Equipment used in this music video project
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The document discusses a music video project that the author found both enjoyable and frustrating. It required learning new skills like editing on tight timelines. Some of the technology, like the Mac, was difficult to use. Overall, it was a valuable learning experience and the author would like to do another project with the group.
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Equipment used in this music video project
This document discusses the equipment and software used to create a music video project. A Canon Powershot camera was used to capture high quality visuals. Scenes were shot using a tripod for steady shots. Final Cut Pro was used for editing as it provided necessary tools. Photoshop was utilized for magazine covers and packaging. Feedback was received on social media like Facebook and YouTube, which motivated improvements.
Question 4
The student used several media technologies to plan, film, edit, and promote their music video project. They used a Canon DSLR camera to film footage in HD, utilized features like depth of field effects. Final Cut Pro was used to edit the video, where the student learned editing shortcuts. Photoshop and YouTube were also utilized to edit print materials and upload/promote the final music video. WhatsApp helped coordinate shoot times and Blogger allowed the student to document their process.
Evaluation question 6
Charlie Woodrow evaluated what they learned about technologies from constructing a product. They found that Blogger was useful for organizing and storing work, and they learned how to customize their blog and add various media. Premiere Pro was used for most video editing, and through its use Charlie learned how to clip videos, adjust audio levels, and add transitions. After Effects was ultimately not used much. Charlie's own camera equipment provided slightly better quality than the school's and through its use they learned new shot types and camera settings. Overall, Charlie most enjoyed learning video editing skills that will benefit their future projects.
Evaluation Question 4
The document discusses the various media technologies used in creating and sharing a music video project. Photoshop was used to edit photos for ancillary tasks. Premiere Pro was the main program used to edit the music video clips. OnLocation was used to transfer footage from the video camera to Premiere. YouTube and Blogger were used to share and present the final music video and project work. Facebook was utilized to coordinate with actors and collect feedback. Digital cameras captured still photos and video footage.
How did you use new media technologies in
The document discusses the use of new media technologies at various stages of planning, researching, and evaluating a music video project. Blogger was used to log research findings and share work. Google was used for research on hip hop genre and other websites. Prezi was used to create unique online presentations. YouTube provided inspiration by allowing analysis of hip hop music videos. Facebook Messenger facilitated arrangements. Photoshop and Premier Pro were used to edit photos and piece together footage. A camera was used for filming but had limited battery life. iMacs were used for editing with no lag issues. A laptop was used for blogging and provided a touchscreen.
Nadia
The document discusses the various technologies used over the course of a year-long project. These included cameras, computers, editing software, and online platforms. The HDV camera, tripod, iMac, Photoshop, Final Cut Express, PowerPoint, and YouTube were used at different stages for filming, editing, planning, and evaluating the project, which involved producing a music video. Other technologies like the iPhone, digital camera, and Blackberry Playbook also supported the project in areas like taking photos and playing music.
Evaluation question tech
The document describes the various media technologies used by Liam Lewis King during the construction, research, planning and evaluation stages of a media project. During research and planning, Liam used Slideshare to upload research materials, iMovie to edit research videos, and Prezi to create flowing presentations. YouTube and Blogger were used to publish and link videos. During construction, Sony Vegas Pro and Final Cut Pro were used for video editing, a Panasonic camera for footage, GarageBand for audio editing, and Photoshop for print ads. Evaluation involved answering questions about forms/conventions, product effectiveness, audience feedback, and use of technologies.
Evaluation question 6
We learned several technologies through creating our group blog and video project. We used a blog to organize our work and track progress, and Youtube to research other films, access tutorials, and upload our own video constructions. Prezi allowed us to convey research and planning in a non-linear format. Adobe programs like Premiere Pro, After Effects, and Live Type were used to import clips, add sound, edit video, and create logos and credits for our finished video. Apple Macs provided access to necessary programs and websites. Finally, we learned to use a Sony camera and microphone by conducting test shoots and recordings.
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Equipment used in this music video project
This document discusses the equipment and software used to create a music video project. A Canon Powershot camera was used to capture high quality visuals. Scenes were shot using a tripod for steady shots. Final Cut Pro was used for editing as it provided necessary tools. Photoshop was utilized for magazine covers and packaging. Feedback was received on social media like Facebook and YouTube, which motivated improvements.
