+ Edit 2 process
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My first edit was a rough draft to develop my skills, but I am now creating a second, more professional edit incorporating improvements. I have added text at the beginning for context and to identify the song. While reusing many of the same shots, my editing abilities in Premiere Pro have improved, allowing me to better frame shots. Drawing on lessons from my first edit and other students' work, I have focused more on syncing edits to the beat and considering how footage and music work together as a whole.
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Question 7
The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.
Table Topics workshop for Korea Toastmasters National Conference 2011 in Busa...
This document provides a framework for table topics at the 2011 Korea Toastmasters National Conference. It introduces the speaker and champion Kiminari Azuma. The framework includes 4 table topics questions to be answered in 5 minutes each, a 10 minute lesson on the PREP method of answering questions, and a 15 minute session for pairs to practice questions and answers using PREP. The objective is to prepare attendees to answer impromptu questions using the Point, Reason, Examples, Point structure.
Diary
Paige Ward created a production log for her creative media project advertising an object of desire. Over several dates, she developed a mind map and researched codes and conventions. She pitched her idea and completed pre-production paperwork like a synopsis, storyboard, location plans, and equipment booking. On May 12th, Paige spent the day filming her 30 second advert. She then edited the footage, added a logo and song, and rendered the final video.
Evaluation task 7
After creating a preliminary task, the author learned many lessons that helped with creating a full opening sequence product. They learned about action matching, symbolism in details, and the importance of planning, equipment, resources, lighting, editing, and getting enough footage. Creating the media product took several days of shooting over London and two weeks of iterative editing to craft the storyline and get feedback before finalizing. The process taught the importance of organization, problem-solving, and creating something quality for the audience.
Social media canobrittany
Brittany uses Snapchat to send videos and photos to friends, Twitter to keep up with friends' tweets and daily life photos, and YouTube to watch various videos including old basketball team films her coach posted from high school.
Production Log (unit 30)
Ryan Sharman created a production log for his BTEC Level 3 Extended Diploma project creating an advertisement for ELLE Magazine. He began by brainstorming ideas and choosing magazines as his object of desire. Ryan then created mind maps to develop three potential video ideas and storyboards before choosing idea #3. On June 1st, Ryan filmed footage at Irlam Moss, getting bites but happy with the clips. He then renamed the clips and imported them into Premiere Pro for editing, finding suitable music. By June 4th, Ryan had completed editing and rendered the final video to upload to YouTube and embed on his blog.
Telecommunication
The document discusses telecommunication and the latest mobile phones. It focuses on new developments in mobile technology. Recent mobile phone models have advanced features like larger screens, improved cameras, and longer battery life.
prueba clase
La Fuerza Aérea Ecuatoriana invita al Sr. Carlos Dela cruz a participar en el campeonato interno que se realizará el 15 de agosto de 2015, en reconocimiento a su notable participación en eventos deportivos anteriores de la institución. El Coronel Técnico de Aviación Rodrigo Cevallos Ureña, en su cargo de Director de la EPAE, extiende la invitación formal al Sr. Dela cruz.
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Question 7
The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.
Table Topics workshop for Korea Toastmasters National Conference 2011 in Busa...
This document provides a framework for table topics at the 2011 Korea Toastmasters National Conference. It introduces the speaker and champion Kiminari Azuma. The framework includes 4 table topics questions to be answered in 5 minutes each, a 10 minute lesson on the PREP method of answering questions, and a 15 minute session for pairs to practice questions and answers using PREP. The objective is to prepare attendees to answer impromptu questions using the Point, Reason, Examples, Point structure.
Diary
Paige Ward created a production log for her creative media project advertising an object of desire. Over several dates, she developed a mind map and researched codes and conventions. She pitched her idea and completed pre-production paperwork like a synopsis, storyboard, location plans, and equipment booking. On May 12th, Paige spent the day filming her 30 second advert. She then edited the footage, added a logo and song, and rendered the final video.
Evaluation task 7
After creating a preliminary task, the author learned many lessons that helped with creating a full opening sequence product. They learned about action matching, symbolism in details, and the importance of planning, equipment, resources, lighting, editing, and getting enough footage. Creating the media product took several days of shooting over London and two weeks of iterative editing to craft the storyline and get feedback before finalizing. The process taught the importance of organization, problem-solving, and creating something quality for the audience.
