Documentary diary
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The document discusses the strengths and weaknesses of an amateur documentary. It notes that the documentary came together best as a whole rather than any individual part. It was insightful but not that interesting. Establishing shots and close ups were used along with appropriate background music. Technology could be improved by using better cameras consistently rather than switching. The filming and theme of the documentary were likely what those reviewing it (OPM) liked best as it stood out from others through different shots and a different approach to the theme. Areas for improvement include shot order, time management, defining roles, and music/sound configuration.
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Resources and equipment 
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also states that Final Cut Pro video editing software will be used to edit the film opening, as the group is familiar with it and it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to its basic functions.
Question 4
The student used new media technologies throughout the construction, research, planning and evaluation stages of their documentary project. During research and planning, they used the internet to search for interview subjects and facts, as well as Microsoft Word, PowerPoint and Excel. For construction, they used an HD camera, tripod, microphone, digital still camera and Adobe Premiere Pro and Photoshop for editing footage, graphics and a print advert. For evaluation, they used Blogger, Prezi, SlideShare, PowToons and SlideBoom to present their work online, exporting videos to YouTube.
Evaluation question 4
The student used various digital technologies throughout the different stages of their film project. During research, they used websites like ShortoftheWeek and YouTube to find examples of films with similar genres and editing techniques. For planning, they used the BBFC website to determine the appropriate film certificate and Word for creating shot lists and schedules. Digital cameras like the Canon D50 and DJI Osmo were used to film scenes. Adobe Premiere Pro was the primary editing software. A film poster was designed using Photoshop. A blog hosted on Blogger was used for collaboration and storing research, planning, production and evaluation posts. PowerPoint was created to present the evaluation and uploaded to the blog using SlideShare.
Preliminary task evaluation
We encountered problems with continuity, camera stability, and insufficient footage in our preliminary task. To improve for our main task, we will mark actor and prop positions, shoot in a park to blend markers, practice steadier filming, and record each shot multiple times to get the best take.
Project 1 production techniques evaluation 2
This document summarizes the student's experiments with different graphic design and advertising production techniques. It discusses the advantages and disadvantages of tools like Photoshop and Premiere Pro. It also includes examples of projects the student created, such as a poster advertising Coke, a radio advertisement, and an advergame video. The student reflects that the radio advertisement likely best promoted its product due to the use of sound effects, voice, and messaging. They also note they have more to learn about using tools like Photoshop and Premiere Pro to refine their skills.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Magazine
The document summarizes the process of creating a magazine cover. First, they took high quality images on the filming day using professional equipment. Then, they designed the cover in Photoshop using a clock background to represent their time-based teaser trailer, and the font Arial Black to mimic the style of Total Film magazine. Finally, they were inspired by the Inception issue of Total Film but had to change the cover image due to copyright issues.
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Resources and equipment
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also states that Final Cut Pro video editing software will be used to edit the film opening, as the group is familiar with it and it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to its basic functions.
Question 4
The student used new media technologies throughout the construction, research, planning and evaluation stages of their documentary project. During research and planning, they used the internet to search for interview subjects and facts, as well as Microsoft Word, PowerPoint and Excel. For construction, they used an HD camera, tripod, microphone, digital still camera and Adobe Premiere Pro and Photoshop for editing footage, graphics and a print advert. For evaluation, they used Blogger, Prezi, SlideShare, PowToons and SlideBoom to present their work online, exporting videos to YouTube.
Evaluation question 4
The student used various digital technologies throughout the different stages of their film project. During research, they used websites like ShortoftheWeek and YouTube to find examples of films with similar genres and editing techniques. For planning, they used the BBFC website to determine the appropriate film certificate and Word for creating shot lists and schedules. Digital cameras like the Canon D50 and DJI Osmo were used to film scenes. Adobe Premiere Pro was the primary editing software. A film poster was designed using Photoshop. A blog hosted on Blogger was used for collaboration and storing research, planning, production and evaluation posts. PowerPoint was created to present the evaluation and uploaded to the blog using SlideShare.
Preliminary task evaluation
We encountered problems with continuity, camera stability, and insufficient footage in our preliminary task. To improve for our main task, we will mark actor and prop positions, shoot in a park to blend markers, practice steadier filming, and record each shot multiple times to get the best take.
