Equipment List
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This document lists various software, equipment, and their intended uses throughout the pre-production, production, and post-production stages of a film project. Microsoft Word, PowerPoint, Google, and YouTube will be used for research and pre-planning during pre-production. A tripod, microphone, and camera will be used to capture footage during the production stage. Laptop, Adobe Premiere Pro, and Photoshop will be utilized for organizing, editing, and adding credits during post-production.
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Equipment List
This document lists equipment and software that will be used during pre-production, production, and post-production of a film project. It includes Microsoft Word and PowerPoint for pre-production tasks like writing scripts and research, a tripod and microphone for shooting footage, and Adobe PremierePro and Photoshop for editing videos and creating graphics during post-production.
Equipment List
Microsoft PowerPoint, Word, YouTube, and Google were used in pre-production for audience research, script writing, storyboarding, and film analysis. A Canon 750D camera and microphone were used to film scenes and record audio during production. Adobe Premiere Pro will be used to edit the film in post-production.
Evaluation question6
I have learned a lot about filmmaking technologies through creating my media project. I knew little previously and learned how to properly use a DSLR camera and tripod, applying techniques like the 180 degree rule. I edited my shots together using Final Cut Pro, compiling the footage and dubbing narration. I created my logo in Photoshop and made a blog in Wordpress to document my pre-production, production, and gather feedback from viewers on needed improvements.
Equipment guide list
This document lists the equipment, software, and assets needed to film and edit a short film. It includes cameras, tripods, SD cards, lights, headphones, microphones, computers, and software like Adobe Premiere Pro and Photoshop. Additional assets listed are studio titles, special effects, sound effects, background music, stock footage, and stock images to make the film look more professional and add elements that cannot be achieved during filming. The document explains what each item will be used for, such as cameras to film shots, tripods for steady shots, SD cards and computers to store and edit footage, and software to edit video, audio, and images.
“ What digital technologies are you familiar with, how have you used them in ...
The student used Final Cut Pro X to edit a music video. They learned multi-camera techniques during a workshop and used "beat-markers" to cut shots to the beat of the music. They used 2 HD cameras provided by the school and uploaded progress updates and footage to social media sites like Twitter, YouTube, Vimeo, and Facebook to get feedback. However, they felt limited by the short time period to experiment with editing techniques and that the school cameras did not provide the same quality as their personal Canon camera.
What I learnt duing AS year
During their AS year, the author learned various skills related to video and audio editing such as how to use Final Cut Pro, Sound Track Pro, and camcorders. They became familiar with concepts like base tracks and camera shots, and learned how to edit videos, plan storyboards, and create pitches by including key details.
6. fmp production reflection
The document describes the production process and equipment used to create a YouTube video. It details two cameras - a Canon EOS 600D used for cinematic shots and indoor self-vlogging, and a GoPro Hero 3 for outdoor self-vlogging, though audio quality suffered due to its waterproof case. Footage was organized and a shot list created before multi-day editing in Premiere Pro to cut unwanted content and add music. The final video was exported at 720p for YouTube and shared on social media.
Evaluation question 6
The document discusses the various technologies used at different stages of constructing a media product. In the research stage, Google was used to research the genre and conventions while Blogger displayed findings. Celtx was used as a new technology to write the script. Blogger also displayed planning materials. Filming utilized a Panasonic HD camcorder and zoom recorder. Final Cut Express on a Mac was used to edit the entire film. Freesfx provided classical piano music. Microsoft Word and PowerPoint were used for evaluation.
Recommended
Equipment List
This document lists equipment and software that will be used during pre-production, production, and post-production of a film project. It includes Microsoft Word and PowerPoint for pre-production tasks like writing scripts and research, a tripod and microphone for shooting footage, and Adobe PremierePro and Photoshop for editing videos and creating graphics during post-production.
Equipment List
Microsoft PowerPoint, Word, YouTube, and Google were used in pre-production for audience research, script writing, storyboarding, and film analysis. A Canon 750D camera and microphone were used to film scenes and record audio during production. Adobe Premiere Pro will be used to edit the film in post-production.
Evaluation question6
I have learned a lot about filmmaking technologies through creating my media project. I knew little previously and learned how to properly use a DSLR camera and tripod, applying techniques like the 180 degree rule. I edited my shots together using Final Cut Pro, compiling the footage and dubbing narration. I created my logo in Photoshop and made a blog in Wordpress to document my pre-production, production, and gather feedback from viewers on needed improvements.
Equipment guide list
This document lists the equipment, software, and assets needed to film and edit a short film. It includes cameras, tripods, SD cards, lights, headphones, microphones, computers, and software like Adobe Premiere Pro and Photoshop. Additional assets listed are studio titles, special effects, sound effects, background music, stock footage, and stock images to make the film look more professional and add elements that cannot be achieved during filming. The document explains what each item will be used for, such as cameras to film shots, tripods for steady shots, SD cards and computers to store and edit footage, and software to edit video, audio, and images.
“ What digital technologies are you familiar with, how have you used them in ...