Social media canobrittany
Brittany uses Snapchat to send videos and photos to friends, Twitter to keep up with friends' tweets and daily life photos, and YouTube to watch various videos including old basketball team films her coach posted from high school.
Production Log (unit 30)
Ryan Sharman created a production log for his BTEC Level 3 Extended Diploma project creating an advertisement for ELLE Magazine. He began by brainstorming ideas and choosing magazines as his object of desire. Ryan then created mind maps to develop three potential video ideas and storyboards before choosing idea #3. On June 1st, Ryan filmed footage at Irlam Moss, getting bites but happy with the clips. He then renamed the clips and imported them into Premiere Pro for editing, finding suitable music. By June 4th, Ryan had completed editing and rendered the final video to upload to YouTube and embed on his blog.
Telecommunication
The document discusses telecommunication and the latest mobile phones. It focuses on new developments in mobile technology. Recent mobile phone models have advanced features like larger screens, improved cameras, and longer battery life.
prueba clase
La Fuerza Aérea Ecuatoriana invita al Sr. Carlos Dela cruz a participar en el campeonato interno que se realizará el 15 de agosto de 2015, en reconocimiento a su notable participación en eventos deportivos anteriores de la institución. El Coronel Técnico de Aviación Rodrigo Cevallos Ureña, en su cargo de Director de la EPAE, extiende la invitación formal al Sr. Dela cruz.
Descrição da sociedade capitalista 1
1) A sociedade capitalista é constituída por duas estruturas: a infra-estrutura econômica e a superestrutura jurídico-política e ideológica.
2) Existe uma relação de determinação entre estas estruturas, onde a infra-estrutura determina a superestrutura.
3) Nesta sociedade, as classes sociais antagonistas são a burguesia dominante e o proletariado dominado, definidas pela posição que ocupam no processo de produção.
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This document provides information about events organized by the Weiser Center for Emerging Democracies at the University of Michigan in January and February. It lists over 20 lectures, concerts, exhibits and conferences on topics related to material culture, national identity, and politics in Russia, Eastern Europe, and Eurasia during this time period. The events involve discussions of art, music, history, and current issues and feature scholars, artists and experts from the region. Locations include campus buildings and museums, and most events are free and open to the public.
Ensayo la red social
La película narra la creación de Facebook por Mark Zuckerberg cuando era un estudiante. Aunque originalmente se inspiró en la idea de otros estudiantes para crear una red social, Zuckerberg desarrolló Facebook de manera independiente agregando nuevas funciones que atrajeron a cientos de millones de usuarios. Sin embargo, la disputa sobre la propiedad intelectual de Facebook llevó a problemas legales que la película explora.
Reflecton
In the first week, the document's author worked on familiarizing themselves with Adobe Premier Pro for editing video clips they had shot around their local area. They also watched videos by graffiti artists to help plan their own editing style and shot types. For the next week, they planned to work on sound design and music, and get additional important shots to make future lessons more productive.
In the second week, the author downloaded and organized their video clips. They realized they were missing some planned voice recordings but made a script and plan to record them. They also started planning music to include.
In the third and final week before the deadline, the author made progress adding clips and creative edits. They completed their interview
Production Reflection mv 2018
This document contains a student's weekly reflections on their process of creating a music video production over 5 weeks. In week 1, the student researched music video techniques on YouTube and began planning shots and lighting. In week 2, they took screenshots of inspirational videos and experimented with filming techniques. In week 3, the student fell behind due to illness but began pre-production. In week 4, they began filming and editing. In week 5, they finished filming, editing, and uploaded their final music video along with all their planning documents.
The Grid evaluation log.pptx
- In week 1, the document discusses targeting their audience by looking at how other companies do so and deciding to target skaters. A PowerPoint was made on how big companies target audiences.
- In week 2, they started planning their website content and looked at similar products/audiences to help plan their outcome. They also started planning what to film and production schedule.
- In week 3, filming and editing began with finding a song and adding initial clips without transitions. The first section was completed which was easiest to edit.
The grid evaluation log
- In week 1, the document's author met with partners to discuss their target audience and created a PowerPoint on how other companies target different audiences. They decided their target would be skaters.
- In week 2, they started planning their website content and looked at similar products to help plan their outcome. They also started planning what to film.