Project 1 production techniques evaluation 2
This document summarizes the student's experiments with different graphic design and advertising production techniques. It discusses the advantages and disadvantages of tools like Photoshop and Premiere Pro. It also includes examples of projects the student created, such as a poster advertising Coke, a radio advertisement, and an advergame video. The student reflects that the radio advertisement likely best promoted its product due to the use of sound effects, voice, and messaging. They also note they have more to learn about using tools like Photoshop and Premiere Pro to refine their skills.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Magazine
The document summarizes the process of creating a magazine cover. First, they took high quality images on the filming day using professional equipment. Then, they designed the cover in Photoshop using a clock background to represent their time-based teaser trailer, and the font Arial Black to mimic the style of Total Film magazine. Finally, they were inspired by the Inception issue of Total Film but had to change the cover image due to copyright issues.
Evaluation 4
The document discusses various media technologies used at different stages of a project. Premier Pro CS3 was used to edit video clips and add transitions, music, and color balancing to create a film trailer. A Sanyo Xacti camera was used to film clips for the trailer over several weeks. A Fuji film SLR was used to take high quality photos for a magazine cover and poster, adjusting settings to achieve different lighting effects. Photo Scape and Poster Forge software were used to edit images for the magazine cover and poster, with Photo Scape producing the best results. Windows Movie Maker was used to add title screens and effects to the film trailer. Other software included Any Video Converter to change file formats, Real
Question 6
The document discusses technologies used in creating a film project. It describes learning to use a Sony HD 1000 camera, which captured higher quality video than a handheld camera and made the final product look more professional. It also discusses using Final Cut Express for editing, which allowed smoothing of the film and adding desired effects. Google Blogger was used to keep track of tasks and uploads related to the project. A Google questionnaire was used to survey audiences instead of Survey Monkey, as it presented results in a clearer spreadsheet format.
7. evaluation (interactive) (1)
The document summarizes Louis Cooper's process for an interactive evaluation project. It discusses research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback. Research allowed ideas to be incorporated but wasn't fully explored due to time limits. Planning established themes but other options weren't considered. Time management was difficult working from home. The game has simple graphics and gameplay but lacks replayability. Peer feedback noted the theme was liked but suggested adding more customizable options and content to improve playability and engagement.
Part 8
The document reflects on the learning experience from a preliminary task to the full product. It indicates that the preliminary task was successful due to the variety of creative shots used, including props that added an eerie effect. However, planning was the weakest area as there were not enough shots, making editing more difficult. The experience helped prepare for a thriller sequence by improving planning, shot types, and lighting, and ensuring more footage than needed was captured.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Question 7
The document discusses what was learned from a preliminary task to the full production. It states that effective planning of shooting, including a storyboard, shooting script, and voiceover script, allowed for more efficient use of time. Shooting skills also improved, such as adjusting settings like white balance and focus for different lighting conditions both inside and outside. Editing skills enhanced through experimenting with features like fades and using other software to add titles, which made the production seem more professional and faster-paced.
IT Design #1
Osamah Hindi proposes a 2 minute video presentation on natural disasters such as tornadoes, hurricanes, floods, and volcanoes. The presentation will be created using iMovie and Screenflow to add effects and music tracks. It will then be uploaded to YouTube. Osamah believes this is a good idea because the software allows them to add engaging effects without too much work, though some feel it may require more effort than other options.
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.
Unit 125
This document provides instructions for creating a PowerPoint presentation about a magazine. It outlines 7 tasks: 1) Add a theme matching the magazine design. 2) Include a sliding logo. 3) Explain magazine features. 4) Include research charts. 5) Show the cover image and reasons for choice. 6) End with the fading logo. 7) Do a pitch presentation for the teacher using the PowerPoint. Completing all tasks and the pitch will demonstrate the work done for the magazine design.
Question 7
Since their preliminary task, the author has learned to use the camera more efficiently to capture necessary shots. Researching the genre provided knowledge that helped in creating their own film sequence. Their shots have improved by using typical horror film shots that are steadier and smoother due to better knowledge of techniques. While initially uncomfortable with equipment, the author now feels confident using cameras and tripods. They believe the final product will fulfill the brief of an opening horror film sequence well based on following the requirements.