Question 4
The student used several media technologies to plan, film, edit, and promote their music video project. They used a Canon DSLR camera to film footage in HD, utilized features like depth of field effects. Final Cut Pro was used to edit the video, where the student learned editing shortcuts. Photoshop and YouTube were also utilized to edit print materials and upload/promote the final music video. WhatsApp helped coordinate shoot times and Blogger allowed the student to document their process.
Evaluation question 6
Charlie Woodrow evaluated what they learned about technologies from constructing a product. They found that Blogger was useful for organizing and storing work, and they learned how to customize their blog and add various media. Premiere Pro was used for most video editing, and through its use Charlie learned how to clip videos, adjust audio levels, and add transitions. After Effects was ultimately not used much. Charlie's own camera equipment provided slightly better quality than the school's and through its use they learned new shot types and camera settings. Overall, Charlie most enjoyed learning video editing skills that will benefit their future projects.
Evaluation Question 4
The document discusses the various media technologies used in creating and sharing a music video project. Photoshop was used to edit photos for ancillary tasks. Premiere Pro was the main program used to edit the music video clips. OnLocation was used to transfer footage from the video camera to Premiere. YouTube and Blogger were used to share and present the final music video and project work. Facebook was utilized to coordinate with actors and collect feedback. Digital cameras captured still photos and video footage.
How did you use new media technologies in
The document discusses the use of new media technologies at various stages of planning, researching, and evaluating a music video project. Blogger was used to log research findings and share work. Google was used for research on hip hop genre and other websites. Prezi was used to create unique online presentations. YouTube provided inspiration by allowing analysis of hip hop music videos. Facebook Messenger facilitated arrangements. Photoshop and Premier Pro were used to edit photos and piece together footage. A camera was used for filming but had limited battery life. iMacs were used for editing with no lag issues. A laptop was used for blogging and provided a touchscreen.
Nadia
The document discusses the various technologies used over the course of a year-long project. These included cameras, computers, editing software, and online platforms. The HDV camera, tripod, iMac, Photoshop, Final Cut Express, PowerPoint, and YouTube were used at different stages for filming, editing, planning, and evaluating the project, which involved producing a music video. Other technologies like the iPhone, digital camera, and Blackberry Playbook also supported the project in areas like taking photos and playing music.
Evaluation question tech
The document describes the various media technologies used by Liam Lewis King during the construction, research, planning and evaluation stages of a media project. During research and planning, Liam used Slideshare to upload research materials, iMovie to edit research videos, and Prezi to create flowing presentations. YouTube and Blogger were used to publish and link videos. During construction, Sony Vegas Pro and Final Cut Pro were used for video editing, a Panasonic camera for footage, GarageBand for audio editing, and Photoshop for print ads. Evaluation involved answering questions about forms/conventions, product effectiveness, audience feedback, and use of technologies.
Evaluation question 6
We learned several technologies through creating our group blog and video project. We used a blog to organize our work and track progress, and Youtube to research other films, access tutorials, and upload our own video constructions. Prezi allowed us to convey research and planning in a non-linear format. Adobe programs like Premiere Pro, After Effects, and Live Type were used to import clips, add sound, edit video, and create logos and credits for our finished video. Apple Macs provided access to necessary programs and websites. Finally, we learned to use a Sony camera and microphone by conducting test shoots and recordings.
How did you use media technologies in the construction and research planning ...
The document discusses the various media technologies used during the research, planning, production, and editing stages of a project. Microsoft PowerPoint was used to present ideas to the class, while Word was used for drafting work. YouTube provided inspiration from music videos, and a blog allowed sharing work online. A tripod stabilized camera footage, while conversion software changed file formats. Picnik and Photoshop edited images, and Premiere Pro was used for video editing.
Evaluation q6, q7
The document discusses what the author has learned about technologies from constructing a media studies project. For the preliminary task, the author used the internet for research, Blogger for planning, a video camera for filming, and Final Cut Express and Prezi for editing and evaluation. For the main task, the author's skills improved in using Blogger, Final Cut Express, Prezi, SlideShare, YouTube, and Final Cut Pro. The author also learned how to record an acoustic soundtrack, convert videos, and burn the finished product to a disc. Overall, the author felt their final product was much better than the preliminary task due to improvements in technology skills and other areas like research, planning, narrative, and adding soundtracks.
