare were used to embed presentations.
2) YouTube was used to post videos and embed them in blog posts, and to research horror sequences.
3) A DSLR camera was used to film footage in HD. A tripod was used to keep shots steady and allow different angles.
4) Adobe Premiere Elements was used to edit the sequence, adding titles and a red filter in post-production. Sound effects were challenging to layer correctly.
Question 6
Through constructing a collaborative blog and film project, I learned several technical and collaborative skills. For the blog, I learned how to embed work from other sites and improve my Prezi presentation skills. Filming the film taught me how to use camera equipment like tripods and DSLRs, and techniques like different angles and pull focus. Editing in Premiere Elements helped me learn skills like continuous editing across shots, applying color filters, intercutting scenes, jump cuts, and using transitions. Fixing the sound issues also improved my understanding of layering diegetic and non-diegetic sounds and timing. Overall, I gained experience with collaborative online work, film production and editing techniques.
Evaluation tech
The document discusses the various technologies used at different stages of creating a short film. In the planning stage, the filmmakers used the internet to research film genres and theories as well as watch example short films and tutorials on editing software. YouTube was a key resource for inspiration, learning how to edit, and publishing the finished film. SlideShare and IMDB were also used for publishing work and research. Edius software allowed editing of footage by connecting shots and adding effects. Microsoft Word and PowerPoint were used for storyboards, documents, and presentations. Cameras, lighting, and tripods were used to film scenes, and footage was uploaded to Edius for editing.
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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...
How did you use media technologies in the construction and research q4
How did you use media technologies in the construction and research q4
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Asumir responsabilidad significa reconocer que uno mismo determina sus propios pensamientos y emociones, dejando de culpar a los demás y sin culparse a sí mismo. Implica tener claros los objetivos propios, tomar acciones para alcanzarlos y ser consciente de las múltiples opciones disponibles. El propósito es tomar el control de la vida propia y experimentar su plenitud.
Redes de comunicaciones
Una red de computadoras conecta equipos informáticos y software a través de dispositivos que envían y reciben datos eléctricos u ondas electromagnéticas para compartir información y recursos. Una red local típicamente incluye un servidor, estaciones de trabajo, un sistema operativo de red, protocolos de comunicación y tarjetas de interfaz de red. Las redes de área amplia conectan redes locales a través de enlaces de teléfono o datos para ampliar el alcance.
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Similar to Digital technology (1 a of the exam)
1A
1. The document discusses the development of the author's digital media skills over time through various portfolio projects.
2. For foundational portfolios, the author used a Canon 550D DSLR camera to take higher quality images than a phone camera for a music magazine. Photoshop was also used to edit images by cropping subjects from backgrounds.
3. These same digital skills were applied to an advanced portfolio, including using the Canon 550D to capture footage for a music video by adjusting the lens and exposure settings to focus on moving subjects.
How did you use media technologies in the construction and research q4 (done,...
The document discusses the various media technologies used by the author at different stages of their media studies coursework. During the planning and research stage, the author relied heavily on the internet and used programs like PowerPoint, Word, and Prezi to present information. They also set up a blog to document their process. For the construction of a music video, magazine ad, and digipak, the author used a Canon camera, Adobe Premiere to edit, and Photoshop and InDesign for design work. Various online surveys and social media were used to collect feedback as well. In the evaluation stage, the author created written, audio, and visual evaluations using Microsoft Word, SoundCloud, Prezi, and Power
How did you use media technologies in the construction and research q4 (done,...
The document discusses the various media technologies used by the author at different stages of their media studies coursework. During the planning and research stage, the author relied heavily on the internet and used programs like PowerPoint, Word, and Prezi to present information. They also set up a blog to document their process. For the construction of a music video, magazine ad, and digipak, the author used a Canon camera, Adobe Premiere to edit, and Photoshop and InDesign for design work. Various online surveys and social media were used to gather feedback as well. In the evaluation stage, the author created written, audio, and visual evaluations using Microsoft Word, SoundCloud, Prezi, and Power
How did you use media technologies in the construction and research q4 compl...
The document discusses the various media technologies used at different stages of a media studies coursework project. In the planning stage, the author relied on internet research and used programs like PowerPoint, Word and Prezi to organize information. A blog was created to document the project journey. Feedback was collected through SurveyMonkey. In production, Adobe Premiere was used to edit video and Photoshop was used to edit photos for a music video, magazine ad and digipak. Various cameras, lenses, lighting and software were used. Evaluations were written in Word and presented in formats like Prezi, PowerPoint and audio on SoundCloud.