The student used Final Cut Pro X to edit a music video. They learned multi-camera techniques during a workshop and used "beat-markers" to cut shots to the beat of the music. They used 2 HD cameras provided by the school and uploaded progress updates and footage to social media sites like Twitter, YouTube, Vimeo, and Facebook to get feedback. However, they felt limited by the short time period to experiment with editing techniques and that the school cameras did not provide the same quality as their personal Canon camera.
What I learnt duing AS year
During their AS year, the author learned various skills related to video and audio editing such as how to use Final Cut Pro, Sound Track Pro, and camcorders. They became familiar with concepts like base tracks and camera shots, and learned how to edit videos, plan storyboards, and create pitches by including key details.
6. fmp production reflection
The document describes the production process and equipment used to create a YouTube video. It details two cameras - a Canon EOS 600D used for cinematic shots and indoor self-vlogging, and a GoPro Hero 3 for outdoor self-vlogging, though audio quality suffered due to its waterproof case. Footage was organized and a shot list created before multi-day editing in Premiere Pro to cut unwanted content and add music. The final video was exported at 720p for YouTube and shared on social media.
Evaluation question 6
The document discusses the various technologies used at different stages of constructing a media product. In the research stage, Google was used to research the genre and conventions while Blogger displayed findings. Celtx was used as a new technology to write the script. Blogger also displayed planning materials. Filming utilized a Panasonic HD camcorder and zoom recorder. Final Cut Express on a Mac was used to edit the entire film. Freesfx provided classical piano music. Microsoft Word and PowerPoint were used for evaluation.
Jade evaluation question four
The document discusses the various stages of producing a music video and how media technologies were used at each stage. During the research and planning stage, the student used computers and websites to research the target audience and film an interview. For construction, they used cameras and video editing software. Media technologies were also used for evaluation, such as PowerPoint, Prezi, blogs and social media to present the work and gather feedback. A wide range of media technologies supported the production at every stage.
Reflectionquestion
The document discusses the use of various technologies in each step of creating a coursework film called "Homeland". For research, the student used YouTube for tutorials on film techniques, and Art of the Title for analyzing title sequences. Celtx was used for script writing. A Canon 5D Mark IV camera was used for production, along with a tripod. Premiere Pro was used for editing, and YouTube for audio effects. Lightroom was used on a phone to edit screenshots. The finished film was distributed on YouTube and social media using Telegram to transfer the video between devices without quality loss.
How did your use of media technologies in the research, planning, constructio...
How did your use of media technologies in the research, planning, construction and evaluation stages?
Question 6
I used various technologies like video cameras, tripods, and editing software to create my opening sequence. With the camera, I was able to film clear shots and change settings like zoom. The tripod helped produce steady shots. When editing, I used Adobe Premiere Pro which allowed me to cut clips, overlap sounds, and add effects. I also used online tools like Prezi and Survey Monkey to gather information and get feedback on thrillers. Prezi specifically helped include videos and animations in slideshows used for planning. The main editing technique was cross cutting between scenes to show differences in characters and build tension for the audience.
Evaluation QUESTION 4
The document summarizes how the author used various media technologies for constructing, planning, and evaluating their media project. They used Google Blogger to blog about their progress, Photoshop to edit ancillary tasks like posters, their Nikon camera to take location shots, a tripod to film trailer scenes, and Movie Plus X6 to edit the trailer despite limited editing options. Research involved using Google Images to study media conventions for ancillary tasks and YouTube to watch horror genre trailers for inspiration.
Question 6
The document discusses the use of various technologies to create a film project. It describes using Final Cut Pro for video editing, though no one was familiar with the program so they had to watch tutorials. It also discusses using the internet to access these tutorials and find clips, as well as creating a focus group on Facebook using a mobile phone. It describes filming with two cameras, a Panasonic and Canon, and watching tutorials to better understand the Canon camera.
Evaluation question 4
The document summarizes the various media technologies and tools the author used during their coursework project on creating a music video. These included YouTube for research on conventions and techniques from other music videos; Google to find information on the artist; Microsoft Word for risk assessments and lyrics analysis; PowerPoint for initial planning presentations; Blogger as their main blog to document all stages; their phone for quick lookups and organization; a camera, tripod, memory stick, and Adobe Premiere CC for filming, importing footage, and editing; and Photoshop to edit the digipak and advertisement. For evaluation, they used PowerPoint, Slideshare, Blogger, Prezi, and Glogster to present their reflections.
Equipment
The document lists equipment needed to create a movie that includes sound, including a Canon 700D camera for filming in industry standard 24 frames per second, a Rode videomic pro and Tascam DR-05 for external audio recording and syncing in post-production to improve sound quality, and a clapboard to aid in syncing video and audio during editing. Additional software listed includes Adobe After Effects for special effects, Adobe Premier Pro for editing, Audition for sound editing, Photoshop for image editing, Story Plus for scriptwriting, and a Spider Steady for smooth handheld shots.
Evaluation question 6
The document discusses several technologies used in creating a media project:
Blogger was used to blog about thrillers watched and notes taken to research the project. Final Cut Express was used to edit footage and add effects. YouTube provided research on thriller styles and to upload the completed project. A digital camcorder captured footage which taught how to properly use the equipment. A tripod was employed to steadily hold the camera and control filming settings. Survey Monkey created a questionnaire to research audience thriller preferences which informed the project.