Analyze
The document discusses various technologies used in a film production project, including the Canon 500D camera, Blogger, Final Cut Pro, Soundcloud, presentation tools like Prezi and PicMonkey, and YouTube. The Canon 500D provided high quality images but took some time to learn settings. Blogger was used to document the project and learn HTML and blog layout/design. Final Cut Pro, though more complex than iMovie, produced a smoother final product. Soundcloud was used to find background music. Presentation tools added visual interest to blog posts. YouTube provided high quality video embedding and broadcasting.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and felt their skills with various software programs and equipment improved greatly over the course of the project.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and their skills improved greatly over the course of the project, gaining abilities that will benefit them in the future.
Evaluation question 4
The document discusses the various technologies used to complete a coursework project, including HD video cameras, tripods, iMac computers, Final Cut Express, Photoshop, Slideshare, Prezi, digital cameras, blogs, YouTube, and Wordle. These technologies were used at different stages for tasks like research, construction, planning, editing videos, and evaluating the project. The iMacs and Final Cut Express were particularly important as they were used for most stages and allowed editing of videos.
EQ6
Final Cut Express was the primary editing software used to alter audio/video levels, color, and crop clips to create continuity. Practice projects beforehand helped the student learn how to properly use Final Cut Express and a Mac since they lacked prior experience.
The Canon EOS 600D SLR camera was equally important, used to film everything in 1080p resolution with a built-in microphone. Practice projects beforehand helped the student learn camera techniques like manual zoom, focus, and exposure which allowed them to give the project a unique look and feel.
Wix was a useful free website builder with preset design options and the ability to embed uploads from other sites. Its easy controls allowed the student to customize the website's design to fit
Evaluation Q6)
The student learned to use various technologies through constructing their project, including the Apple Mac, Canon 60D camera, and tripod. They used software like Adobe Photoshop, After Effects, Premier Pro, and video tutorials to help with various aspects of the project. Premier Pro was key for editing, while After Effects allowed them to create effects for their logo. The tripod helped stabilize shots and the camera captured all of the film footage. Overall, the technologies helped the student successfully complete their project.
Evaluation 4
Throughout the project, the student used various media technologies including hardware like cameras, computers, tripods, and lights as well as software like Final Cut Pro and Photoshop. The hardware was used to capture footage and photos, while the software helped edit videos and images. Some technologies were new to the student, but they overcame challenges and learned new skills. The internet also played a key role through research, sharing work via sites like YouTube and Facebook, and blogging on Wordpress.
Media evaluation question 4
Throughout the production of a music video and ancillary texts, Thomas Hope utilized various new media technologies. YouTube was used to upload promos, director's commentary, and the final cut to both his personal and school channels. Social media platforms like Facebook, Twitter, and Tumblr helped promote the project, communicate with collaborators, and gather feedback. During research, planning, and editing, Google, Wikipedia, Adobe programs like Premiere Pro and After Effects, Photoshop, Microsoft Office programs, and cameras were vital tools. New media provided inspiration, a place to document progress, and platforms to share content throughout the process.
Technology
The student learned how to use various technologies including a Sony 1080p camera, iPhone, tripod, Final Cut Pro, Garage Band, and several websites.
With the camera, the student learned touch focus and playback features. Using a tripod, the student learned how to stabilize shots and adjust camera height.
In Final Cut Pro, the student learned how to edit clips, add effects and transitions, favorite clips, and share work. In Garage Band, the student learned how to import audio, use the timing bar to sync sound, and adjust volume levels.
Several websites like YouTube, Mahara, SlideShare, Freesound, and Prezi were used. The student learned how to
How did you use media technologies in the the planning, post prodcuction and ...
Harry Chappell used various media technologies at different stages of his A2 project. He used a Canon DSLR camera, tripod, lighting kits, and steadycam for filming. He edited footage using Adobe Premiere Pro and created ancillary materials in Adobe Photoshop. Microsoft Word was used for notes and research. Wix, Survey Monkey, YouTube, and Prezi were online tools used for website creation, audience research, inspiration, and project evaluation. Harry felt the use of technology significantly improved his work through added depth, detail, and improved skills.