- In week 3, the author began editing video clips together without transitions, finishing the first section. They found editing name transitions into the video took the most time to learn.
Question 7.
The author feels they have learned a vast amount from their preliminary task to the full product. They now have a wider understanding of Photoshop and Blogging. Their first magazine using Photoshop showed they did not know what they were doing, but their second magazine looks more professional showing improved skills with Photoshop. Their photography skills have also improved through learning techniques from doing a photo shoot for the first time and editing photos more effectively.
5. production reflection mv 2018
In the first week, Amy Foster began planning and researching ideas for her music video by looking at other music videos for inspiration. She chose the song "Sundress" by A.S.A.P Rocky to use. In the second week, she researched aspects of music videos and looked at specific videos for elements to incorporate. In the third week, Amy created experiments with editing techniques in Premiere Pro. In the fourth week, she filmed and edited her final music video but felt her ideas lacked due to using them in the experiments. In the fifth week, Amy evaluated her final music video and production process.
How did I use media technologies in the construction and research, planning a...
The document describes several problems encountered and successes achieved during the production of a music video. The main problems included getting permission to use a song, finding a replacement cast after the original dropped out, and scheduling filming times around everyone's availability. These setbacks resulted in delays. Successes included gaining permission to use a song, adapting the concept to work with a replacement cast, meeting self-imposed deadlines, and assistance from classmates. The document also discusses the development of editing skills through practice and tutorials, organizing work across drives and Google Docs, and creating blog posts in advance.
Question 4 final
The student used various new media technologies throughout the construction, research, planning, and evaluation stages of their project. For research, they used YouTube to view other music videos in their chosen genre and editing tutorials. They used Twitter to contact their chosen artist. For planning, they created pre-productions and evaluations using Prezi and used a Canon camera and tripod for filming. Google was used for research on genre codes and conventions. For evaluation and editing, they used Blogger to host their coursework, PowerPoint for pre-productions and evaluations, Word for a shot list, and Premier Pro for video editing. Photoshop was used to design promotional materials like a digital and poster.
Editing diary
The student was assigned to create a thriller movie trailer for class. They had to do research on thriller film conventions and learn to use Adobe Premiere Elements 9 software. With help from their teacher and YouTube tutorials, the student was able to design a logo for their production company and organize their video clips. They edited the trailer, adding effects, audio, and titles to engage the audience. Feedback from peers and teachers will help the student further improve their first thriller trailer project.
Editing diary
The student was assigned to create a thriller movie trailer for class. They had to do research on thriller film conventions before beginning production. While initially unsure how to use the video editing software, the student learned techniques by watching tutorial videos and receiving help from their teacher. They created a logo for their production company and organized their video clips into folders to stay organized during the editing process. The student edited scenes, added effects and audio, and shortened parts to make the trailer fast-paced and dramatic as required for the thriller genre.
Evaluation
The document discusses how the creator of a music video and accompanying materials effectively incorporated elements of genre into their work. Sunlight is featured prominently in the video and other pieces to tie them together and emphasize the pop genre's focus on the artist. Feedback from others helped the creator realize clips in the video needed slowing to better match the song's pace. A variety of digital tools were used in planning, constructing, and evaluating the project.
Final edit review
The document summarizes changes made to a final video edit from a rough edit. Key changes include removing a black and white effect that was out of place, editing a running scene for better flow with the music, and adding opening credits with the song title, artist, and end credits listing the production team. Additional professionalizing touches included making an original dragon graphic for the opening and using a fade effect to transition between the opening credits and song start. The closing reflection was that for another project, a more upbeat song would be chosen to allow for more varied shots and quick editing, and a personally enjoyed song may provide more motivation.
Question 3
Tom collected feedback on his music video from his class and through uploading it to YouTube. The feedback was overall very positive, with comments praising the professional quality of the video. This gave Tom confidence to continue making music videos. While the feedback was positive, Tom recognized some areas for improvement, such as adding more variety through a costume change, ensuring the lens was clean for each shot, and including more shots of the studio location to avoid repetition. The positive feedback and self-critique have motivated Tom to improve his skills and standards for future music videos.