Question 7 evaluation
The document discusses what the author has learned from their preliminary task to their full product. They learned several technical skills like better framing shots with less room and movement, continuity, and composition. They also learned how to use software like LiveType and Premiere Pro to edit video and add titles/logos. Additionally, the author learned the importance of planning, retaking shots, and cutting footage to keep things flowing in under 2 minutes.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Creating the Film Review
The document discusses the creation of a film review magazine layout in InDesign. It describes setting margins and choosing a black background to represent the dark themes of the film. Images were added first to help structure the layout, and were color graded to match the evening setting. The font "Bebas Neue" in bold was used for the title for its legibility. The film review text was written in Word and checked by others before being added to the InDesign file to catch spelling errors. Page numbers were also added following magazine conventions.
Creating the film review
The document describes the process of creating a film review magazine template. They first created margins and found an appealing background. Images were added and color graded to fit an evening setting. The font Bebas Neue Bold was used as it looked like a magazine font. The film review was written in Word and sent to English students for proofreading. The magazine was page numbered as is common for film reviews, especially of short films. Visual elements were added to improve the look of the film review.
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Evaluation 4
The document discusses various media technologies used at different stages of a project. Premier Pro CS3 was used to edit video clips and add transitions, music, and color balancing to create a film trailer. A Sanyo Xacti camera was used to film clips for the trailer over several weeks. A Fuji film SLR was used to take high quality photos for a magazine cover and poster, adjusting settings to achieve different lighting effects. Photo Scape and Poster Forge software were used to edit images for the magazine cover and poster, with Photo Scape producing the best results. Windows Movie Maker was used to add title screens and effects to the film trailer. Other software included Any Video Converter to change file formats, Real
Question 6
The document discusses technologies used in creating a film project. It describes learning to use a Sony HD 1000 camera, which captured higher quality video than a handheld camera and made the final product look more professional. It also discusses using Final Cut Express for editing, which allowed smoothing of the film and adding desired effects. Google Blogger was used to keep track of tasks and uploads related to the project. A Google questionnaire was used to survey audiences instead of Survey Monkey, as it presented results in a clearer spreadsheet format.
7. evaluation (interactive) (1)
The document summarizes Louis Cooper's process for an interactive evaluation project. It discusses research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback. Research allowed ideas to be incorporated but wasn't fully explored due to time limits. Planning established themes but other options weren't considered. Time management was difficult working from home. The game has simple graphics and gameplay but lacks replayability. Peer feedback noted the theme was liked but suggested adding more customizable options and content to improve playability and engagement.
Part 8
The document reflects on the learning experience from a preliminary task to the full product. It indicates that the preliminary task was successful due to the variety of creative shots used, including props that added an eerie effect. However, planning was the weakest area as there were not enough shots, making editing more difficult. The experience helped prepare for a thriller sequence by improving planning, shot types, and lighting, and ensuring more footage than needed was captured.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Question 7
The document discusses what was learned from a preliminary task to the full production. It states that effective planning of shooting, including a storyboard, shooting script, and voiceover script, allowed for more efficient use of time. Shooting skills also improved, such as adjusting settings like white balance and focus for different lighting conditions both inside and outside. Editing skills enhanced through experimenting with features like fades and using other software to add titles, which made the production seem more professional and faster-paced.
IT Design #1
Osamah Hindi proposes a 2 minute video presentation on natural disasters such as tornadoes, hurricanes, floods, and volcanoes. The presentation will be created using iMovie and Screenflow to add effects and music tracks. It will then be uploaded to YouTube. Osamah believes this is a good idea because the software allows them to add engaging effects without too much work, though some feel it may require more effort than other options.
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.
Unit 125
This document provides instructions for creating a PowerPoint presentation about a magazine. It outlines 7 tasks: 1) Add a theme matching the magazine design. 2) Include a sliding logo. 3) Explain magazine features. 4) Include research charts. 5) Show the cover image and reasons for choice. 6) End with the fading logo. 7) Do a pitch presentation for the teacher using the PowerPoint. Completing all tasks and the pitch will demonstrate the work done for the magazine design.