Equipment List
This document lists various software, equipment, and their intended uses throughout the pre-production, production, and post-production stages of a film project. Microsoft Word, PowerPoint, Google, and YouTube will be used for research and pre-planning during pre-production. A tripod, microphone, and camera will be used to capture footage during the production stage. Software like Adobe Premiere Pro and Photoshop as well as a laptop will be utilized for editing, organizing, and adding credits during post-production.
Shutter island analysis
The document provides a detailed summary and analysis of the opening sequence of the film Shutter Island. It describes how the opening credits establish the thriller genre through unsettling music. When the title appears, the music drops to signal its importance. The date and location that follow suggest the film will involve mental illness. Shots of a boat traveling quickly through fog build suspense. The main character, Teddy, is introduced looking ill, with clues like his clothing and badge indicating he is a detective. More shots reveal the boat transports prisoners, confirming it is a prisoner escort vessel. Through these visual and audio details, the opening immerses viewers in the film's mood of mystery and isolation.
Shot list table
This document outlines the shots, camera movements, locations, sounds, and details for a film or video project. It includes 19 total shots along Kingsfield Road in Ringwood, showing a character walking and dancing down the road while listening to music on headphones. Shots include establishing shots, close-ups, long shots, and over the shoulder. The character interacts with a woman and hears a voice speaking to him. Text indicates time jumps of 24 hours between various shots.
The voices analysis
1) The establishing shot shows a run-down town called Industry with a large factory in the background, hinting that the town is not typical and something is amiss.
2) The second establishing shot outside the factory shows dark, dreary surroundings except for bright pink trucks, standing out from the gloom.
3) The production company logo appears with an animated cat, contrasting the expected genre with upbeat music and hints of strange behaviors.
4) Scenes inside the factory show workers in bright pink overalls assembling and labeling pink baths to upbeat music, creating a deliberately false sense of security before issues arise in the thriller plot.
Target audience
This document discusses the target audience for a crime thriller film. The target audience would be niche, consisting mainly of thriller fans who enjoy crime details. The intended audience is adults aged 18-45 who can appreciate mature and violent themes. While males may be more attracted due to stereotypes about enjoying violence, the film hopes to also attract females through its psychological exploration of crime. The typical viewer would be introverted individuals who enjoy thriller games and staying at home, with a social class range of D to B. Overall, the target audience enjoys thrillers for the alternative lives they depict and adrenaline they provide.
Production schedule
This document provides a timeline of tasks for a film production project from pre-production through post-production. It outlines the dates, locations, required crew or cast, necessary props/costumes, and equipment for each task. Key tasks included genre research, script writing, storyboarding, filming, and editing takes together in Premiere Pro to finalize the film. The production took place over December and January with pre-production work in November conducted both in class and independently.
Script madness
This document is a screenplay summary that introduces Jojo Butler, a nice guy who dances down the street while listening to music. As he walks, he hears the voice of Lacy in his head telling him that others think he's weird and that he should harm a woman who passes by him. Jojo refuses at first but over the next few days, Lacy's influence grows stronger and he convinces Jojo to ask the woman out, implying he will harm her. The screenplay ends with Jojo agreeing to Lacy's suggestion.
Props, Actors and Costume
The document discusses props and actors for a film production. Headphones will be used for the main character to listen to music as he walks. Ketan Roche was chosen to play the character JOJO because he has a similar personality and body type. JOJO will wear plain, casual tops to portray him as a normal, average person who cannot deal with complexity. Jade Eaton will voice the character of Lacy because she has a suitably British voice and can change her tone quickly, as Lacy's personality changes immediately. Sasha Alexander was selected to play "The Woman" because of her kind personality, though the character has few lines and won't be seen much. "The Woman" will wear summery, smart-
Genre research
The crime-thriller genre combines elements of crime and psychological thriller genres, often focusing on the criminal's perspective and creating suspense. The genre began in the early 20th century in films like Alfred Hitchcock's "The Lodger" (1926) and Fritz Lang's "Spies" (1928), and became popular in the 1990s with films like "Misery" (1990) that featured trapped victims trying to escape. Famous directors like Hitchcock, Spielberg, and Tarantino have made notable contributions to the genre, as have actors like Matt Damon, Leonardo DiCaprio, and Jason Statham through film series and standalone films such as "The Silence of the Lambs
Genre research
The crime-thriller genre combines elements of crime and psychological thriller genres, often focusing on the criminal's perspective and creating suspense. The genre began in the early 20th century with silent films by Alfred Hitchcock and Fritz Lang. It grew more violent from the 1970s-1980s and incorporated trapped protagonists in the 1990s. Typical conventions include murders, villains, weapons, and dark settings. Famous directors like Hitchcock, Spielberg, and Tarantino have helmed iconic films in the genre such as The Silence of the Lambs, The Dark Knight, and Pulp Fiction.
Location recce
The document describes three locations for filming different parts of a movie scene. The first location is a quiet street with little traffic, suitable for showing the beginning where the character is first seen. The second location in the middle of the street has colorful flower beds and a bend, allowing various views of a moving character. The third location marks the end of the street, where the footage will end, and the character walks into darkness as the sun will keep that side dark, hinting at the genre of the film.
