Digital technology
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The document provides questions for a student to answer regarding the digital technology skills they learned and used during their AS and A2 courses. It asks the student to describe the software and hardware used for tasks like image manipulation, desktop publishing, blogging, video editing, and more. The student is asked to reflect on how their skills developed between AS and A2 when creating different media products like magazines and music videos.
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Evaluation question 4 how did you use new media technologies in the constru...
The document discusses how various media technologies were used at different stages of creating a music video project. YouTube and Survey Monkey were used for initial research to analyze other music videos, audience demographics, and survey target audiences. Planning involved using Final Cut Express to storyboard animatics and Blogger to document the evolving plans. Construction utilized Final Cut Express for video editing, Live Type for text effects, and Photoshop for additional graphics. Evaluation reviewed the project using Prezi for animated presentations and Sliderocket to share PowerPoint decks online.
Equipment list_finished_yyyy[1]
The document lists various equipment and digital tools used for a student film project. A camera, video camera, blackberry, tripod, laptop, USB drive, Final Cut Pro, Prezzi, and Photoshop were used to capture footage and images, edit videos, store and transport files, and design promotional materials. Websites like Bubbl, SlideShare, YouTube, Twitter, Facebook, Blogger, Google, Scribd, and SoundCloud were utilized for brainstorming, presentations, publishing content, research, and gathering audio. Microsoft programs such as PowerPoint and Word were also employed to create documents and presentations.
4
Technology was used throughout all stages of creating a music video, including planning, production, and evaluation. Blogger was used as a diary to document the process. Google was used for research and identifying conventions. YouTube was also used for research by viewing existing music videos and analyzing conventions. A DSLR camera was used to film footage and photography. Final Cut Pro was used to edit the video together, add transitions, and incorporate effects. Photoshop was used to design print materials like the CD cover.
Equipment List
The document lists various equipment and digital tools used for a film production project. The main equipment includes a camera, video camera, blackberry, tripod, and laptop. Software such as Final Cut Pro, Photoshop, PowerPoint, and Word are used for editing footage, designing posters and logos, and creating documents. Websites like YouTube, Twitter, Facebook, and Blogger are utilized for uploading and promoting the finished film, conducting research, and maintaining communication between group members. A USB is used to back up work in case of technical issues. The equipment and tools enable capturing footage and images, editing the production, presenting work, and collaborating on the project.
Personal skills audit
This document is a personal skills audit completed by Jacob Egan. It summarizes the digital technology, post-production, research and planning, use of conventions, and creativity skills he acquired while creating a prior production project. For his next project, Jacob plans to further develop these skills by gaining more experience using camera equipment, becoming more proficient with video editing software, conducting additional research and planning, analyzing other media texts to identify conventions, and continuing to develop his creative abilities while still adhering to conventions of the chosen genre.
Media technologies used
Google, Wikipedia, Bing, and YouTube were used for research and planning to find information about music video producers, styles, and existing works to analyze techniques. A camera, lights, tripod, and laptop were used for filming, with the camera, lights, and tripod being used to capture footage and the laptop for playing music and accessing planning documents. Fireworks was used to create a digital, Photoshop for a magazine ad, and Adobe Premiere Pro to edit the video, with each program utilizing different tools as the individual's skills progressed. In evaluation, Prezi was used to create a mind map, PowerPoint for a presentation uploaded to SlideShare, Premiere Pro to overlay audio on
Personal skills audit ian chapman
Ian Chapman completed a personal skills audit to assess his abilities in digital technology, post-production, research and planning, and using conventions from real media texts. He learned skills like operating HD cameras, editing with Final Cut Pro and Garage Band, researching horror film openings, and analyzing slasher film conventions. These skills helped create his horror film opening sequence by allowing him to capture footage, edit together scenes and sounds, plan effectively according to genre conventions, and design ideas inspired by his research. To further develop these skills for his A2 project, Ian plans to experiment with a wider range of equipment, editing techniques, sound design, pre-production research analyzing music videos, and applying conventions of his chosen genre.
Question 4
The document discusses the use of various media technologies in creating a documentary, magazine article, and radio advertisement. Prezi, Emaze, and PowerPoint were used to organize research, while Adobe Premier helped edit footage and sound for the documentary. InDesign allowed columns and image placement for the magazine article. GarageBand facilitated importing and editing voice recordings over background music for the radio advert. Overall, the document outlines how different software programs aided specific stages of planning, production, and evaluation for various media projects.
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Evaluation question 4 how did you use new media technologies in the constru...
The document discusses how various media technologies were used at different stages of creating a music video project. YouTube and Survey Monkey were used for initial research to analyze other music videos, audience demographics, and survey target audiences. Planning involved using Final Cut Express to storyboard animatics and Blogger to document the evolving plans. Construction utilized Final Cut Express for video editing, Live Type for text effects, and Photoshop for additional graphics. Evaluation reviewed the project using Prezi for animated presentations and Sliderocket to share PowerPoint decks online.