Question 4
The student used various media technologies throughout the construction, research, planning, and evaluation of their A2 music video coursework. They used blogging to publicly display their work and track progress. Video hosting sites like YouTube were used to upload drafts, production logs, and the final music video. Presentation software like Prezi was used for research tasks. A Canon 550D camera and Adobe Photoshop were used to take photos and create promotional materials like a magazine advert and digipak. Video editing software Adobe Premiere was used to edit footage, add effects, and assemble the final music video. Microsoft Word and video presentations using Adobe Premiere were utilized for evaluations.
Evaluation question 4
The document discusses the new media technologies used by the student at various stages of their coursework project.
At the research and planning stage, the student used YouTube to research music video conventions, Google to find secondary sources, and Emaze and SlideShare to present research.
For filming, the student used a Canon 700D camera and tripod. Lighting included handheld, natural, and fairy lights.
Adobe Premiere Pro was used for editing. Photoshop was also learned to enhance images for ancillary texts.
Different platforms were used to present the evaluation, including videos, slideshows, and Emaze. Question 3 involved interviewing audiences and editing the footage.
Question 4
The document discusses the various media technologies used at different stages of a media project. At the planning stage, a blog was created using Blogger to document the project journey through posts with videos, Prezi presentations, and Scribd documents. Audiences were researched using survey tools like SurveyMonkey and social media. A Canon DSLR camera was used to film interviews and the music video, using equipment like a steady cam and lighting. Editing software like Photoshop, InDesign, and Premiere Pro were used to edit photos, layout designs, and produce the final music video.
Question 4
The document discusses the various media technologies used at different stages of a media project. At the planning stage, a blog was created using Blogger to document the project journey through posts with videos, Prezi presentations, and Scribd documents. Audiences were researched using survey tools like SurveyMonkey and social media. A Canon DSLR camera was used to film interviews and the music video, using equipment like a steady cam and lighting. Editing software like Photoshop, InDesign, and Premiere Pro were used to edit photos, layout designs, and produce the final music video.
Question 4
The document discusses the various media technologies used at different stages of a media project. At the planning stage, a blog was created using Blogger to document the project journey through posts with videos, Prezi presentations, and Scribd documents. Audiences were researched using survey tools like SurveyMonkey and social media. A Canon DSLR camera was used to film interviews and the music video, using equipment like a steady cam and lighting. Editing software like Photoshop, InDesign, and Premiere Pro were used to edit photos, layout designs, and produce the final music video.
Question 4
The document discusses the various media technologies used at different stages of a media project. At the planning stage, a blog was created using Blogger to document the project journey through posts with videos, Prezi presentations, and Scribd documents. Audiences were researched using survey tools like SurveyMonkey and social media. A Canon DSLR camera was used to film interviews and the music video, using equipment like a steady cam and lighting. Editing software like Photoshop, InDesign, and Premiere Pro were used to edit photos, layout designs, and produce the final music video.
Evaluation question 4
Chrissie Bishop used various digital technologies and media at different stages of her media project. During planning and research, she used the internet (particularly her blog), Microsoft PowerPoint, Prezi, and YouTube to gather and organize her ideas. For production, she used professional lighting and a Canon DSLR camera to film high quality footage. In post-production, she edited her music video using Adobe Premiere Pro and Photoshop to add effects, color correct, sync audio, and design packaging graphics. Overall, digital technologies were essential in creating her final media products and improving her skills as a media student.
Evaluation question 4
The student used various new media technologies at different stages of their music video coursework project.
They used Blogspot to document their progress, personalizing the blog. During filming and editing, the blog allowed them to look back at past work. Research involved using YouTube to analyze music videos and Google to discover secondary sources. Presentations were embedded in the blog using Emaze.
Footage was captured using a Canon 700D DSLR camera on a tripod. Adobe Premier Pro was used for editing. Photoshop was utilized to enhance images for ancillary texts. Different platforms like slideshares and videos were used to evaluate different aspects of the project.
Evaluation question 4
The student used several new media technologies in the production of their A2 music video coursework. A Canon EOS 500d DSLR camera was used to film footage in full HD. Adobe Premiere Pro was used to edit the footage, including advanced techniques like masking to isolate the black and white artist from the color background. Color grading was done in Adobe SpeedGrade to improve the professional quality. Prezi and Emaze were used in the evaluation stage to create interactive presentations and analyze audience feedback. Photoshop skills like layering and selection tools were applied to ancillary texts.
Question 6
The document discusses technologies learned from creating a media product. Specifically, the author learned how to use a Canon EOS 60D camera, including changing the ISO and using different focusing techniques. They also recorded interviews with the camera and learned how to manually adjust the focus and ISO. For photos, fluorescent lighting was sufficient. In Photoshop, the author learned tools like the magic wand, clipping mask, and effects like drop shadows. Various software like Prezi, PowerPoint, and online tools like Stupeflix were used to create creative documents, and the author learned to use animation and templates.