Equipment list
This document outlines various software, tools, and equipment that will be used at different stages of producing a music video, including Microsoft Word and PowerPoint for pre-production tasks like lyrics analysis, shot lists, props, and costumes, YouTube to research other music videos, Google for genre research and audience information, a tripod and camera stabilizer for steady shots during production, a Nikon D3300 camera for filming scenes, a laptop for sorting footage in post-production, Adobe Premiere Pro to edit shots and cut down the video, and Adobe Photoshop to create packaging and posters.
2 equipment list
The document outlines the equipment, software, and assets the filmmaker has chosen to use for their short film. For equipment, they will use a Canon 700d camera, tripod, SD cards, lights, microphone, SD card reader, and a computer. They chose these items because they want steady shots, good audio/video quality, and the ability to transfer footage. For software, they will use Office, Premiere Pro, Photoshop, and Audition. They chose these for pre/post-production, editing, titles, and sound editing. For assets, they will create a studio logo in Photoshop, use sound effects, and include a musical score to set mood and atmosphere.
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Jade evaluation question four
The document discusses the various stages of producing a music video and how media technologies were used at each stage. During the research and planning stage, the student used computers and websites to research the target audience and film an interview. For construction, they used cameras and video editing software. Media technologies were also used for evaluation, such as PowerPoint, Prezi, blogs and social media to present the work and gather feedback. A wide range of media technologies supported the production at every stage.
Reflectionquestion
The document discusses the use of various technologies in each step of creating a coursework film called "Homeland". For research, the student used YouTube for tutorials on film techniques, and Art of the Title for analyzing title sequences. Celtx was used for script writing. A Canon 5D Mark IV camera was used for production, along with a tripod. Premiere Pro was used for editing, and YouTube for audio effects. Lightroom was used on a phone to edit screenshots. The finished film was distributed on YouTube and social media using Telegram to transfer the video between devices without quality loss.
How did your use of media technologies in the research, planning, constructio...
How did your use of media technologies in the research, planning, construction and evaluation stages?
Question 6
I used various technologies like video cameras, tripods, and editing software to create my opening sequence. With the camera, I was able to film clear shots and change settings like zoom. The tripod helped produce steady shots. When editing, I used Adobe Premiere Pro which allowed me to cut clips, overlap sounds, and add effects. I also used online tools like Prezi and Survey Monkey to gather information and get feedback on thrillers. Prezi specifically helped include videos and animations in slideshows used for planning. The main editing technique was cross cutting between scenes to show differences in characters and build tension for the audience.
Evaluation QUESTION 4
The document summarizes how the author used various media technologies for constructing, planning, and evaluating their media project. They used Google Blogger to blog about their progress, Photoshop to edit ancillary tasks like posters, their Nikon camera to take location shots, a tripod to film trailer scenes, and Movie Plus X6 to edit the trailer despite limited editing options. Research involved using Google Images to study media conventions for ancillary tasks and YouTube to watch horror genre trailers for inspiration.
Question 6
The document discusses the use of various technologies to create a film project. It describes using Final Cut Pro for video editing, though no one was familiar with the program so they had to watch tutorials. It also discusses using the internet to access these tutorials and find clips, as well as creating a focus group on Facebook using a mobile phone. It describes filming with two cameras, a Panasonic and Canon, and watching tutorials to better understand the Canon camera.
Evaluation question 4
The document summarizes the various media technologies and tools the author used during their coursework project on creating a music video. These included YouTube for research on conventions and techniques from other music videos; Google to find information on the artist; Microsoft Word for risk assessments and lyrics analysis; PowerPoint for initial planning presentations; Blogger as their main blog to document all stages; their phone for quick lookups and organization; a camera, tripod, memory stick, and Adobe Premiere CC for filming, importing footage, and editing; and Photoshop to edit the digipak and advertisement. For evaluation, they used PowerPoint, Slideshare, Blogger, Prezi, and Glogster to present their reflections.
Equipment
The document lists equipment needed to create a movie that includes sound, including a Canon 700D camera for filming in industry standard 24 frames per second, a Rode videomic pro and Tascam DR-05 for external audio recording and syncing in post-production to improve sound quality, and a clapboard to aid in syncing video and audio during editing. Additional software listed includes Adobe After Effects for special effects, Adobe Premier Pro for editing, Audition for sound editing, Photoshop for image editing, Story Plus for scriptwriting, and a Spider Steady for smooth handheld shots.
Evaluation question 6
The document discusses several technologies used in creating a media project:
Blogger was used to blog about thrillers watched and notes taken to research the project. Final Cut Express was used to edit footage and add effects. YouTube provided research on thriller styles and to upload the completed project. A digital camcorder captured footage which taught how to properly use the equipment. A tripod was employed to steadily hold the camera and control filming settings. Survey Monkey created a questionnaire to research audience thriller preferences which informed the project.
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How did your use of media technologies in the research, planning, constructio...
How did your use of media technologies in the research, planning, constructio...