Equipment list_finished_yyyy[1]
The document lists various equipment and digital tools used for a student film project. A camera, video camera, blackberry, tripod, laptop, USB drive, Final Cut Pro, Prezzi, and Photoshop were used to capture footage and images, edit videos, store and transport files, and design promotional materials. Websites like Bubbl, SlideShare, YouTube, Twitter, Facebook, Blogger, Google, Scribd, and SoundCloud were utilized for brainstorming, presentations, publishing content, research, and gathering audio. Microsoft programs such as PowerPoint and Word were also employed to create documents and presentations.
4
Technology was used throughout all stages of creating a music video, including planning, production, and evaluation. Blogger was used as a diary to document the process. Google was used for research and identifying conventions. YouTube was also used for research by viewing existing music videos and analyzing conventions. A DSLR camera was used to film footage and photography. Final Cut Pro was used to edit the video together, add transitions, and incorporate effects. Photoshop was used to design print materials like the CD cover.
Equipment List
The document lists various equipment and digital tools used for a film production project. The main equipment includes a camera, video camera, blackberry, tripod, and laptop. Software such as Final Cut Pro, Photoshop, PowerPoint, and Word are used for editing footage, designing posters and logos, and creating documents. Websites like YouTube, Twitter, Facebook, and Blogger are utilized for uploading and promoting the finished film, conducting research, and maintaining communication between group members. A USB is used to back up work in case of technical issues. The equipment and tools enable capturing footage and images, editing the production, presenting work, and collaborating on the project.
Personal skills audit
This document is a personal skills audit completed by Jacob Egan. It summarizes the digital technology, post-production, research and planning, use of conventions, and creativity skills he acquired while creating a prior production project. For his next project, Jacob plans to further develop these skills by gaining more experience using camera equipment, becoming more proficient with video editing software, conducting additional research and planning, analyzing other media texts to identify conventions, and continuing to develop his creative abilities while still adhering to conventions of the chosen genre.
Media technologies used
Google, Wikipedia, Bing, and YouTube were used for research and planning to find information about music video producers, styles, and existing works to analyze techniques. A camera, lights, tripod, and laptop were used for filming, with the camera, lights, and tripod being used to capture footage and the laptop for playing music and accessing planning documents. Fireworks was used to create a digital, Photoshop for a magazine ad, and Adobe Premiere Pro to edit the video, with each program utilizing different tools as the individual's skills progressed. In evaluation, Prezi was used to create a mind map, PowerPoint for a presentation uploaded to SlideShare, Premiere Pro to overlay audio on
Personal skills audit ian chapman
Ian Chapman completed a personal skills audit to assess his abilities in digital technology, post-production, research and planning, and using conventions from real media texts. He learned skills like operating HD cameras, editing with Final Cut Pro and Garage Band, researching horror film openings, and analyzing slasher film conventions. These skills helped create his horror film opening sequence by allowing him to capture footage, edit together scenes and sounds, plan effectively according to genre conventions, and design ideas inspired by his research. To further develop these skills for his A2 project, Ian plans to experiment with a wider range of equipment, editing techniques, sound design, pre-production research analyzing music videos, and applying conventions of his chosen genre.
Question 4
The document discusses the use of various media technologies in creating a documentary, magazine article, and radio advertisement. Prezi, Emaze, and PowerPoint were used to organize research, while Adobe Premier helped edit footage and sound for the documentary. InDesign allowed columns and image placement for the magazine article. GarageBand facilitated importing and editing voice recordings over background music for the radio advert. Overall, the document outlines how different software programs aided specific stages of planning, production, and evaluation for various media projects.
Personal skills audit name
Gareth Owens completed a personal skills audit to assess his abilities for an upcoming A2 project creating a music video. He had experience with Photoshop, iMovie, Final Cut, Sony Vegas, and GarageBand from previous projects. He planned to develop his Photoshop and video editing skills further for graphics and editing the music video. While researching film genres and conventions for inspiration, he analyzed opening sequences from films like Se7en and Adulthood. He would draw from typical genre conventions for the music video but also add imaginative elements to make it unique.
Question 4
The document discusses the use of various media technologies in creating a documentary, magazine article, and radio advertisement. Prezi, Emaze, and PowerPoint were used to organize research, while Adobe Premier was used to edit footage and sound for the documentary. Adobe Indesign allowed columns and image placement for the magazine article. Garage Band facilitated voice recording editing and mixing with background music for the radio advertisement.
Personal skills audit
The document outlines the personal skills and processes used to create a previous media production project. It discusses the digital technologies, software, research, planning, and conventions analyzed to develop the project. For the next project, the creator intends to further develop skills in areas like post-production techniques, primary research, genre analysis, and pushing creative boundaries rather than strictly adhering to conventions.