Evaluation question 4
The student used various media technologies throughout their A2 media coursework, including Apple Macs at school and their personal MacBook Pro for research, blogging, and editing videos using Final Cut Pro. They used their iPhone 6 camera when the original camera failed during filming of a music video. They also used their Canon EOS 550D SLR camera with an extended lens to film the music video for its high quality images. Photoshop was used to create designs for a digipak and poster, and the student's skills improved over time. Blogger was used to publish written work and Scribd to embed documents. Google Chrome aided research and planning.
Eval 2
The audience feedback for the video was generally positive, with one suggestion to include more locations beyond just the studio. Preparation could have been better as the partner left during filming, requiring quick backgrounds to be created during editing. The video was an amplification video where the background transitions from white to black as the music gets louder.
A variety of media technologies were used including green screen equipment, editing software, and Photoshop. ReflecMedia products, TriCaster, iMovie, and Final Cut were used to capture, edit, and transfer footage and add effects. Photoshop Elements was used to design the digipack. A blog was used to showcase the work and receive feedback throughout the process.
How did you use media technologies in the the planning, post prodcuction and ...
Harry used various media technologies at different stages of his A2 project. During filming, he used a Canon DSLR camera, lighting kits, a tripod, and a Steadycam to capture professional-looking footage. For editing, he used Adobe Premier Pro to cut shots and add effects. He also used Photoshop to design ancillary materials and Microsoft Word for research and planning notes. Additional websites like Wix, Survey Monkey, YouTube, SoundCloud and Prezi were utilized at different stages for tasks like website creation, audience surveys, research, and project evaluation presentations.
How did you use media technologies in the the planning, post prodcuction and ...
Harry used various media technologies at different stages of his A2 project. During filming, he used a Canon DSLR camera, lighting kits, a tripod, and a Steadycam to capture professional-looking footage. In post-production, he used Adobe Premier Pro for editing and adding effects, and Photoshop to create ancillary materials. During planning and research, he utilized Microsoft Word for notes, and websites like Wix, SurveyMonkey, YouTube, SoundCloud, and Prezi. He felt confident in his abilities with these tools and learned new skills along the way.
Eval question 4
Throughout the production process, various media technologies were used for research, planning, construction, and evaluation. SurveyMonkey and Facebook were helpful research tools for creating and distributing questionnaires to gather audience insights. Blogs were used extensively in the planning stage to organize information and updates. Photoshop was the main design tool used for construction of packaging and advertisements. Video footage was captured using a Sony camera, and Final Cut Pro was used for editing on Apple computers. SlideShare facilitated sharing of documents online for evaluation. Overall, new media technologies proved vital across all stages of production.
Top 5 photographs
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Claude Lévi-Strauss proposed that binary oppositions such as light/dark structure media texts through contrast. Tzvetan Todorov suggested narratives follow five stages: equilibrium, disruption, realization, attempt to repair, new equilibrium. Both theories claim textual structures can be applied to fictional and nonfictional works, with ads often using disruption/solution contrasts to promote products.
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How did you use media technologies in the construction and research planning ...
The document discusses the various media technologies used during the research, planning, production, and editing stages of a project. Microsoft PowerPoint was used to present ideas to the class, while Word was used for drafting work. YouTube provided inspiration from music videos, and a blog allowed sharing work online. A tripod stabilized camera footage, while conversion software changed file formats. Picnik and Photoshop edited images, and Premiere Pro was used for video editing.
Evaluation q6, q7
The document discusses what the author has learned about technologies from constructing a media studies project. For the preliminary task, the author used the internet for research, Blogger for planning, a video camera for filming, and Final Cut Express and Prezi for editing and evaluation. For the main task, the author's skills improved in using Blogger, Final Cut Express, Prezi, SlideShare, YouTube, and Final Cut Pro. The author also learned how to record an acoustic soundtrack, convert videos, and burn the finished product to a disc. Overall, the author felt their final product was much better than the preliminary task due to improvements in technology skills and other areas like research, planning, narrative, and adding soundtracks.
Analyze
The document discusses various technologies used in a film production project, including the Canon 500D camera, Blogger, Final Cut Pro, Soundcloud, presentation tools like Prezi and PicMonkey, and YouTube. The Canon 500D provided high quality images but took some time to learn settings. Blogger was used to document the project and learn HTML and blog layout/design. Final Cut Pro, though more complex than iMovie, produced a smoother final product. Soundcloud was used to find background music. Presentation tools added visual interest to blog posts. YouTube provided high quality video embedding and broadcasting.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and felt their skills with various software programs and equipment improved greatly over the course of the project.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and their skills improved greatly over the course of the project, gaining abilities that will benefit them in the future.