Final edit review
The document summarizes changes made to a final video edit from a rough edit. Several changes are described, including removing a black and white effect that was out of place, editing a running scene for better flow with the music, and adding opening and closing credits with director and crew information. Collaboration during the group project is also noted, with an emphasis on discussing camera angles and lighting. In conclusion, the author expresses satisfaction with the final video but notes they would select a different song if doing the project again, choosing a "party" song allowing for more varied shots and quick editing.
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Descrição da sociedade capitalista 1
1) A sociedade capitalista é constituída por duas estruturas: a infra-estrutura econômica e a superestrutura jurídico-política e ideológica.
2) Existe uma relação de determinação entre estas estruturas, onde a infra-estrutura determina a superestrutura.
3) Nesta sociedade, as classes sociais antagonistas são a burguesia dominante e o proletariado dominado, definidas pela posição que ocupam no processo de produção.
Eduardo kruschewsky coluna 15.08.26
O documento discute diversos tópicos de política brasileira, incluindo críticas ao impeachment de Dilma Rousseff e aos que acusam o PT de irregularidades, a criação de um possível partido político para torcedores do Corinthians, e incentivos fiscais para carros elétricos em São Paulo.
WCEEWinter15_hi-res
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Similar to + Edit 2 process
Reflecton
In the first week, the document's author worked on familiarizing themselves with Adobe Premier Pro for editing video clips they had shot around their local area. They also watched videos by graffiti artists to help plan their own editing style and shot types. For the next week, they planned to work on sound design and music, and get additional important shots to make future lessons more productive.
In the second week, the author downloaded and organized their video clips. They realized they were missing some planned voice recordings but made a script and plan to record them. They also started planning music to include.
In the third and final week before the deadline, the author made progress adding clips and creative edits. They completed their interview
Production Reflection mv 2018
This document contains a student's weekly reflections on their process of creating a music video production over 5 weeks. In week 1, the student researched music video techniques on YouTube and began planning shots and lighting. In week 2, they took screenshots of inspirational videos and experimented with filming techniques. In week 3, the student fell behind due to illness but began pre-production. In week 4, they began filming and editing. In week 5, they finished filming, editing, and uploaded their final music video along with all their planning documents.
The Grid evaluation log.pptx
- In week 1, the document discusses targeting their audience by looking at how other companies do so and deciding to target skaters. A PowerPoint was made on how big companies target audiences.
- In week 2, they started planning their website content and looked at similar products/audiences to help plan their outcome. They also started planning what to film and production schedule.
- In week 3, filming and editing began with finding a song and adding initial clips without transitions. The first section was completed which was easiest to edit.
The grid evaluation log
- In week 1, the document's author met with partners to discuss their target audience and created a PowerPoint on how other companies target different audiences. They decided their target would be skaters.
- In week 2, they started planning their website content and looked at similar products to help plan their outcome. They also started planning what to film.
- In week 3, the author began editing video clips together without transitions, finishing the first section. They found editing name transitions into the video took the most time to learn.
Question 7.
The author feels they have learned a vast amount from their preliminary task to the full product. They now have a wider understanding of Photoshop and Blogging. Their first magazine using Photoshop showed they did not know what they were doing, but their second magazine looks more professional showing improved skills with Photoshop. Their photography skills have also improved through learning techniques from doing a photo shoot for the first time and editing photos more effectively.
5. production reflection mv 2018
In the first week, Amy Foster began planning and researching ideas for her music video by looking at other music videos for inspiration. She chose the song "Sundress" by A.S.A.P Rocky to use. In the second week, she researched aspects of music videos and looked at specific videos for elements to incorporate. In the third week, Amy created experiments with editing techniques in Premiere Pro. In the fourth week, she filmed and edited her final music video but felt her ideas lacked due to using them in the experiments. In the fifth week, Amy evaluated her final music video and production process.
How did I use media technologies in the construction and research, planning a...
The document describes several problems encountered and successes achieved during the production of a music video. The main problems included getting permission to use a song, finding a replacement cast after the original dropped out, and scheduling filming times around everyone's availability. These setbacks resulted in delays. Successes included gaining permission to use a song, adapting the concept to work with a replacement cast, meeting self-imposed deadlines, and assistance from classmates. The document also discusses the development of editing skills through practice and tutorials, organizing work across drives and Google Docs, and creating blog posts in advance.