Media technologies used
The document discusses the various media technologies used during different stages of a research and planning project. During research, Google, Wikipedia, Bing, and YouTube were used to find information and analyze existing works. In filming, a camera, lights, tripod, and laptop were used. For editing, Fireworks was used to create a digital, Photoshop for a magazine ad, and Adobe Premiere Pro to create a video. During evaluation, Prezi was used to create a mind map, PowerPoint for a presentation, and SlideShare to upload the PowerPoint.
Skills Audit Liam Pearson
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Post production
The document provides guidance and tasks for students to brainstorm and reflect on the post-production skills they developed between their AS and A2 media coursework. It instructs students to detail the tools, software, strengths, and weaknesses they used in post-production for both stages of work. Students are asked to consider how their Photoshop skills and ability to implement feedback progressed. They must link any post-production choices made to key media concepts and explain the intended meanings and effects for the audience.
Question 4 How did you use new media
The document discusses the new media technologies used at various stages of a project. Photoshop was used to edit a magazine cover and digital pack, manipulating images and adding text. A Wix website documented planning decisions and hosted research. Prezi was used for brainstorming and evaluation, and SlideShare hosted a PowerPoint evaluation. Adobe Premiere Pro was used to edit the music video, applying slow motion, colorization, and precise lip syncing. A Canon camera took original photography for the digital pack. A Samsung camera filmed the entire music video in HD with its long battery life and handheld use.
Personal Skills Audit
Graham outlines the skills he developed in his AS media studies project, including operating a camera, using audio editing software, and researching film openings. He contributed as the sound editor and created a melancholic soundtrack. In A2, Graham plans to focus on refining his editing and sound engineering skills. He analyzed the opening of Kiss Kiss Bang Bang and took inspiration from its gunshot animation. Graham strived to be open-minded and creative with ideas, though also adhered to some conventions. He will take on more leadership roles involving costumes, props, and video ideas.
Presentation1
Using Adobe Photoshop, the document discusses constructing a film poster for a class project. Various tools in Photoshop like layers, text boxes, and selection tools were used to create and organize the different elements of the poster. Effects like adjusting hue/saturation and adding brush splatters were applied to elements like images and text to achieve a dissolved, glowing look. Conventions from existing movie posters regarding layout, strap lines, images, colors and fonts were followed to design the custom poster.
Skills Sheet
Aimee used a range of digital technologies and software during her group project including a handheld camera, dolly, crane, Photoshop, and Final Cut. These skills allowed her to produce a high quality film with different techniques and edit it to a high standard. For her A2 project, Aimee plans to further develop these skills by practicing with camera equipment and spending more time editing to improve the quality of her work.
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The document summarizes the various media technologies used to create a magazine, billboard, and trailer. For the magazine and billboard, the creator used Publisher, Photoshop, a DSLR camera, white screen, tripod, and internet influence. For the trailer, an HD camera, tripod, and iMovie on YouTube were used. iMovie was used to add effects like fast forwarding to make a car look like it was driving faster, detach and use audio over different footage, control audio levels between soundtracks and footage, crop footage to focus on characters, add transitions between storylines, loop and manipulate music, and erase backgrounds in Photoshop to place images on any background.
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This document is a personal skills audit for Sian Holland. It summarizes the digital technology, post-production, research and planning, and creativity skills she acquired and developed while creating a film production. She used various software like Final Cut, LiveType, and GarageBand to edit, add titles, and create music. Extensive research and planning helped ensure a smooth production process. Her analysis of conventions from films like Sweeney Todd and Se7en provided inspiration while allowing for some unconventional elements. She aims to further develop these skills for her next A2 project.
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The document discusses the skills, software, and techniques used to create a horror film portfolio. It describes using cameras, editing software, and effects to add professional quality. Research on horror conventions and films helped inspire unique ideas while incorporating standard genres. Creativity was shown by combining conventions like hauntings but adding new twists, like revealing the mother murdered her child. Overall the document reflects on how the filmmaking skills were applied and will continue developing techniques to create shocking yet original horror productions.
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The document discusses the various media technologies used during the planning, research, construction, and evaluation stages of a media project on the artist Ben Howard. Technologies used included blogs to share information, social media like Twitter and Facebook to understand target audiences, YouTube to research the genre and get inspiration, Pixtor for storyboarding, Nikon D5100 camera for filming, Adobe Premiere Pro for editing, Photoshop for creating digital artwork, Prezi and SlideShare for presentations, and YouTube and Facebook for gathering feedback. The student found technologies like these helped produce their work to a high professional standard by allowing them to incorporate different media types.
Q6 V2
The document discusses the various technologies used to construct a music magazine product. Blogger was used to create an online blog to upload content for the magazine, including preliminary tasks, planning, production, and evaluation. Photoshop was used extensively for image editing and design work, including cutting out images, adding gradients, blurring edges, and special effects. YouTube provided tutorials for masthead design and a way to upload evaluation videos. SoundCloud, Audacity, and Windows Movie Maker were used for audio/video recording and editing. SurveyMonkey created a survey to understand the target audience.