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Equipment List
This document lists various software, equipment, and their intended uses throughout the pre-production, production, and post-production stages of a film project. Microsoft Word, PowerPoint, Google, and YouTube will be used for research and pre-planning during pre-production. A tripod, microphone, and camera will be used to capture footage during the production stage. Software like Adobe Premiere Pro and Photoshop as well as a laptop will be utilized for editing, organizing, and adding credits during post-production.
Shutter island analysis
The document provides a detailed summary and analysis of the opening sequence of the film Shutter Island. It describes how the opening credits establish the thriller genre through unsettling music. When the title appears, the music drops to signal its importance. The date and location that follow suggest the film will involve mental illness. Shots of a boat traveling quickly through fog build suspense. The main character, Teddy, is introduced looking ill, with clues like his clothing and badge indicating he is a detective. More shots reveal the boat transports prisoners, confirming it is a prisoner escort vessel. Through these visual and audio details, the opening immerses viewers in the film's mood of mystery and isolation.
Shot list table
This document outlines the shots, camera movements, locations, sounds, and details for a film or video project. It includes 19 total shots along Kingsfield Road in Ringwood, showing a character walking and dancing down the road while listening to music on headphones. Shots include establishing shots, close-ups, long shots, and over the shoulder. The character interacts with a woman and hears a voice speaking to him. Text indicates time jumps of 24 hours between various shots.
The voices analysis
1) The establishing shot shows a run-down town called Industry with a large factory in the background, hinting that the town is not typical and something is amiss.
2) The second establishing shot outside the factory shows dark, dreary surroundings except for bright pink trucks, standing out from the gloom.
3) The production company logo appears with an animated cat, contrasting the expected genre with upbeat music and hints of strange behaviors.
4) Scenes inside the factory show workers in bright pink overalls assembling and labeling pink baths to upbeat music, creating a deliberately false sense of security before issues arise in the thriller plot.
Target audience
This document discusses the target audience for a crime thriller film. The target audience would be niche, consisting mainly of thriller fans who enjoy crime details. The intended audience is adults aged 18-45 who can appreciate mature and violent themes. While males may be more attracted due to stereotypes about enjoying violence, the film hopes to also attract females through its psychological exploration of crime. The typical viewer would be introverted individuals who enjoy thriller games and staying at home, with a social class range of D to B. Overall, the target audience enjoys thrillers for the alternative lives they depict and adrenaline they provide.
Production schedule
This document provides a timeline of tasks for a film production project from pre-production through post-production. It outlines the dates, locations, required crew or cast, necessary props/costumes, and equipment for each task. Key tasks included genre research, script writing, storyboarding, filming, and editing takes together in Premiere Pro to finalize the film. The production took place over December and January with pre-production work in November conducted both in class and independently.
Script madness
This document is a screenplay summary that introduces Jojo Butler, a nice guy who dances down the street while listening to music. As he walks, he hears the voice of Lacy in his head telling him that others think he's weird and that he should harm a woman who passes by him. Jojo refuses at first but over the next few days, Lacy's influence grows stronger and he convinces Jojo to ask the woman out, implying he will harm her. The screenplay ends with Jojo agreeing to Lacy's suggestion.
Props, Actors and Costume
The document discusses props and actors for a film production. Headphones will be used for the main character to listen to music as he walks. Ketan Roche was chosen to play the character JOJO because he has a similar personality and body type. JOJO will wear plain, casual tops to portray him as a normal, average person who cannot deal with complexity. Jade Eaton will voice the character of Lacy because she has a suitably British voice and can change her tone quickly, as Lacy's personality changes immediately. Sasha Alexander was selected to play "The Woman" because of her kind personality, though the character has few lines and won't be seen much. "The Woman" will wear summery, smart-
Genre research
The crime-thriller genre combines elements of crime and psychological thriller genres, often focusing on the criminal's perspective and creating suspense. The genre began in the early 20th century in films like Alfred Hitchcock's "The Lodger" (1926) and Fritz Lang's "Spies" (1928), and became popular in the 1990s with films like "Misery" (1990) that featured trapped victims trying to escape. Famous directors like Hitchcock, Spielberg, and Tarantino have made notable contributions to the genre, as have actors like Matt Damon, Leonardo DiCaprio, and Jason Statham through film series and standalone films such as "The Silence of the Lambs
Genre research
The crime-thriller genre combines elements of crime and psychological thriller genres, often focusing on the criminal's perspective and creating suspense. The genre began in the early 20th century with silent films by Alfred Hitchcock and Fritz Lang. It grew more violent from the 1970s-1980s and incorporated trapped protagonists in the 1990s. Typical conventions include murders, villains, weapons, and dark settings. Famous directors like Hitchcock, Spielberg, and Tarantino have helmed iconic films in the genre such as The Silence of the Lambs, The Dark Knight, and Pulp Fiction.
Location recce
The document describes three locations for filming different parts of a movie scene. The first location is a quiet street with little traffic, suitable for showing the beginning where the character is first seen. The second location in the middle of the street has colorful flower beds and a bend, allowing various views of a moving character. The third location marks the end of the street, where the footage will end, and the character walks into darkness as the sun will keep that side dark, hinting at the genre of the film.