Question 4 final
The student used various new media technologies throughout the construction, research, planning, and evaluation stages of their project. For research, they used YouTube to view other music videos in their chosen genre and editing tutorials. They used Twitter to contact their chosen artist. For planning, they created pre-productions and evaluations using Prezi and used a Canon camera and tripod for filming. Google was used for research on genre codes and conventions. For evaluation and editing, they used Blogger to host their coursework, PowerPoint for pre-productions and evaluations, Word for a shot list, and Premier Pro for video editing. Photoshop was used to design promotional materials like a digital and poster.
Editing diary
The student was assigned to create a thriller movie trailer for class. They had to do research on thriller film conventions and learn to use Adobe Premiere Elements 9 software. With help from their teacher and YouTube tutorials, the student was able to design a logo for their production company and organize their video clips. They edited the trailer, adding effects, audio, and titles to engage the audience. Feedback from peers and teachers will help the student further improve their first thriller trailer project.
Editing diary
The student was assigned to create a thriller movie trailer for class. They had to do research on thriller film conventions before beginning production. While initially unsure how to use the video editing software, the student learned techniques by watching tutorial videos and receiving help from their teacher. They created a logo for their production company and organized their video clips into folders to stay organized during the editing process. The student edited scenes, added effects and audio, and shortened parts to make the trailer fast-paced and dramatic as required for the thriller genre.
Evaluation
The document discusses how the creator of a music video and accompanying materials effectively incorporated elements of genre into their work. Sunlight is featured prominently in the video and other pieces to tie them together and emphasize the pop genre's focus on the artist. Feedback from others helped the creator realize clips in the video needed slowing to better match the song's pace. A variety of digital tools were used in planning, constructing, and evaluating the project.
Final edit review
The document summarizes changes made to a final video edit from a rough edit. Key changes include removing a black and white effect that was out of place, editing a running scene for better flow with the music, and adding opening credits with the song title, artist, and end credits listing the production team. Additional professionalizing touches included making an original dragon graphic for the opening and using a fade effect to transition between the opening credits and song start. The closing reflection was that for another project, a more upbeat song would be chosen to allow for more varied shots and quick editing, and a personally enjoyed song may provide more motivation.
Question 3
Tom collected feedback on his music video from his class and through uploading it to YouTube. The feedback was overall very positive, with comments praising the professional quality of the video. This gave Tom confidence to continue making music videos. While the feedback was positive, Tom recognized some areas for improvement, such as adding more variety through a costume change, ensuring the lens was clean for each shot, and including more shots of the studio location to avoid repetition. The positive feedback and self-critique have motivated Tom to improve his skills and standards for future music videos.
Final edit review
The document summarizes changes made to a final video edit from a rough edit. Several changes are described, including removing a black and white effect that was out of place, editing a running scene for better flow with the music, and adding opening and closing credits with director and crew information. Collaboration during the group project is also noted, with an emphasis on discussing camera angles and lighting. In conclusion, the author expresses satisfaction with the final video but notes they would select a different song if doing the project again, choosing a "party" song allowing for more varied shots and quick editing.
Estings evaluation
The author created an E-Sting graphic for a competition using Adobe After Effects, Photoshop, and Illustrator. They researched previous E-Stings submissions to understand what to include. While initially unfamiliar with After Effects, the author learned new skills with teacher guidance. The graphic featured a meteor exploding into pieces, though some background elements could have been tidier. Overall, the author is pleased with the professional-looking result and their improved After Effects proficiency, despite facing time management challenges during the project's completion.
Self Evaluation
Benjamin reflects on his group's pre-production, production, and post-production work on a music video project. In pre-production, they effectively delegated roles and finished tasks ahead of schedule due to Benjamin's past experience. Areas for improvement included being stricter about deadlines. During production, Benjamin's filming experience helped, though they could have captured additional shots. In post-production, Benjamin led the editing despite software changes, though allowing others more editing time could have improved skills and reduced mistakes made by rushing.