Skills
Rebecca Klein conducted a personal skills audit to assess her abilities for an upcoming A2 project. She gained experience using filming equipment, editing software like GarageBand and Photoshop, and post-production tools like Final Cut when creating a movie sequence. For the A2 project, she plans to develop these digital skills further and research music videos to inform her work. While her previous creative work followed conventions due to limitations, she believes the A2 project is an opportunity to be more imaginative.
Media Technologies
The document discusses the use of various media technologies in the construction, research, planning and evaluation of a project. During the research and planning stages, a blog was used to record progress and collect information from sources like YouTube, Tumblr and Google Images. A camcorder, tripod, DSLR and Adobe Premiere were used to film and edit a mockumentary. For post-production, DSLR cameras, Photoshop, InDesign and Premiere were used to create images for a movie poster and magazine spreads, and finalize the mockumentary editing.
Personal Skills Audit
Kelly Morris completed a personal skills audit to assess her skills in digital technology, post-production, research and planning, and creativity acquired from her Advanced Subsidiary (AS) media production. She used various equipment like cameras, tripods, and editing software to produce her opening sequence and develop skills in camerawork and editing. For her A2 project, Kelly plans to improve her camera and editing skills by experimenting with different angles and fitting footage to the meaning of songs. She will also apply research and planning skills like creating storyboards and spider diagrams to help smoothly produce her music video. Kelly's creativity in using conventions like dark colors and smoky effects for her noir-style AS portfolio will also be useful when designing packaging
Rough cut feedback oli
The document provides feedback on a rough cut of a film. It summarizes that test viewers responded positively to the film's effective use of a mismatch between appearance and reality, its opening silhouette and lighting, and its building of tension. Areas identified for improvement included adding more complex sound design, inserting opening and closing titles/credits, and creating an identifying title screen or "ident."
Adobe premiere
This document provides an overview of basic concepts for producing video content in Adobe Premiere Pro, including:
- The objectives of understanding video editing principles in Premiere Pro, carrying out edits, packaging videos, and file sharing.
- An introduction to Premiere Pro and how it uses a timeline structure for audio/video transitions, effects, and fine-tuning videos.
- Explanations of frame rate, bit rate, storyboards, scripts and their purposes in motion picture production.
- Images and descriptions of common timeline tools in Premiere Pro like selection, track selection, ripple edit, and knife tools.
Narrative Theory
The document discusses several theorists who have analyzed narrative structures in media. Vladimir Propp analyzed Russian fairytales and identified character roles like the hero, villain, and donor. Tzvetan Todorov suggested most narratives follow an equilibrium-disequilibrium-new equilibrium structure. Roland Barthes identified five narrative codes used in stories: action, enigma, symbolic, semic, and cultural. Claude Levi-Strauss examined how stories reflect the values and myths of cultures through binary oppositions like homesteader/native American. Theories by these thinkers can be applied to analyze the structure and themes of film openings and endings.
Intro to representation
Representation refers to how media presents people, ideas, places, etc. through constructed presentations rather than showing the direct reality. Everything seen in media has been represented in some way. When analyzing representations, key questions include who/what is represented, how it is created, the intentions, and the effects. Representations are mediated versions that have gone through a selection and construction process, so they are not direct reflections of reality. Audiences can perceive representations as either reflections of reality or as deliberate constructions intended to shape ideas.
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Personal skills audit name
Gareth Owens completed a personal skills audit to assess his abilities for an upcoming A2 project creating a music video. He had experience with Photoshop, iMovie, Final Cut, Sony Vegas, and GarageBand from previous projects. He planned to develop his Photoshop and video editing skills further for graphics and editing the music video. While researching film genres and conventions for inspiration, he analyzed opening sequences from films like Se7en and Adulthood. He would draw from typical genre conventions for the music video but also add imaginative elements to make it unique.
Question 4
The document discusses the use of various media technologies in creating a documentary, magazine article, and radio advertisement. Prezi, Emaze, and PowerPoint were used to organize research, while Adobe Premier was used to edit footage and sound for the documentary. Adobe Indesign allowed columns and image placement for the magazine article. Garage Band facilitated voice recording editing and mixing with background music for the radio advertisement.
Personal skills audit
The document outlines the personal skills and processes used to create a previous media production project. It discusses the digital technologies, software, research, planning, and conventions analyzed to develop the project. For the next project, the creator intends to further develop skills in areas like post-production techniques, primary research, genre analysis, and pushing creative boundaries rather than strictly adhering to conventions.
Media technologies used
The document discusses the various media technologies used during different stages of a research and planning project. During research, Google, Wikipedia, Bing, and YouTube were used to find information and analyze existing works. In filming, a camera, lights, tripod, and laptop were used. For editing, Fireworks was used to create a digital, Photoshop for a magazine ad, and Adobe Premiere Pro to create a video. During evaluation, Prezi was used to create a mind map, PowerPoint for a presentation, and SlideShare to upload the PowerPoint.