A2 Media Question 4.2
The document summarizes Daniel Rothery's use of various media tools in constructing a music video. It describes using a Canon 1200D camera to film footage, SanDisk memory cards to store the footage, and Adobe Premiere Pro and After Effects software to edit the video. Specific editing techniques used in Premiere Pro include layering, color effects, and titles. After Effects was used to add special effects like melting titles and extracting lip movements frame by frame. Blogger was used to upload work updates and YouTube to share video edits. Photoshop was employed to create pop art inspired graphics for the video packaging and magazine advertisement through image repetition techniques.
Question 6[1]
Through producing a music magazine called LIVE, the author learned to use several technologies, both familiar and unfamiliar. They used Adobe InDesign as the main production software and Adobe Photoshop to edit photos. While initially unfamiliar with these programs, the author was able to effectively use them to increase the quality of the magazine. A Nikon D3100 camera and soft box lighting in a photography studio allowed the author to professionally shoot photos for inclusion in the magazine.
Question 6
The document discusses the technologies used to create a music magazine called LIVE. It describes using Adobe InDesign for layouts, Adobe Photoshop to edit photos, and a Nikon D3100 camera in a photography studio with soft box lighting to take high-quality photos for the magazine. Though unfamiliar with some of the software initially, the author was able to learn and effectively apply InDesign, Photoshop, and camera equipment to professionally produce LIVE magazine.
Question 6
The document discusses the technologies used to create a music magazine called LIVE. It describes using Adobe InDesign for layouts, Adobe Photoshop to edit photos, and a Nikon D3100 camera in a photography studio with soft box lighting to take high-quality photos for the magazine. Though unfamiliar with some of the software initially, the author was able to learn and effectively apply InDesign, Photoshop, and camera equipment to professionally produce LIVE magazine.
Equipment
The document discusses the equipment Geeta Gohil will use for her music video project. She will use a Canon 550D camera from the media department that shoots high quality footage and has features like a digital viewer. She is confident using this camera from previous experience. For lighting, she will use studio lights and a white backdrop for photography, as well as relying on natural light for outdoor shots. She will also have access to a green screen for special effects. Geeta will edit the footage and photos using Adobe Premiere, Photoshop, and InDesign software which she is familiar with from prior practice and lessons.
Slideshare technologies
Blogger, Word, PowerPoint, Photoshop, SurveyMonkey, Excel, Prezi, YouTube, SlideShare, Facebook, Twitter, Apple Mac, iMovie, Nikon camera, handheld video camera, and iPhone were used at various stages of the construction and research, planning and evaluation of the project. Blogger was used to present work in a clear, organized way. PowerPoint was used to present progress and Photoshop was relied on heavily for editing images and creating marketing materials. SurveyMonkey gathered audience feedback, Excel organized results, and social media was used to get direct feedback from the target audience. Video and photo equipment captured footage and images for editing and assembly into the final trailer and marketing
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Digital technology (1 a of the exam)
The document discusses the digital technologies used to create magazine and music video coursework. For the magazine, the author used Adobe Photoshop to edit photos and remove backgrounds, and Adobe InDesign to layout the magazine pages. For the music video, the author used a Canon 550D camera to film footage and take photos for the digipak cover, an iPhone 4 for additional concert footage, and Adobe Photoshop to edit photos and Adobe Premiere to edit and assemble the video with transitions and lighting adjustments.
Question 1 completely finished
The document summarizes how the media product, a music video for the song "Afterglow" by Wilkinson, both conforms to and challenges conventions of real music videos and related media products.
The music video conforms to conventions by visually linking to the song lyrics and having a fast pace that matches the tempo of the upbeat song. However, it challenges conventions by using a female protagonist rather than a male one as is more common in the genre.
The digipak cover and magazine advertisement also both conform to and challenge conventions. The digipak follows some design conventions but uses a photo rather than just text. The magazine ad includes atypical elements like reviews and release date information.
Overall, the
Actor release form and laws
The document discusses actor release forms, which are important legal documents that give producers the rights to use actors' performances in products like music videos and marketing materials. An actor release form specifies the term of engagement for the actor, any expenses covered for the actor, how the actor will be credited, and assurances about the actor's health. It is necessary for main actors but not people only briefly appearing in the background.