Question 4
The student used various new media technologies at different stages of their project. They used Blogger to upload and organize all of their coursework, including pre-production, production, and post-production materials. A Canon 600D camera and tripod were used to film shots for the project. YouTube provided inspiration from other music videos in the genre and tutorials on editing software. Twitter was used to contact the chosen artist. Prezi and PowerPoint were utilized for evaluations and pre-production plans. Microsoft Word created the shot list. Premier Pro was used to edit the music video. Photoshop, with guidance from online resources, allowed the creation of a colorful digipak and poster in the EDM theme.
post production for the promo brief.pptx
The document summarizes the editing process for a music video draft in Premiere Pro. It describes importing video clips and organizing them into folders, then adding the first walk-in shot to the timeline and syncing it up. Additional clips of the singer were added where they appeared in the song. Markers were used to help sync clips. After adding all clips and trimming unused footage, the draft was rendered and exported to YouTube. Feedback was received to add typography and credits for the next draft.
Question 6
The document discusses various technologies used during the production of a film opening project, including:
- Premiere Pro was the main editing software used to assemble clips, add effects, titles, and music. The student became proficient in using it.
- Slideshare was used to present pre-production documents and was easy to use, though uploads sometimes took a long time.
- Google Chrome was used for research on film conventions and examples. The student was already familiar with using it.
- YouTube provided clips from other films for inspiration, and was used to source royalty-free music. The student was already familiar with using it.
- Blogger was used to host all project materials
Question 4
The document discusses various programs and websites used during the research, planning, and evaluation stages of a media project. YouTube was used to research music videos in different genres and analyze an indie music video. Blogger was used as a folder to post all research, planning, and evaluation. Prezi and Slideshare were used to present evaluations. Sony Vegas was used to edit a music video, and the student found it easier having used it previously. Macromedia Fireworks was used to create packaging for the project.
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How did I use media technologies in the construction and research, planning a...
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+ Task 10 organization of costume
The document discusses costume choices for an alternative music genre artist. The costumes are dark in color, mainly black with some white and red, and casual rather than revealing or dressy. Research into typical alternative music video fashion showed costumes that were everyday rather than impressive but inspiring to alternative fans. The costumes were designed to clearly signal the alternative genre through following those conventions.
+ Task 7 story board
The document provides a shot list for a music video. It consists of various camera shots including mid shots, long shots, close ups, and panning shots of an actor, models with little expression, and scenic backgrounds. Many of the shots involve static cameras or the camera rotating around a central subject. Dark lighting is used throughout and most shots focus on a single subject or scenery with no other actors present.
+ Task 11 props list
The document provides a props list and details for a music video shoot. It notes that the music video will take place in a natural environment and keep costumes and locations looking normal to fit with the genre and inspiration. It lists the main props as a camera for filming, an extra camera for behind-the-scenes footage, and a guitar for the model to pretend to play during different scene changes.
+ Task 11 location reece
The document discusses a film student's choice of location for a short film project. The student chose an outdoor location near Bourne End that is slightly run down with dark lighting and no other people around to give an atmospheric and unknown feel fitting for the alternative genre. Specific shots planned for the location include panning shots of passing cars and scenery from a window, walking shots along a pathway lit by a single street light, and close-up shots of a musician playing guitar inside for contrast and controlled lighting. The student feels the dark and lonely atmosphere created by the location will fit genre conventions for alternative media that commonly use dim lighting and focus attention on the artist.
+ Analying 6 music videos
The music video for Mumford and Sons' "Winter Winds" uses visual imagery that directly correlates with and amplifies the lyrics of the song. Scenes of rain are shown when lyrics refer to being "washed" and scenes of feathers blowing in the wind match lyrics about feathers. The video also shows the band performing the song, as is common for folk/alternative genre videos. Throughout, the lighting is dark and moody, fitting the genre. The locations vary but are connected by the reoccurring motif of a car, linking the different scenes.
+ Editing process music video edit 1
The document describes the author's initial editing process for their music video. They are going through their video clips in Premiere Pro to get an idea of how it will look. As this is their first edit, they are experimenting with transitions and trying to fix issues with low quality night footage. Some portrait shots were rotated but have black borders, though the author wants to use them. They conclude that for a second edit, they can now improve upon this first attempt now that their skills with the software have developed.
+ Process of digipack
The document discusses the process of designing a digipack for an album. The designer experiments with different typography, colors, layouts, and images to create a cohesive design that fits the alternative genre of the music and makes the digipack look professional. They try different fonts, text styles, and placements of images before deciding on a dark blue and white color scheme with small black and white photos on the inside spread. The designer makes changes throughout the process, such as adding more pages to make it a complete digipack, and refers back to research of professional designs to continually improve their work.