Skills Audit Liam Pearson
This document is a personal skills audit that evaluates the skills used to create a product. It discusses the use of digital technology like Photoshop and cameras to produce professional-looking materials. Post-production software like Final Cut and iMovie were used to edit footage quickly. Research included viewing other products, films in specific genres, and analyzing conventions. Planning with storyboards helped smooth production. Conventions from analyzed noir films were directly inspired in creating a neo-noir work. Creativity balanced conventions with imaginative ideas. Areas of further development include learning new software and analyzing additional references.
Post production
The document provides guidance and tasks for students to brainstorm and reflect on the post-production skills they developed between their AS and A2 media coursework. It instructs students to detail the tools, software, strengths, and weaknesses they used in post-production for both stages of work. Students are asked to consider how their Photoshop skills and ability to implement feedback progressed. They must link any post-production choices made to key media concepts and explain the intended meanings and effects for the audience.
Question 4 How did you use new media
The document discusses the new media technologies used at various stages of a project. Photoshop was used to edit a magazine cover and digital pack, manipulating images and adding text. A Wix website documented planning decisions and hosted research. Prezi was used for brainstorming and evaluation, and SlideShare hosted a PowerPoint evaluation. Adobe Premiere Pro was used to edit the music video, applying slow motion, colorization, and precise lip syncing. A Canon camera took original photography for the digital pack. A Samsung camera filmed the entire music video in HD with its long battery life and handheld use.
Personal Skills Audit
Graham outlines the skills he developed in his AS media studies project, including operating a camera, using audio editing software, and researching film openings. He contributed as the sound editor and created a melancholic soundtrack. In A2, Graham plans to focus on refining his editing and sound engineering skills. He analyzed the opening of Kiss Kiss Bang Bang and took inspiration from its gunshot animation. Graham strived to be open-minded and creative with ideas, though also adhered to some conventions. He will take on more leadership roles involving costumes, props, and video ideas.
Presentation1
Using Adobe Photoshop, the document discusses constructing a film poster for a class project. Various tools in Photoshop like layers, text boxes, and selection tools were used to create and organize the different elements of the poster. Effects like adjusting hue/saturation and adding brush splatters were applied to elements like images and text to achieve a dissolved, glowing look. Conventions from existing movie posters regarding layout, strap lines, images, colors and fonts were followed to design the custom poster.
Skills Sheet
Aimee used a range of digital technologies and software during her group project including a handheld camera, dolly, crane, Photoshop, and Final Cut. These skills allowed her to produce a high quality film with different techniques and edit it to a high standard. For her A2 project, Aimee plans to further develop these skills by practicing with camera equipment and spending more time editing to improve the quality of her work.
Media technologies used
The document summarizes the various media technologies used to create a magazine, billboard, and trailer. For the magazine and billboard, the creator used Publisher, Photoshop, a DSLR camera, white screen, tripod, and internet influence. For the trailer, an HD camera, tripod, and iMovie on YouTube were used. iMovie was used to add effects like fast forwarding to make a car look like it was driving faster, detach and use audio over different footage, control audio levels between soundtracks and footage, crop footage to focus on characters, add transitions between storylines, loop and manipulate music, and erase backgrounds in Photoshop to place images on any background.
Personal Skills Audit
This document is a personal skills audit for Sian Holland. It summarizes the digital technology, post-production, research and planning, and creativity skills she acquired and developed while creating a film production. She used various software like Final Cut, LiveType, and GarageBand to edit, add titles, and create music. Extensive research and planning helped ensure a smooth production process. Her analysis of conventions from films like Sweeney Todd and Se7en provided inspiration while allowing for some unconventional elements. She aims to further develop these skills for her next A2 project.
Personal skills audit
The document discusses the skills, software, and techniques used to create a horror film portfolio. It describes using cameras, editing software, and effects to add professional quality. Research on horror conventions and films helped inspire unique ideas while incorporating standard genres. Creativity was shown by combining conventions like hauntings but adding new twists, like revealing the mother murdered her child. Overall the document reflects on how the filmmaking skills were applied and will continue developing techniques to create shocking yet original horror productions.
Media question for 4
The document discusses the various media technologies used during the planning, research, construction, and evaluation stages of a media project on the artist Ben Howard. Technologies used included blogs to share information, social media like Twitter and Facebook to understand target audiences, YouTube to research the genre and get inspiration, Pixtor for storyboarding, Nikon D5100 camera for filming, Adobe Premiere Pro for editing, Photoshop for creating digital artwork, Prezi and SlideShare for presentations, and YouTube and Facebook for gathering feedback. The student found technologies like these helped produce their work to a high professional standard by allowing them to incorporate different media types.
Q6 V2
The document discusses the various technologies used to construct a music magazine product. Blogger was used to create an online blog to upload content for the magazine, including preliminary tasks, planning, production, and evaluation. Photoshop was used extensively for image editing and design work, including cutting out images, adding gradients, blurring edges, and special effects. YouTube provided tutorials for masthead design and a way to upload evaluation videos. SoundCloud, Audacity, and Windows Movie Maker were used for audio/video recording and editing. SurveyMonkey created a survey to understand the target audience.