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Similar to Equipment List
Equipment list
This document outlines various software, tools, and equipment that will be used at different stages of producing a music video, including Microsoft Word and PowerPoint for pre-production tasks like lyrics analysis, shot lists, props, and costumes, YouTube to research other music videos, Google for genre research and audience information, a tripod and camera stabilizer for steady shots during production, a Nikon D3300 camera for filming scenes, a laptop for sorting footage in post-production, Adobe Premiere Pro to edit shots and cut down the video, and Adobe Photoshop to create packaging and posters.
2 equipment list
The document outlines the equipment, software, and assets the filmmaker has chosen to use for their short film. For equipment, they will use a Canon 700d camera, tripod, SD cards, lights, microphone, SD card reader, and a computer. They chose these items because they want steady shots, good audio/video quality, and the ability to transfer footage. For software, they will use Office, Premiere Pro, Photoshop, and Audition. They chose these for pre/post-production, editing, titles, and sound editing. For assets, they will create a studio logo in Photoshop, use sound effects, and include a musical score to set mood and atmosphere.
Equipment list
The document outlines the equipment, software, and assets the filmmaker has chosen to use for their short film. For equipment, they will use a Canon 700d camera, tripod, SD cards, lights, microphone, SD card reader, and a computer. They chose these items because they want steady shots, good audio/video quality, and the ability to transfer footage. For software, they will use Office, Premiere Pro, Photoshop, and Audition. They chose these for pre/post-production, editing, titles, and sound editing. For assets, they will create a studio logo in Photoshop, use sound effects, and include a musical score to set mood and atmosphere.
ICT EQUIPMENT
Elise Daniels will use various ICT equipment to create a horror movie trailer, including:
- A video camera with zoom and light functions to film different scenes.
- Memory sticks to back up work and easily transfer files between computers.
- A school computer and laptops to edit footage using various software programs.
- Adobe Premier Pro for timeline-based video editing and adding audio.
- Photoshop to create and edit scenes and have changes update in Premier Pro.
- iMovie to import footage, add titles/effects, and refine the trailer.
Evaluation question 4
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a media production. During construction, the student used a Nikon DSLR camera, Final Cut Pro editing software, YouTube for sound effects and footage, and a voice recorder. For research, the student used an iMac, DSLR camera, YouTube to study other student productions and animation techniques, and various websites. Planning was done using Microsoft Word and iPhone photos of handwritten storyboards. Evaluation involved Final Cut Pro, SoundCloud, PowerPoint, SlideShare, and Prezi.
Research Into Equipment
The document discusses the key equipment that will be used to film a music video, including a Canon 550D camera for its excellent image quality and video recording abilities. A tripod will also be used to allow for smooth panning and tilting shots to give the video a professional look. Adobe Premiere Pro and Photoshop software will be used to edit the video footage and images respectively, with Premiere used to assemble the final sequenced video and Photoshop for touch-ups, removing backgrounds, and color adjustments before placing footage into Premiere. Experience with this equipment will help ensure the best possible outcome for the music video.
ICT EQUIPMENT
Elise Daniels will be creating a horror movie trailer and outlines the equipment and software she will use:
[1] She will use a video camera with zoom and lighting capabilities to film various scenes. Memory sticks will be used to back up footage and enable work across devices.
[2] A laptop and computer will allow her to edit footage and access software. Premier Pro and Photoshop will be used to edit scenes and add elements like text.
[3] iMovie will also help develop the trailer by allowing footage editing and effects like fades between clips. The use of this technology will allow her trailer to meet a professional standard.
Question 4 technology
The document discusses the various technologies used by the student in their coursework. They used a digital video camera and tripod to record footage for their project. They edited footage using iMovie and Adobe Premiere. Microsoft programs like Word, PowerPoint, and Publisher were used to write reports and create drafts and final products. Online programs like Prezi and Popplet helped with planning. Survey Monkey and Padlet were used to collect audience feedback. Fireworks helped edit images. A range of technologies were also used to present the evaluation.
Evaluation 6
Laura Fussey learned many new technological skills through constructing her media product. During the research and planning stage, she learned how to use blogger to create an online portfolio and Prezi to present her work. For the construction, she learned skills like flying a drone, editing video footage, and uploading to YouTube. Finally, she gained experience with software like Powtoon and Movie Studio Platinum for her evaluations. Overall, the process helped expand her knowledge of both hardware and software.
6) evaluation post 6
I have learned several technologies through creating this product:
- I used a video camera and tripod to film footage and learned various camera techniques, shots, and camera movements.
- I edited using iMovie initially and then Final Cut Pro, gaining skills in professional video editing.
- I used Photoshop to create graphics and learned how to use its tools.
- Online, I used YouTube to upload and share videos, and learned skills like embedding and adding annotations. I used Slideshare to upload presentations and Blogger to create a blog to house my work, gaining web publishing skills.
Equipment
This document outlines the equipment, software, and assets the student will use to create their short film. They will use a Sony camera, tripod, SD card, headphones, microphone, and computer provided by their school's media department. They will edit the film using Adobe Premiere Pro, Audition, and Photoshop software. Their assets will include a studio title logo, potential sound effects, and chosen music tracks to set the scene and mood.