Evaluation question 4
The document discusses the various technologies used to complete a coursework project, including HD video cameras, tripods, iMac computers, Final Cut Express, Photoshop, Slideshare, Prezi, digital cameras, blogs, YouTube, and Wordle. These technologies were used at different stages for tasks like research, construction, planning, editing videos, and evaluating the project. The iMacs and Final Cut Express were particularly important as they were used for most stages and allowed editing of videos.
EQ6
Final Cut Express was the primary editing software used to alter audio/video levels, color, and crop clips to create continuity. Practice projects beforehand helped the student learn how to properly use Final Cut Express and a Mac since they lacked prior experience.
The Canon EOS 600D SLR camera was equally important, used to film everything in 1080p resolution with a built-in microphone. Practice projects beforehand helped the student learn camera techniques like manual zoom, focus, and exposure which allowed them to give the project a unique look and feel.
Wix was a useful free website builder with preset design options and the ability to embed uploads from other sites. Its easy controls allowed the student to customize the website's design to fit
Evaluation Q6)
The student learned to use various technologies through constructing their project, including the Apple Mac, Canon 60D camera, and tripod. They used software like Adobe Photoshop, After Effects, Premier Pro, and video tutorials to help with various aspects of the project. Premier Pro was key for editing, while After Effects allowed them to create effects for their logo. The tripod helped stabilize shots and the camera captured all of the film footage. Overall, the technologies helped the student successfully complete their project.
Evaluation 4
Throughout the project, the student used various media technologies including hardware like cameras, computers, tripods, and lights as well as software like Final Cut Pro and Photoshop. The hardware was used to capture footage and photos, while the software helped edit videos and images. Some technologies were new to the student, but they overcame challenges and learned new skills. The internet also played a key role through research, sharing work via sites like YouTube and Facebook, and blogging on Wordpress.
Media evaluation question 4
Throughout the production of a music video and ancillary texts, Thomas Hope utilized various new media technologies. YouTube was used to upload promos, director's commentary, and the final cut to both his personal and school channels. Social media platforms like Facebook, Twitter, and Tumblr helped promote the project, communicate with collaborators, and gather feedback. During research, planning, and editing, Google, Wikipedia, Adobe programs like Premiere Pro and After Effects, Photoshop, Microsoft Office programs, and cameras were vital tools. New media provided inspiration, a place to document progress, and platforms to share content throughout the process.
Technology
The student learned how to use various technologies including a Sony 1080p camera, iPhone, tripod, Final Cut Pro, Garage Band, and several websites.
With the camera, the student learned touch focus and playback features. Using a tripod, the student learned how to stabilize shots and adjust camera height.
In Final Cut Pro, the student learned how to edit clips, add effects and transitions, favorite clips, and share work. In Garage Band, the student learned how to import audio, use the timing bar to sync sound, and adjust volume levels.
Several websites like YouTube, Mahara, SlideShare, Freesound, and Prezi were used. The student learned how to
How did you use media technologies in the the planning, post prodcuction and ...
Harry Chappell used various media technologies at different stages of his A2 project. He used a Canon DSLR camera, tripod, lighting kits, and steadycam for filming. He edited footage using Adobe Premiere Pro and created ancillary materials in Adobe Photoshop. Microsoft Word was used for notes and research. Wix, Survey Monkey, YouTube, and Prezi were online tools used for website creation, audience research, inspiration, and project evaluation. Harry felt the use of technology significantly improved his work through added depth, detail, and improved skills.
Evaluation question 4
The student used various media technologies throughout their A2 media coursework, including Apple Macs at school and their personal MacBook Pro for research, blogging, and editing videos using Final Cut Pro. They used their iPhone 6 camera when the original camera failed during filming of a music video. They also used their Canon EOS 550D SLR camera with an extended lens to film the music video for its high quality images. Photoshop was used to create designs for a digipak and poster, and the student's skills improved over time. Blogger was used to publish written work and Scribd to embed documents. Google Chrome aided research and planning.