Skills
Rebecca Klein conducted a personal skills audit to assess her abilities for an upcoming A2 project. She gained experience using filming equipment, editing software like GarageBand and Photoshop, and post-production tools like Final Cut when creating a movie sequence. For the A2 project, she plans to develop these digital skills further and research music videos to inform her work. While her previous creative work followed conventions due to limitations, she believes the A2 project is an opportunity to be more imaginative.
Media Technologies
The document discusses the use of various media technologies in the construction, research, planning and evaluation of a project. During the research and planning stages, a blog was used to record progress and collect information from sources like YouTube, Tumblr and Google Images. A camcorder, tripod, DSLR and Adobe Premiere were used to film and edit a mockumentary. For post-production, DSLR cameras, Photoshop, InDesign and Premiere were used to create images for a movie poster and magazine spreads, and finalize the mockumentary editing.
Personal Skills Audit
Kelly Morris completed a personal skills audit to assess her skills in digital technology, post-production, research and planning, and creativity acquired from her Advanced Subsidiary (AS) media production. She used various equipment like cameras, tripods, and editing software to produce her opening sequence and develop skills in camerawork and editing. For her A2 project, Kelly plans to improve her camera and editing skills by experimenting with different angles and fitting footage to the meaning of songs. She will also apply research and planning skills like creating storyboards and spider diagrams to help smoothly produce her music video. Kelly's creativity in using conventions like dark colors and smoky effects for her noir-style AS portfolio will also be useful when designing packaging
Rough cut feedback oli
The document provides feedback on a rough cut of a film. It summarizes that test viewers responded positively to the film's effective use of a mismatch between appearance and reality, its opening silhouette and lighting, and its building of tension. Areas identified for improvement included adding more complex sound design, inserting opening and closing titles/credits, and creating an identifying title screen or "ident."
Adobe premiere
This document provides an overview of basic concepts for producing video content in Adobe Premiere Pro, including:
- The objectives of understanding video editing principles in Premiere Pro, carrying out edits, packaging videos, and file sharing.
- An introduction to Premiere Pro and how it uses a timeline structure for audio/video transitions, effects, and fine-tuning videos.
- Explanations of frame rate, bit rate, storyboards, scripts and their purposes in motion picture production.
- Images and descriptions of common timeline tools in Premiere Pro like selection, track selection, ripple edit, and knife tools.
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Narrative Theory
The document discusses several theorists who have analyzed narrative structures in media. Vladimir Propp analyzed Russian fairytales and identified character roles like the hero, villain, and donor. Tzvetan Todorov suggested most narratives follow an equilibrium-disequilibrium-new equilibrium structure. Roland Barthes identified five narrative codes used in stories: action, enigma, symbolic, semic, and cultural. Claude Levi-Strauss examined how stories reflect the values and myths of cultures through binary oppositions like homesteader/native American. Theories by these thinkers can be applied to analyze the structure and themes of film openings and endings.
Intro to representation
Representation refers to how media presents people, ideas, places, etc. through constructed presentations rather than showing the direct reality. Everything seen in media has been represented in some way. When analyzing representations, key questions include who/what is represented, how it is created, the intentions, and the effects. Representations are mediated versions that have gone through a selection and construction process, so they are not direct reflections of reality. Audiences can perceive representations as either reflections of reality or as deliberate constructions intended to shape ideas.
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The document provides information about an upcoming English Literature exam, including:
- It is a 2 hour exam with 1 hour focused on analyzing extracts from the novel "Heroes"
- It consists of a 10 mark extract question analyzing language, structure, and form for 20 minutes
- And a 20 mark essay question choosing between two titles analyzing the entire text for 40 minutes.
- The exam counts for 40% of the student's final English Literature grade.
Character profiles
This document outlines and prompts analysis of the main characters in the play: the Birling family (Arthur, Sybil, Eric, and Sheila), Gerald Croft, the Inspector, and Eva Smith/Daisy Renton. For each character, it poses questions about how they are described, how they treat others, their role in Eva Smith's suicide, and important quotes related to that character. The overall document aims to guide examination of these key figures and their interactions, which seem central to the events and themes of the play.
Audience powerpoint
The document discusses audience theories that can be applied when analyzing media productions. It provides examples of why audiences like different media texts, such as for information, personal identity, social interaction, and entertainment. Examples of reasons people like soap operas are also given, such as for routine/entertainment, social interaction, fulfilling needs, identification with characters, escapism, debate on issues, and as a critical game. Learners are asked to relate these audience theories to their own media productions and identify reasons why audiences would like their text.
Exam advice
This document provides exam advice for studying representations in television drama. It discusses the four micro-elements of mise-en-scene, cinematography, editing, and sound. For each element, it outlines the key technical aspects and terminology. It also evaluates example student responses, noting strengths like frequent terminology use and clear analysis, as well as weaknesses like an imbalance of focus across the elements. The document concludes with revision tips, emphasizing visual study aids, exemplar essays, practicing timed responses, and self-assessment.