Evaluation question#6
I have learned about the importance of technologies like tripods and editing software through making my film. I did not have experience with a tripod or Adobe Premiere Pro prior to my media studies but used a tripod to maintain stability while shooting and Premiere Pro to dub audio, add effects and edit scenes together into my final movie. I also used WordPress to create a blog to share information about my film project and research.
Production technologies
The document discusses the various production technologies that will be used for a short film project, including:
An iPhone or audio recorder will be used for interviews, focus groups, and potential ADR. A camera is the main tool needed to shoot the film. A tripod and shoulder rig will provide stable shots. An Apple Mac and Premiere Pro will be used for editing. Microsoft Word and PowerPoint will be used for preproduction documents and proposals. A PC will be used throughout the project for writing, research, and blogging. YouTube will host the finished film and WordPress will be used to blog the entire process.
Question 4
The student used a variety of new media technologies throughout the different stages of their project. During pre-production, they used Word, PowerPoint, YouTube, a scanner, their iPhone calendar and Blogger. During production, they used a Nikon DSLR camera, iPhone, desktop lamp, and monitor speakers. For post-production, they edited footage in Adobe Premiere Pro. They created their digipak using Photoshop on a PC. For evaluation, they used Word, an iPad collage app, Prezi, an iPad camera and Premiere Pro, their phone, and Facebook.
5. pre production done
This document outlines the pre-production plan for a news broadcast video. It includes a list of sound effects and their intended uses, such as wind and camera shutter sounds. A jingle will be created in GarageBand for intro music. Voice actors and locations are needed to record dialog and ambient sounds. Contingency plans address potential computer or software issues. Health and safety considerations include taking breaks to avoid eye strain and back pain. An 8-day schedule is outlined for script writing, audio recording, editing, sound effect research, and final evaluation.
Critical reflection 4
The document discusses the various technologies, software, hardware, and online platforms used in the film project. Blogger was used to store and share research. Fonts were found on Dafont.com and sound effects on Freesound.org. Premier Pro was used for editing, adding effects, and formatting. InDesign created movie idents. USBs, SD cards, and a mic captured and transported footage and audio. A Canon 5D camera with 28mm and 50mm lenses was used to film. Without these technologies, completing the film project would not have been possible.
Software Audit Form Blank.docx
The document is an equipment audit checklist for the software Adobe Premiere. It details how the user edits video and audio projects in Premiere, including opening and setting up projects, importing clips, saving work, and exporting files. It also discusses specialized tools used like color correction, filters, transitions, and keying. Common problems encountered are the screen going black and quality issues, but these can be avoided by not using full screen mode or filming with a proper camera instead of an iPad. The user's confidence level in using Premiere increased from a 3 to a 4 after the audit.
Critical reflection 4
The document discusses the various technologies, software, and online platforms used in the film project. Blogger was used to store and share research, planning, and documentation. Fonts were found on Dafont.com and sound effects on Freesound.org. Premier Pro was used for video editing, adding audio, titles, and effects. InDesign created movie idents. USBs, SD cards, and a microphone captured and transferred footage and audio. A Canon 5D camera with 28mm and 50mm lenses was used to film. These tools were critical to organizing, creating, and completing the film project.
How did you use new media technologies in
The document lists the equipment, software, and technologies used for planning, producing, and evaluating a music video project. It includes cameras, laptops, SD cards, lighting equipment, and software such as Final Cut Pro, Photoshop, PowerPoint, and WordPress. Detailed explanations are provided for how each item was used at different stages of the project.
Question 6
The document discusses the various technologies used during the different stages of filmmaking - pre-production, production, and post-production. During pre-production, technologies like Prezi and Inspiration 8 are used to create presentations and storyboards. In production, different cameras ranging from simple digital cameras to advanced 3D cameras are used, depending on budget. Post-production involves editing software like Premiere Pro to edit footage and add special effects. The distribution process also utilizes various technologies as trailers are shared online through sites like YouTube to promote films. Overall, the document demonstrates how technology plays a crucial role throughout the entire filmmaking process for all film companies.
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Overall feedback sheet
This document contains a student's marks sheet for an A2 coursework. The student, James Alex, received 17 out of 20 for planning, 34 out of 40 for their main music video task, 7 out of 10 for their Digipak ancillary task, and 8 out of 10 for their advert ancillary task. Their evaluation received 16 out of 20. In total, the student received 82 out of 100 marks.
Production Feedback Sheet
This document summarizes a student's media coursework which included a music video, digipak, and advertisement. The music video showed family life through sometimes unfocused footage but with a good variety of shots and pace of editing. The digipak and advertisement effectively used consistent imagery and fonts to promote the music video. Overall the work demonstrated technical skills and understanding of the tasks.
Pre-Production Final Feedback
This document provides feedback from a teacher on a student's pre-production tasks for a music video project. The teacher comments that the student provided good analysis and details in most areas, but could improve in some areas by adding more images, using concepts from Goodwin, and including secondary research on the target audience. The student created an action plan to address these areas by adding more pictures, analysis, and research. After implementing the changes, the teacher gave the student a higher final mark, noting the improvements and overall clear understanding of the pre-production work.