Question 7
Since their preliminary task, the author has learned to use the camera more efficiently to capture necessary shots. Researching the genre provided knowledge that helped in creating their own film sequence. Their shots have improved by using typical horror film shots that are steadier and smoother due to better knowledge of techniques. While initially uncomfortable with equipment, the author now feels confident using cameras and tripods. They believe the final product will fulfill the brief of an opening horror film sequence well based on following the requirements.
Question 7 evaluation
The document discusses what the author has learned from their preliminary task to their full product. They learned several technical skills like better framing shots with less room and movement, continuity, and composition. They also learned how to use software like LiveType and Premiere Pro to edit video and add titles/logos. Additionally, the author learned the importance of planning, retaking shots, and cutting footage to keep things flowing in under 2 minutes.
Editors journal
Kiren Anandji served as both the cinematographer and editor for a film directed by Sara Anandji. As cinematographer, Kiren was able to share Sara's vision and ensure there was no miscommunication in post-production about the shots taken. As editor, Kiren had creative freedom to assemble the first cut without interruptions for a quicker pace of work. Potential problems like inconsistent lighting were addressed through extensive color correcting. Transitions like cuts and fades were used appropriately. Sound levels from outdoor filming needed adjustments, and effects were added to a voiceover for continuity. Kiren worked efficiently from home by setting goals for each editing session.
Creating the Film Review
The document discusses the creation of a film review magazine layout in InDesign. It describes setting margins and choosing a black background to represent the dark themes of the film. Images were added first to help structure the layout, and were color graded to match the evening setting. The font "Bebas Neue" in bold was used for the title for its legibility. The film review text was written in Word and checked by others before being added to the InDesign file to catch spelling errors. Page numbers were also added following magazine conventions.
Creating the film review
The document describes the process of creating a film review magazine template. They first created margins and found an appealing background. Images were added and color graded to fit an evening setting. The font Bebas Neue Bold was used as it looked like a magazine font. The film review was written in Word and sent to English students for proofreading. The magazine was page numbered as is common for film reviews, especially of short films. Visual elements were added to improve the look of the film review.
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How did you use media technologies in the construction and research, planning...
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The document discusses God's omnipresence as described in Psalm 139 and Jeremiah 23:24. Psalm 139 emphasizes that God is present everywhere, from the highest heavens to the deepest depths of the sea. Jeremiah 23:24 affirms that God fills both heaven and earth, so no one can hide from Him. The document interprets these passages to teach that God is present at all times and in all places, guiding and keeping believers.
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O documento discute bullying, definindo-o como atos repetidos de intimidação de um aluno mais forte contra outro mais fraco. Explica que bullying envolve zombar, isolar, bater e humilhar outras crianças, e que apesar de ser um problema comum nas escolas, muitas vezes passa despercebido. Aponta que apelidos e intimidações verbais podem ser formas de bullying que prejudicam gravemente a formação das vítimas.
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Edward kenway
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Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
Evaluation pp
The document provides feedback from test audiences on a student film project. Regarding technology used, the students decided to use Blogger for pre-production planning and organization. They created a questionnaire using Google Forms to gather audience feedback. A Panasonic HD camcorder was used for filming. Final Cut Express was used to edit the film, applying effects to achieve a psychological horror style. Audiences responded positively to the voiceover and continuity editing but found some scenes confusing. Suggestions are made to reorganize clips and refilm one scene to improve clarity.
Evaluation pp
The document provides feedback from test audiences on a student film project. Regarding technology used, the students decided to use Blogger to document their pre-production work, Google Forms to create a questionnaire for gathering audience feedback, and a Panasonic HD camcorder to film footage. For post-production, they used Final Cut Express for editing based on experience from a prior task. Audiences responded positively to the voiceover and continuity editing but felt the film clips were confusingly organized. Suggestions were made to restructure the opening and refilm one scene for clarity.
Evaluation 7
The document reflects on the learning from a preliminary film task to the final product. It discusses improvements in camera work, sound, editing, titles/credits. Key lessons included practicing different shot types, storyboarding the final product, using better equipment, adding sound/music, including more advanced editing techniques like cuts and jump cuts, and making professional-looking opening and closing titles. The overall final product demonstrated a significant improvement from the preliminary task.