Magazine Covers
The document provides guidance on designing the cover of a magazine. It recommends including the magazine title, cover lines with interesting information on features, and mentioning celebrities to boost sales. The use of pronouns that directly address the reader can increase involvement. An eye-catching image in the center of the page is important, with the top third being the most noticeable area. Elements like fonts, colors, and styles should be varied to make the cover visually interesting.
Representation disability
This document discusses representation of different types of disabilities and abilities in media. It identifies physical, sensory, intellectual, mental health, developmental, and non-visible disabilities. It also mentions physical abilities like superheroes. It provides questions to consider when analyzing representation of disabilities/abilities in drama, such as what type is shown, how they are portrayed and treated by others, their role, and the overall message conveyed about that disability or ability.
2. heroes chapter_2_hdo
This document contains lesson materials for analyzing the novel "Heroes" including:
- Objectives to critically respond to the text by referring to relevant aspects, discussing characters/relationships thoroughly, and considering experimental ideas.
- A summary of Chapter 2 which introduces the main character Francis and his childhood love and devotion to Nicole through flashbacks.
- Analysis of how Francis is portrayed as a shy boy lacking in confidence in his interactions with Nicole before the events of the war transformed him.
Copy of intro to a2 course g325 critical perspectives in media - question b
This document provides guidance to students on completing a theoretical evaluation of their coursework for their G325 exam. It instructs students to evaluate their coursework using the concepts of genre, narrative, representation, audience, and media language. Students are asked to define each concept, relate relevant theories, and analyze how each concept was used in their coursework. The document also provides prompts for applying each concept and recommends using various digital tools to create revision documents to aid exam preparation. A deadline of 3 weeks is given to complete this task.
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This document discusses different types of camera shots and camera work including high angle, low angle, tilt, pan, track, focus, inside framing, outside framing, extreme close up, close up, mid shot, and long shot. Students are asked to find examples of images that demonstrate each type of camera work and post them to their blog.
3. heroes chapter_3_hdo
Francis visits the town where he grew up and recalls discussing Nicole with an army comrade. In a flashback, he remembers joining the army at a young age of 15. He has nightmares about his traumatic war experiences, describing them in graphic detail. His landlady feels sorry for his injuries from the war. Memories of Nicole remain fresh in Francis' mind as he visits where she used to live.
Soundintvdrama 100129055219 Phpapp01
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- He had feelings for Nicole Renard before the war but their relationship is now a mystery
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Hammondevaluationppt 1226070387643872 8
This document provides guidance on evaluation questions for a media product portfolio. It includes questions about how the media product uses or challenges conventions; how it represents social groups; what type of institution might distribute it; who the target audience is; how the audience is attracted and addressed; what technologies were used and lessons learned; and reflection on progress from preliminary tasks. The questions prompt discussion of genres, narrative, visual style, audience profiles, and more.
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Copy of intro to a2 course g325 critical perspectives in media - question b
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Question1a
This document provides guidance for answering a question about skills development in digital technology, creativity, research and planning, post-production, and use of media conventions over the course of a student's production work. It includes lists of software, hardware, online tools and example questions to consider for each area. The document advises being specific about what technologies were used, how skills progressed, and how elements like planning, research and post-production impacted the creative work. It suggests structuring the response with an introduction, paragraphs on each portfolio project addressing areas of growth, and a conclusion summarizing skills progression.
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The document provides instructions for brainstorming and summarizing skills developed during the post-production stages of two media products created for an AS and A2 course. For the AS product, post-production involved manipulating photographs and assembling text, graphics, and banners in Quark. For the A2 product, it included editing video footage in Adobe Premiere, editing audio in Adobe Audition, and assembling assets in Quark. The document prompts consideration of progression of skills from Movie Maker to Premiere, use of software pros/cons, and relating choices to key media concepts like representation and audience.
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A2 Media Studies Revision Pack
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G325 1a Post Production
The document discusses the differences between production and post-production at AS and A2 levels. At AS, production involved filming and photography, while post-production consisted of editing footage and adding graphics and sound in iMovie. At A2, production expanded to include music videos and packaging, as post-production did to include advanced software like Photoshop and more complex editing. Over time, the student developed stronger technical skills in software and applied key media concepts more effectively in their work through choices like matching transitions to lyrics.
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Evaluation 4
Conor Willis used various media technologies throughout the construction, research, planning, and evaluation stages of his project. He used a Canon camera with 41x zoom and image stabilization to film footage. He edited the footage using Final Cut Express 4 on an upgraded iMac. During editing, he worked to perfectly sync lip movements with vocals, and added effects like blurs, color balances, and fragmented frames. He researched online using sites like Scribd, Slideshare, and Prezi, and distributed drafts on YouTube and social media for feedback. Throughout the process, his skills with technologies like editing software improved.