Production schedule
This document outlines the production schedule for a music video project from pre-production through post-production and evaluation. It details the tasks, locations, props, costumes, and equipment needed at each stage of the process from genre research and storyboarding to filming scenes at various locations and finally editing, adding music, and creating marketing materials in post-production. Evaluation of the project is also scheduled over several weeks.
Shot List
This document lists 37 shots taken with camera equipment for a film or documentary. It details the shot type, location, equipment used, and in some cases who or what is featured. The shots include various angles and perspectives of individuals and groups in both indoor and outdoor settings. Time-lapse shots of the sky and clocks are also included. Locations span areas in Ringwood, Romsey, Alderholt, Totton, Colyton, and West Sussex.
Overall Feedback
JAMES Alex received marks of 17/20 for planning, 48/60 for construction of their main task, and 16/20 for evaluation. Their evaluation demonstrated a good understanding of genre, audience and technical elements through their use of different technologies to analyze their stop motion animation, representation of social groups, research into film distributors, identification of target audience and technologies learned. Overall, they received a total mark of 81/100 and a grade of A.
Production Feedback
This three sentence summary provides the key details from the document:
The document contains a two minute film opening by a student named James Alex, which demonstrates proficiency in technical filmmaking skills like appropriate titles, sound editing, shooting techniques, and effective editing to convey meaning. A reviewer comments that the film shows very good use of technology, camera work, and confident editing to tell a clear narrative, though some shots were out of focus. The student received a total score of 48 out of 60 at level 4 for their two minute film opening.
Pre-Production Feedback
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
Coursework - Final Pre-production mark
This document provides feedback on a student's pre-production tasks for a film project. The teacher provides positive feedback on several areas, including research on similar films, genres, storyboards, shotlists, and production schedules. The teacher requests some improvements, such as adding more details and evidence to support analysis of target audiences and genres. The student is asked to explain costume, prop, and location choices more fully and fix minor issues. The student creates an action plan addressing the feedback. The teacher notes improvements but still requests some areas like genre history be expanded further.
Copywriting
A student is requesting permission to use the song "Wake Me Up" by Wham! in a two minute short film for their AS Level media coursework. The song will be played during intervals to help create a happy and upbeat atmosphere as the character dances to the music. The short film is not being made for profit and is solely for the student's coursework assignment to introduce their own film genre. The student has chosen this song because it fits the feeling they are trying to convey of being upbeat during the thriller genre film's opening two minutes.
Music Copywrite Letter
Alex James is an AS Level media student who is writing to request permission to use the song "Wake Me Up" by Wham! in a two-minute short film he is creating for his coursework. He explains that the song will be used at intervals to help create a happy and upbeat atmosphere, as the character will be dancing to it. The short film is not being created for any profit gain, but solely for his coursework assignment to introduce a film of his own design. He chose this song because it fits with the feeling he is trying to convey for the upbeat sections of the short film.
Props, Actors and Costume
Ketan Roche will play the character of JOJO in the film because he has a similar jolly personality and frame to what was envisioned for the character. JOJO will wear plain, casual clothes to seem like a normal person and not be overwhelmed by patterns. Headphones will be used in a scene where JOJO dances down the street to music that the audience can also hear.
Jade Eaton will play the character of Lacy because she has a stereotypical English voice, which is what was wanted for the character. Lacy's personality changes quickly, and Jade can change the tone and mood of her voice quickly.
Sasha Alexander will play the character of "The Woman" who does
Target audience
The target audience for this crime thriller film is adults aged 18-45, predominantly male, who enjoy crime and thriller genres. Specifically, the audience would be fans of psychological thrillers and crime details, and those interested in the psychology behind violence. The typical viewer would be introverted, enjoy thriller games, and be from lower middle to middle social classes. Thrillers attract audiences seeking adrenaline rushes or who want to experience alternative lifestyles vicariously.
Location recce
This document provides a location scout of a street, describing the beginning, middle, and end of the street in 3 separate sections, with the character first seen at the start and the woman first and last seen at the end.
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Equipment List
- 1. Item/Software Stage of use Use for item Microsoft Word Processor Pre-Production I will use this for most of my pre-production, including script and shot list etc. Microsoft PowerPoint Pre-Production I will use this for the rest of my Pre-Production, including genre research and props, costumes and actors Youtube Pre-Production I will use this to view other films in my genre and see what audiences like and dislike using their view count. Google Pre-Production I will use this to do all of my research and find facts and figures, mostly for my genre research and target audience Tripod Production I will use this to shoot still shots allowing the camera to be still and straight Microphone Production I will use this to record the voice and also use it for Jo’s answers to her in production Camera Nikon D3300 Production I will use this to filmthe outside scenes Laptop Post-Production I will need this to put my footage on and sort between good and bad clips Equipment List This is a list of all the equipment I will need, and use throughoutmy pre- production, production and post-production.
- 2. Adobe PremierePro Post-Production I will use this to edit my shots and cut them down to fit Adobe Photoshop Post-Production I have used this to make a production company logo to place in my film