Question three target audience final piece
The document discusses the target audience for music products related to the drum and bass genre. The primary target audience is identified as males and females aged 16-25 from socioeconomic classes BC1 and C2 who regularly attend clubs and festivals and listen to drum and bass music. Feedback was gathered from this audience through surveys on social media and interviews to better understand how to improve the products and ensure they appeal to the target demographic. Speaking to the audience directly provided the most useful feedback through qualitative answers.
Question three target audience finished 2nd
The document discusses gathering audience feedback for music products targeted at males and females aged 16-25. Feedback was collected through surveys on social media, interviews, and focus groups to understand how to improve products and ensure they appealed to the target demographic. Collecting qualitative feedback through face-to-face interviews proved most useful, as it allowed for elaboration and clarification. Audience feedback was vital to creating high quality, visually pleasing products that the target audience wanted.
Question 2 powerpoint
The document discusses the effectiveness of combining a music video with ancillary products like a magazine advert and digipak. It describes how all the products maintain a consistent purple and white house style and theme of intoxication to connect them. The music video uses a young female protagonist getting drunk to portray loneliness and allow audiences to relate to her experiences. The magazine advert and digipak feature the protagonist and imagery from the music video to promote it. Elements like reviews and release details in the advert also promote the video. The digipak continues the intoxication theme through blurred images and separates the track list into euphoria and come down stages of being drunk.
Question 2 powerpoint
The document discusses the effectiveness of combining a main product (music video) with ancillary texts (magazine advert, digipak). It describes how all products maintain a consistent house style and theme of intoxication to connect the audience. The music video uses a relatable protagonist to portray different stages of drinking. The magazine advert and digipak also promote the music video through imagery and reviews while representing the drum and bass genre.
Emma calder
The document discusses three case studies that exemplify postmodern characteristics: Lady Gaga's music video for "Paparazzi", the British TV show "The Mighty Boosh" episode "The Legend of Old Gregg", and the film "Kick Ass 2". Each case study demonstrates multiple postmodern traits such as intertextuality, self-awareness, genre hybridity, and simulacra. Lady Gaga's video references other works and celebrities and explores fame through dark themes. "The Mighty Boosh" bends time/space, uses references for humor, and is surreal/unpredictable. "Kick Ass 2" merges genres, uses black humor around violence, and copies other superhero works without original
Question 2 powerpoint
The combination of the main product (music video) and ancillary texts (magazine advert and digipak) is effective because it maintains a consistent house style and theme of intoxication. The products portray different stages of intoxication to create empathy and identification with the protagonist. They also successfully promote the music video, songs, and genre of drum and bass to the target audience. Images and design elements across the products connect them and allow the audience to recognize they are related to the same music video.
Question 2 powerpoint
The combination of the main product (music video) and ancillary texts (magazine advert and digipak) is effective because it maintains a consistent house style and theme of intoxication. The products portray different stages of intoxication to create empathy and identification with the protagonist. They also successfully promote the music video, songs, and genre of drum and bass to the target audience. Images and design elements across the products connect them and allow the audience to recognize they are related to the same music video.
Question 1 finished indesign format
My music video conforms to conventions of representing lyrics visually but also challenges conventions by using a female protagonist rather than a male. The pacing of cuts matches the fast tempo of the song. It portrays loneliness and togetherness. Props like a vodka bottle reinforce emotions.
My magazine ad challenges conventions by including a protagonist photo, reviews, and release details rather than just text.
My digipak challenges conventions by using a different font and photo rather than just text on a plain background like real products. It provides familiarity but also something original for my target audience.
Question 1 indesign format
The document discusses how the media products created for a music video, magazine advert, and digipak both conform to and challenge conventions of real media. The music video conforms by visually representing the song lyrics and pacing shots to the beat, while challenging norms by featuring a female protagonist rather than the typical male. The magazine advert challenges conventions by including reviews and release details not normally seen. The digipak challenges conventions through its use of images and fonts rather than typical plain text-focused designs. Overall, the products aim to provide familiarity through some conformity alongside something new and original for its target audience of individualists.
Digipak finishedt
This document provides credits and track listing information for an album by Wilkinson titled "Wilkinson and Smoke". The album was produced by Emma Calder and co-produced by Hannah Windsor. It contains 10 tracks that are split into two sets - an "uphoria" set from tracks 1-5 that are played from 9 PM to 2 AM, and a "come down" set from tracks 6-10 that are played from 2 AM to 5 AM. The album was recorded, mixed and mastered by Wilkinson and released in 2014 on Ram Records.