Eval 2
The audience feedback for the video was generally positive, with one suggestion to include more locations beyond just the studio. Preparation could have been better as the partner left during filming, requiring quick backgrounds to be created during editing. The video was an amplification video where the background transitions from white to black as the music gets louder.
A variety of media technologies were used including green screen equipment, editing software, and Photoshop. ReflecMedia products, TriCaster, iMovie, and Final Cut were used to capture, edit, and transfer footage and add effects. Photoshop Elements was used to design the digipack. A blog was used to showcase the work and receive feedback throughout the process.
How did you use media technologies in the the planning, post prodcuction and ...
Harry used various media technologies at different stages of his A2 project. During filming, he used a Canon DSLR camera, lighting kits, a tripod, and a Steadycam to capture professional-looking footage. For editing, he used Adobe Premier Pro to cut shots and add effects. He also used Photoshop to design ancillary materials and Microsoft Word for research and planning notes. Additional websites like Wix, Survey Monkey, YouTube, SoundCloud and Prezi were utilized at different stages for tasks like website creation, audience surveys, research, and project evaluation presentations.
How did you use media technologies in the the planning, post prodcuction and ...
Harry used various media technologies at different stages of his A2 project. During filming, he used a Canon DSLR camera, lighting kits, a tripod, and a Steadycam to capture professional-looking footage. In post-production, he used Adobe Premier Pro for editing and adding effects, and Photoshop to create ancillary materials. During planning and research, he utilized Microsoft Word for notes, and websites like Wix, SurveyMonkey, YouTube, SoundCloud, and Prezi. He felt confident in his abilities with these tools and learned new skills along the way.
Eval question 4
Throughout the production process, various media technologies were used for research, planning, construction, and evaluation. SurveyMonkey and Facebook were helpful research tools for creating and distributing questionnaires to gather audience insights. Blogs were used extensively in the planning stage to organize information and updates. Photoshop was the main design tool used for construction of packaging and advertisements. Video footage was captured using a Sony camera, and Final Cut Pro was used for editing on Apple computers. SlideShare facilitated sharing of documents online for evaluation. Overall, new media technologies proved vital across all stages of production.
What's hot (17)
How did you use media technologies in the construction and research planning ...
How did you use media technologies in the construction and research planning ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
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Claude Lévi-Strauss proposed that binary oppositions such as light/dark structure media texts through contrast. Tzvetan Todorov suggested narratives follow five stages: equilibrium, disruption, realization, attempt to repair, new equilibrium. Both theories claim textual structures can be applied to fictional and nonfictional works, with ads often using disruption/solution contrasts to promote products.
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Similar to Equipment used in this music video project
Evaluation Question 4) Media Technologies.
1. The student used various new media technologies throughout the construction, research, planning and evaluation of their music video coursework project.
2. Technologies used included cameras, tripods, smartphones, editing software, online music platforms, social media and presentation tools.
3. The technologies allowed the student to plan, film, edit and gather feedback on their music video and related materials.
Evaluation question six
The document discusses various filming, editing, and presentation technologies used for a student media project. A tripod was essential for steady shots during filming. The original storyboard guided editing in Premiere Pro, though the software had issues with saving work and handling many clips. Non-diegetic folk music from "Birds are Indie" was chosen to fit the film's atmosphere. Wordpress and Prezi were used to create an engaging blog, and websites like IMDb and Film4 provided research on indie dramas through full information and clips.
Evaluation question 4:-
The student used several new media technologies throughout the construction, research, planning and evaluation of their music video coursework, including a Canon HD camera, tripod, Samsung digital camera, Blackberry smartphone, Unsigned.com, YouTube, Final Cut Express, Adobe Photoshop, Picnik.com, iMac, Microsoft PowerPoint, SlideShare, Prezi, Survey Monkey, Facebook, and Wordle. These technologies were used at various stages for filming, taking photos, finding music, editing, creating ancillary materials, gathering feedback, and presenting results.
Evaluation question 4
For their media coursework, the student used various digital technologies like YouTube, Blogger, Premier Pro, and Photoshop. YouTube was helpful for researching music videos and getting inspiration. Blogger allowed the student to plan, record progress, and get feedback. Premier Pro was used to storyboard, edit footage, and add effects to the final music video. Photoshop helped design promotional materials like advertisements and packaging. Throughout the process, technologies enabled research, planning, construction, and evaluation of the project.