Question 4
Technology helped improve the trailer, poster, and magazine in several ways:
- Editing software like Premiere Pro and Photoshop allowed editing of clips, images, and adding effects to portray intended themes.
- Photoshop enabled creation of lighting and setting effects to make the materials look more professional.
- However, low quality cameras hindered image quality for the poster and hindered some filming techniques.
- Polls of the target audience helped improve the materials based on feedback.
- More advanced software like Premiere Pro and Photoshop provided necessary editing tools and effects over more basic alternatives.
Question 4
Technology helped improve the trailer, poster, and magazine in several ways:
- Editing software like Premiere Pro and Photoshop allowed editing of clips, images, and adding effects to portray intended themes.
- Photoshop enabled creation of lighting and other effects to make the materials look more professional.
- However, low quality cameras hindered image quality for the poster and some shot ideas had to be rejected for the trailer.
- Premier Pro and Photoshop were used over other options as they provided more advanced editing capabilities needed.
Q7: looking back at preliminary.
The document discusses improvements made from a preliminary film project to the final production. It identifies several areas where the filmmakers' skills and the quality of the final product improved, including: more careful planning and drafting; better framing of shots; use of more advanced editing software; more creative typography and idents; incorporation of camera movements; improved sound design; and more consideration of lighting and color grading. The progression allowed the filmmakers to create a final product that was better planned, executed, and received.
Evaluation question 7
1) The document describes the process of creating a preliminary film and final film for a media course. It discusses planning, equipment, camera skills, editing, sound, titles and credits for both films.
2) For the preliminary film, more basic equipment and skills were used which resulted in a simpler product. The final film utilized more advanced cameras, software, shots, and editing to create a more professional production.
3) Significant skills and knowledge about filmmaking were gained throughout the process, which were applied to the planning and creation of the higher quality final film.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
6 powerpoint
The student used a basic video camera to film their short film because it was suitable for the angles, shots, and scale of their project. During pre-production they used Blogger to organize documents and Celtex to write the script. They filmed with a digital camera and used Blogger, Final Cut, PowerPoint, Word, Prezzi, and voice recorders for post-production and evaluation. The technology choices were made because the equipment was easy, fast, and simple enough to achieve their vision. The student learned how to use new technologies like cameras, bloggers, and editing software through completing this project.
Critical evaluation q4
The student used new media technologies extensively in creating their film. Research was conducted online using websites like the BBFC and IMDB to plan genres and classification. A blog was created to document the filmmaking process. Advanced equipment like a high quality camera and tripod were used to film. Audio was recorded separately with a zoom recorder for flexibility. Photoshop and a DSLR were used to design a professional film poster. Final Cut Express was the primary editing software to construct the film, applying effects and layering audio. The technologies were vital to the planning, production, and promotion of the film.
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...mediastudiesfinearts
The document discusses the use of various media technologies in planning, researching, and evaluating a short film project. Blogger was used to document the filmmaking process and get feedback on similar films. YouTube provided insights from audience comments on characters and story elements. Canon and other equipment like microphones, lights, and a steady cam were used to achieve the desired visual style and sound quality. Premier Pro was used to edit together footage, add sound, color correct, and finalize the film.Evaluation question 7
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
Evaluation question 4
The document summarizes the use of new technologies in the construction and evaluation of a coursework project. Various software were used at different stages, including:
- Google and Wikipedia for initial research on the band and music genre.
- Imovie and digital camcorders for filming, editing footage, and creating an animatic storyboard.
- Fireworks for designing promotional materials like adverts and DVD covers.
- PowerPoint and Prezi for presenting research findings and evaluation questions in an engaging format with embedded videos and hyperlinks.
EVALUATION: HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEAR...
Throughout the process of making their short film "IN BLOOM", the filmmakers used a wide variety of media technologies. These included cameras, editing software, lighting equipment, social media, websites for research, and WordPress for blogging. Key technologies that played a central role were the Sony camera for filming, Edius editing software to assemble the footage, and Vistitle for creating opening titles. Without access to these technologies, the film would not have been possible to create.