Using conventions and real world texts 1 a of exam
The document discusses the use of conventions from real-world texts in the author's AS and A2 coursework. For the AS coursework, the author created a music magazine and analyzed existing magazines to understand conventions around layout, content, colors, and photos. This informed design choices for their own magazine. For the A2 coursework, the author created a music video and relied on other music videos for conventions around shots, narrative elements, and themes. The author found conventions most helpful for the music video but had more creative freedom for other tasks with fewer examples to reference. Overall, analyzing real texts provided useful guidelines for creating coursework that would be successful and realistic.
How effective is the combination of your main product and ancillary texts q2
The document discusses the effectiveness of combining a main product (a music video) with ancillary texts (a magazine advert and digipak) in promoting the same song. It maintains a consistent house style and theme of intoxication across all products to ensure the target audience recognizes they are connected. Both the advert and digipak feature the protagonist from the music video to clearly promote the video. They also represent the genre of drum and bass through their design. Overall, the combination of products successfully promotes the narrative and themes around intoxication from the music video to the target audience.
How effective is the combination of your main product and ancillary texts q2
The document discusses the effectiveness of combining a main product (a music video) with ancillary texts (a magazine advert and digipak) in promoting the same song. It outlines how all products maintain a consistent purple and white house style and theme of intoxication to ensure the target audience recognizes they are connected. Both the advert and digipak feature the main protagonist from the music video to clearly promote the video and use similar designs and effects to reinforce themes of intoxication and loneliness portrayed in the video.
Question 3
The document discusses gathering audience feedback for music products targeted at males and females aged 16-25. Various methods are described, including surveys on social media and SurveyMonkey, group interviews, and one-on-one interviews. Face-to-face interviews proved most useful by allowing for elaboration and clarification. Feedback indicated lighting and narrative were successful aspects of the music video, while the digipak cover needed more tracks adding. Overall, audience feedback helped ensure the products met the target demographic's preferences for the drum and bass genre.
Question 3
The document discusses gathering audience feedback for music products targeted at males and females aged 16-25. Various methods are described, including surveys on social media and SurveyMonkey, group interviews, and one-on-one interviews. Face-to-face interviews proved most useful by allowing for elaboration and clarification. Feedback indicated lighting and narrative were successful aspects of the music video, while the digipak cover needed more tracks added. Overall, audience feedback helped ensure the products met the target demographic's preferences for the drum and bass genre.
Question 1
The document summarizes a music video, magazine advertisement, and digipak cover created by the author for a song. The music video conforms to theories about linking visuals to lyrics and maintaining pace with the music. It portrays loneliness and togetherness through shots of a protagonist drinking alone and a crowd dancing. The magazine ad and digipak cover challenge conventions of real examples in genres like drum and bass by including images and reviews rather than just text on a plain background.
Question 1
The document summarizes a music video, magazine advertisement, and digipak cover created by the author for a song. The music video conforms to theories about linking visuals to lyrics and maintaining pace with the music. It portrays loneliness and togetherness through shots of a protagonist drinking alone and a crowd dancing. The magazine ad and digipak cover challenge conventions of real examples in genres like drum and bass by including images and reviews rather than just text on a plain background.
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Using conventions and real world texts 1 a of exam
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How effective is the combination of your main product and ancillary texts q2
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Digital technology (1 a of the exam)
- 1. Digital technology AS Coursework (magazine): Digital technology that I used in order to create my magazine included Adobe programmes like Photoshop and InDesign. I used Photoshop to create the first draft of my magazine and also to edit my photos that I had taken with the Canon 550D. With reference to editing, I used Photoshop the get rid of blemishes on my models skin; I also added ‘false eyelashes’ to my models eyes to make her eyes stand out so that it would catch the reader’s attention. I also used Photoshop to remove the white background from my image so I could place the image onto my magazine pages. I also used InDesign for the first time when piecing my magazine together. InDesign allowed me to create a professional looking magazine. A2 Coursework (music video): To film my music video I used the Cannon 550D. I had used this before when competing my AS coursework so I already knew the basics of how to use it. The Cannon 550D allowed me to use different depth of fields, i.e. I was able to film in shallow focus and deep focus. I also used my camera phone on my Iphone 4 when filming at a concert to get some footage to use as my contrasting narrative. Obviously it would have been better to filmed on the Cannon 550D, however I felt that I was able to get good enough quality footage to put into my music video. I also used the Cannon 550D to take pictures for mydigipak. I also used Photoshop to edit my pictures to put on my digipak. I was able to put a saturation of the photos which turned the black grey background into a lovely purple colour. I was also able to lighten and brighten the picture which allowed me to choose the tone/mood of my digipak. To edit and piece together my music video I used Adobe Premiere. This allowed me to do a variety of things such as adding transitions i.e. dissolve, and even to brighten/darken the lighting on certain clips which where a bit darker than the other clips.