+ Digipack cover editing process
The document discusses the process of creating a rough plan for a digipack cover in Photoshop. It describes experimenting with different fonts, text placements behind the model's head and body, and positioning of the masthead to see what looks best and most grabbing. It also mentions adding the song name as it's a common convention seen in professional covers. While liking that it's simple and not too busy, the author feels the text could be improved and made less boring.
+ Picking digi cover
The document discusses selecting photos and editing them for a Digipack cover. The author selected several photos of ink in water and experimented with editing them in black and white, adjusting brightness and contrast, and cropping. Not all photos looked good once cropped. The author liked how one photo showed movement of ink and was exploring adding text in a color that stands out without blending in. Placement of text was still being experimented with.
+ Covers for my digipack
The document discusses choosing a photo for a digipack album cover. The artist considered using self-portraits, as many pop artists do, but wanted something more mysterious since their genre is alternative. They explored using half of a model or dark scenic shots. They liked a photo with a model in shadow but wanted more options. After getting feedback that picture two was the favorite, they decided to do a new photoshoot to have more choices for the alternative genre digipack cover.
+ Choosing my font
Caitlin Macdonald is choosing a font for a digipack cover and considers several options. She likes bold fonts that will grab attention but must ensure readability. A first font is too regimental and not suited to the song. A second uneven font would be easy to read but she dislikes the stamped effect. A third unique font fits her genre and song but letters may not be clear. A final original font could work but filled-in letters may reduce visibility. Overall, she likes aspects of each font but will get other opinions.
+ Task 15 permission to use the song
I have emailed Warner/Chappell Music, the record label that London Grammar is signed to, seeking permission to use one of their songs.
+ Task 14 planning magazine advert 3
This document discusses planning for an album advert by creating different options for the masthead, album name, and information to test during post-production and see which works best with the selected image.
+ Task 14 planning magazine advert 2
This document provides information about an album including an image of the model and details about the album. It also includes several ideas or concepts related to the album that are not described in detail.
+ Task 11 location reece
This document discusses filming a music concert scene, including flashing lights that match the beat of the song. It notes the location is a 2 minute walk from Bourne End and will include close up shots, walking shots, and pan shots of the area. No actors will be involved.
+ Task 11 props list
The document is a props list for a music video that aims to have a natural environment and normal looking costumes and location. It lists the key props needed as a camera and extra camera for filming the music video and behind the scenes footage, clothing and shoes for the actor, and a guitar for the musician in the video.
+ Task 10 organization of costume
The costume is for an alternative genre artist and consists of everyday normal clothes rather than overly sexualized attire. The artist picked this costume because their genre is alternative and they wanted clothes that were everyday and normal rather than sexualized.
+ Task 9 organization of actor
Gemma Price, a 17-year-old drama student, is the preferred choice to model in an alternative music video between October 28th and November 11th due to her professional experience on camera, tall stature fitting the genre, and pale skin tone that will work well visually against dark colors. Her contact information is provided, along with Hannah Legal as a backup model option in case the primary choice cannot participate.
+ Task 7 story board
The document provides a shot list for a music video that includes various shots of a model with little expression against scenic backgrounds. Shots include fading in/out of the song name, mid and long shots of the model walking or standing still, static and rotating mid shots of the model, and scenic shots with dark lighting and no actors. The shot list repeats some shots and concludes by revisiting an earlier scenic shot without text.
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+ Edit 2 process
- 1. My first edit is completed but that was just a rough plan to see what works and to develop my skills, I am now doing a 2nd one to add improvements and to make it more professional. I’m adding text to the begging of the video, in my research I noticed some artist doing this and I liked it as if the video is on YouTube the viewers knows the name of the song straight away and people might be able to link with it. It also makes the opening scene more interesting I have done small reshoots however I am mainly still using the same shots as before, in my edit one. Since I started my edit 1 my skills in premier pro have developed, before the shots where zooming in so you couldn’t see the full image I now know how to change this From the first edit I have learnt a lot about editing and it gave me a practice and after looking at other student’s work I have picked up tips to use in the editing process, I am editing more to the beat and thinking about the video as a whole including the music and not just the footage I am really happy with my 2nd edit and I do believe it has developed a lot from my first edit. I have cut more to the beat to help it flow a lot better. I worked on what footage works best with the part of the music and I think it works a lot better now.