Task 7 -Presentation
The document reflects on the learning process from the preliminary task to the finished thriller intro sequence. It discusses improvements made in areas like planning, sound, editing pace and storytelling. Storyboarding, test shoots and detailed planning helped strengthen concepts and realize the final vision. While time limitations created challenges, an effective process around conventions, designs, testing and collaboration led to a sequence that progressed well from the initial idea to final outcome.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Similar to Documentary diary (20)
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
EVALUATION: HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEAR...
EVALUATION: HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEAR...
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Eval 2
The combination of the filmmaker's short film and ancillary texts like film reviews and posters were important to tie them together and make the short film have more impact. The texts provided context about the build up and aftermath of the film. Key symbols like a clock were featured in both the film and poster to represent the main theme of time. Consistent visual elements and a plain backdrop in both the film and texts kept the focus on the protagonist and his story. Similar colors and effects were used in both to connect the pieces.
Eval 1
The document discusses a student's short documentary film project about their 90-year-old grandfather. To follow documentary conventions, the film tells a story through a series of photographs and video clips showing the progression of the grandfather's life. Scenes of him speaking in his armchair used natural lighting and an uncluttered background. Opening and closing shots of a cuckoo clock symbolized the passing of time. Post-production effects on the clock made it more appealing and eye-catching. Overall, the film creates a unique, creative story that develops over time and highlights key life moments from the perspective of a 90-year-old man to attract and involve the audience.
Music video idea
The video would have a dark, desaturated style to create a depressing mood. It would show the two artists standing alone on different dark roads, with the camera panning in for close-ups of their bloody faces as they sing. The camera would do 360 pans between the roads, revealing the artists arguing with the same woman or walking alone down the roads, with extreme close-ups emphasizing their frustration and singing of the lyrics. Ultimately, the roads would converge, with the woman at their intersection.
Video idea weeknd -Amad Islam
The video would have a dark, desaturated look to create a depressing mood. Scenes would include long shots of the artists standing alone on dark roads, then close-ups of their bloody faces as they sing. The camera would track them as they walk and sing. It would also show one artist arguing with a woman, then pan to the other artist with the same woman, implying disloyalty. Throughout, the camera work would transition between the artists in different locations to tell the story through their perspectives and movements as they sing the dark lyrics.
The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
Ed Sheeran describes waking up bruised and hungover, having drunk too much the night before and gotten into a fight. He warns that this isn't the right time to fall in love with him, as he knows his lies can't be believed. Both Ed Sheeran and The Weeknd reference their past struggles with drugs, alcohol, and unstable lifestyles before fame. They acknowledge issues they are still trying to overcome that could undermine their success if not addressed. The Weeknd recalls using cocaine, getting into fights, and choosing a life of substance abuse and chaos.
The weeknd lyric analysis By Amad Islam
The song "High for This" by The Weeknd describes a sexual encounter where he mentally prepares a woman for what is about to happen. He tells her they will have sex and do drugs together, reassuring her that she doesn't need to worry because he will be with her. As the drugs take effect, he tells her to breathe and relax while promising they will have a good time. He eliminates any doubts by saying to trust him as he knows she wants to experience this feeling.
Imvdb
The document analyzes research from IMVDb on music charts and popular music videos. It finds that the target audience prefers hip-hop and pop genres, especially recent pop videos by artists like Sia, David Guetta, and Rudimental. This research will help decide which genre of music to focus on going forward.
Analysisoflyrics 111010192016-phpapp01
1) Lupe Fiasco meets a girl at a club and is instantly captivated by her beauty and intelligence.
2) He expresses his growing love for her through poetic metaphors and promises to protect her.
3) At the end of the song, Lupe assures the girl that he wants their relationship to last beyond a typical short-lived club romance and promises to see her in the morning.
Beyonce - dance for you
This music video portrays Beyoncé dancing seductively for her male love interest in a 1940s style setting. Voyeurism is prominently featured through close-ups of the intimate dancing and longing gazes between Beyoncé and the man. The video follows the conventions of R&B by including a choreographed dance routine to promote the artist. It depicts a stereotypical power dynamic between the male boss and female secretary but aims to empower women through Beyoncé's display of control through her dancing.