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The document discusses the use of various new media technologies in the production of a short film. A Sony Handycam was used to film the short film, allowing footage to be reviewed digitally. Final Cut Pro X was used to edit the film, enabling easy rearrangement and addition of effects. Logic Pro 9 was used to create original music and sound effects for the film. Photoshop was used to design a film poster, and InDesign was used to create a film review. A Wordpress blog documented the entire process.
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The document discusses the use of various new media technologies in the production of a short film. It describes using a Sony Handycam camera to film footage which allowed reviewing footage without overwriting. Final Cut Pro X was used to edit the film by rearranging and adding effects to video and audio clips. Logic Pro 9 was used to create original music and sound effects. Photoshop was used to design a film poster by editing images. InDesign was used to layout a film review. Wordpress was used to blog about the research, production and evaluation process.
Group 1 evaluation question 4
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7. heroes chapter_7_hdo
The chapter shows the development of a relationship between Francis and Nicole. It also depicts Francis' transformation from a shy boy to a table tennis champion under Larry's guidance at the Wreck Centre. Against the odds, Francis wins the table tennis match against Larry. However, Larry undermines Francis' victory by implying he let Francis win. The chapter demonstrates Larry's influence and control over the young people at the Wreck Centre.
5. heroes chapter_5_hdo
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4. heroes chapter_4_hdo - copy
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Deep Dive: AI-Powered Marketing to Get More Leads and Customers with HyperGro...
Digital technology
- 1. G 3 2 5 : S e c t io n A : T h e o r e t ic a l P e r s p e c t iv e s in M e d ia Q u e s t i o n 1a ) D ig it a l T e c h n o lo g y W h a t s k il l s d i d w e le a r n ?
- 2. o ftw a re A S • Adobe Photoshop (image manipulation) • What did the image manipulation program allow you to manipulate? E.g. graphics necessary for the magazine. • What crop tools did you use? E.g. Marquee (magic wand), Lassos, and colour converters such as Red Eye Corrector, Colour Variations, Colour Dropper, Dodge and Burn.
- 3. • Which tools did you use to match your fonts to act as part of the mode of address? • How did you use Photoshop to aid your house style e.g. picture boxes, shape tools (arrows, stars etc), colour, font etc • How did you manipulate photographs? E.g. lighting effects such as brightness and contrast and shadow effects. • Explain how using layers helped organise your work and construct your front cover.
- 4. Desk Top Publishing – DTP • Explain how you created your DPS e.g.putting text and pictures into boxes. • Did you add Frames and backgrounds? • How did you develop an understanding of the conventions of print layout (drop caps, columns, headers, anchorage of text over image).
- 5. How did you ensure layouts (for house style) were the same? How did you engage with print conventions – not using more than two fonts – sans serif for titles. Did you look at contrasting fonts and juxtaposition of elements on a page?
- 6. Weblogs • You used www.blogger.com to organise your planning materials. Blogger is an example of Web 2.0 technology (O’Reilly, 2004). This means that the technology is interactive – audiences can post and edit content on the blogs – it links to the idea of two-way communication, communication is no longer linear (one way). Web 2.0 software is collaborative.
- 7. • How did your blog help in terms of audience feedback? • You also uploaded planning materials and evaluations to your weblog. What did you use to edit short videos and audio files that had been recorded e.g. Windows Movie Maker, I Movie? What did your editing programme introduce you to? E.g. timelines, dissolve and fade transitions, and the layering of audio over images.
- 8. a rdw a re AS • What camera did you use to take photographs for your preliminary college magazine mock up task? • How did you uploaded the photographs to the desktop computers? • You then used the software discussed to crop these photographs. This initial task helped you learn composition and framing skills in terms of shot types.
- 9. S o ftw a re a n d H a rdw a re A2 As filmmaker and designer Mark Towse (2002) details digital video (DV) to be one of the most important advancements in motion picture technology since television. Film and video production is now not only done rich film production companies, but can be done in the home owing to cheap software and hardware. • Which editing software did you use to edit your music video? • You edited footage on a timeline – how did this enhanced your knowledge of layering various video footage and audio?
- 10. • Identify a few of the edits you used in your music video e.g. cutaways, cross cuts, jumpcuts, parallel editing etc • How did you ensure your work was precise? • How did you ensure the audio matched the video footage? • Did you use any special effects? E.g. freeze frames, sepia/black and white, slow motion, speeding up
- 11. Again, you used blogs throughout the planning, construction, evaluation of your A2 coursework – explain how your skills in using blogger have developed. Comment on the digital technology you used for your ancillary products and how your skills have developed since AS.
- 12. Please think of these questions as part of your 750 write up. • What are the pros and cons of the software and hardware at AS in terms of skills development? • What are the pros and cons of the software and hardware at A2 in terms of skills development? • How did you use your AS digital technology skills to aid the construction of your ancillary task at A2? • What were the pros and cons of developing skills from AS print to A2 video production?