British board of film classication (bbfc)
The British Board of Film Classification (BBFC) regulates films and videos in the UK. It is a non-governmental organization that provides age ratings to films such as U, PG, 12A, 15, and 18. The BBFC recognizes adult freedom of choice, protects the public (especially children) from harmful content, and helps parents make informed viewing choices for their children. The document then provides detailed descriptions of the content allowed or implied for each age rating.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as other factors like leisure activities may be more important than income alone.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document describes several systems for categorizing consumers:
- Young and Rubicam's Four Consumers model divides people into Mainstreamers, Aspirers, Succeeders, and Reformers based on psychological attributes rather than income.
- Their socio-economic class system ranks people from A to E based on income and occupation.
- Life Matrix segments audiences based on lifestyle and values rather than demographic factors.
Final Sketch Evaluation - 4018
The student created a final drawing of a potion using Photoshop. They first hand drew the potion and then scanned it into Photoshop to color and add details digitally. It was difficult to control the pen at first but got easier with practice. The student used various colors like light blue, dark brown, and different shades of pink to create realistic effects like bubbles and shading. They used tools like the blur tool and size-adjustable brushes. In the end, the student felt they successfully created a realistic looking digital image meeting the goals of the project.
Unit 13 assignment 1 report
This document discusses digital graphics technology, describing features of vector and bitmap images. Vector images are resolution-independent and scalable without quality loss, using mathematical expressions to represent lines and shapes. Bitmap images are made up of pixels that lose quality when resized. The document provides examples of how vector and bitmap images differ when resized, and discusses image capturing, output methods for print and screen, storage considerations like file size and organization, and naming conventions.
Analysis For Attack The Block - 4018
1) Attack the Block was released in 2011 and was directed by Joe Cornish with production companies including The UK Film Council and Studio Canal. It had a budget of £8 million and made $5,824,175.
2) The film is a science fiction horror set in a London council estate about teenagers who encounter an alien invasion. It is rated 15 for violence, drug use, and gore.
3) The movie poster depicts a diverse group of teenagers from the council estate ready to battle the aliens, showing the working class setting and themes of fighting and violence.
Focus Group - 4018
The document outlines questions from a focus group about a film trailer. It asks for opinions on whether the trailer was effective and enjoyable, what genre it represents, how it could be improved, and favorite parts. It explains that the filmmaker created a focus group of 12 friends and family to get feedback on the trailer by showing it and having them answer questions. Most feedback suggested making the trailer look less like a drama and more realistic.
Audience Research - 4018
Audience research is conducted to gather information about what audiences want to watch and their personalities. There are several methods for conducting audience research, including focus groups, questionnaires, box office takings, and test screenings. Focus groups involve interviewing a small group of people to discuss their opinions in an interactive setting, but the results may not represent the larger population. Questionnaires can be inexpensive and gather a lot of data quickly from many people, but responses may be biased by wording and response rates may be low. Box office takings refer to the financial success of a film based on the number of viewers and money made, which depends on the quality of the movie. Test screenings allow audiences to provide feedback on a movie before
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The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
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Documentary diary
- 1. What parts of your documentary were you most satisfied with? I was not satisfied with any part of the documentary particularly, instead I feel as if the documentary came better together as a whole when the production of it was finished. How successful do you think you were in creating a realistic factual media product? I think that for amateurs we did good but not great, our whole documentary was insightful but not really interesting. Which documentary conventions did you use? The establishing shots and the close ups of the objects, we also put appropriate background music for a documentary of this kind How might your use of technology be improved?If we used theBetter cameras for all the filming instead of using some of the higher quality ones and then switching. We could have used the Apple Macs in a more efficient way. Which part of your work do you think OPM liked best and why? Ithink what OPM liked the most was: -The filming because we took different shots that would make our documentary stands out from other -The theme of the documentary because I feel as if we’ve taken a different approach to them What key elements do you want to focus on for improvement? -The different shots and the order that we have put them in -The time wasted (we should of managed our time better so it we be of better quality) -The different roles of the people in our group -The music and the sound configuration