Evaluation 4
To create their music video and ancillary texts, the student used new media technologies like video cameras, Adobe Premiere Pro, Bandicam, Microsoft Office, YouTube, blogs, and slideshare. Initial research involved using YouTube to study other music videos. A video camera was used to film footage and vox pops which were edited in Adobe Premiere Pro and uploaded to YouTube and blogs. Blogger was important for organizing files and tracking progress. Adobe Premiere Pro, Bandicam and Microsoft Office were used to edit videos, screen record editing processes, and type documents.
Evaluation 4
To create their music video and ancillary texts, the student used new media technologies like video cameras, Adobe Premiere Pro, Bandicam, Microsoft Office, YouTube, blogs, and slideshare. Initial research involved using YouTube to find conventions in other music videos. A video camera was used to film footage and vox pops which were edited in Premiere Pro and uploaded to YouTube and blogs. Adobe Premiere Pro was the primary software used to edit the music video. Bandicam recorded screen activity while editing. Blogs organized and shared all files and uploads. Slideshare and Microsoft Office were used to create and share presentations.
Question 1- Using Media Technologies
The document discusses the various media technologies used at different stages of creating a music video project. In the research stage, Microsoft Word was used to brainstorm initial ideas and PowerPoint to organize music video concepts. YouTube was used to view example music videos. For audience research, interviews were filmed using a Canon DSLR camera and uploaded to YouTube. PowerPoint was used to analyze the interviews. Music videos were analyzed in PowerPoint using screenshots. Adobe Premiere Pro was used to edit the final music video, with tutorials from YouTube helping to learn editing skills. A Canon DSLR was used to take photos for promotional materials.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Question 4
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a music video project. Final Cut Express was used for editing the video. Adobe Photoshop was used to create print materials like advertisements and CD packaging. YouTube was used to upload drafts and the final video. Facebook was used for group organization and collecting audience feedback. Various cameras were used to film footage. Prezi was used for an initial pitch presentation. PowerPoint was applied to discuss theories. Blogger hosted all research, planning and evaluation materials. Media 2.0 technologies like Facebook were invaluable for audience feedback and communication with the artist.
Evaluation 4
The document discusses how media technologies were used at different stages of the student's media production project.
During the research and planning stage, the student used blogs, Prezi, YouTube, and websites to organize information and findings. Cameras, microphones, and movie editing software were used to record interviews, presentations, and capture feedback.
During the construction stage, the same cameras and a pistol microphone were used to film scenes for the music video. Learning how to properly operate the camera equipment from prior experience helped the filming go smoothly.
Overall, the student gained experience using various technologies at each stage and felt they improved their camera and software skills over the course of the project.
How did you use media technologies in the
The document discusses the use of various media technologies in the construction and evaluation of a music video project. It describes the hardware, software, planning, filming, editing, ancillary products, and evaluation process. For hardware, it discusses cameras, lighting, and tripods used and their advantages and disadvantages. It outlines software like Adobe Premiere Pro, Photoshop, and After Effects used for editing, manipulation, and effects. Social media and platforms like YouTube, Wix, and Blogger were utilized at various stages of planning, research, and presentation.
What have you learnt about technologies from the process of constructing this...
We used a Panasonic HD camera that we were familiar with for filming. Final Cut Express was used to edit shots and add transitions to create an uneasy feeling for the nightmare scenes. FreeSound.org provided a creepy track for the non-diegetic sound. Blogger allowed for organization and progression of pre-production ideas through embedding images and videos. Google Forms created an easy questionnaire for feedback, though more social media could have provided more responses. Planning utilized search engines, cameras, and Celtx for scriptwriting. The initial idea was difficult to agree on, but filming went smoothly until issues with sound required refilming conversation clips.
Question 6
The student learned how to use several Apple technologies for the first time while creating a film project, including iMovie, Final Cut Pro, and uploading footage from an HD camera to a Mac. They found Apple software like iMovie easy to use but Final Cut Pro more difficult, especially for adding background music. The student also gained experience using technologies like SoundCloud, YouTube, and Blogger that they were previously familiar with but had not used to create and share a video project before.
Question Four
The student used various media technologies at different stages of their project. In planning, they used their Blackberry to track deadlines and blog updates. They tested Panasonic HD and DV cameras to determine image quality for their music video. In production, they used Photoshop and Premiere Pro for editing images and video. Throughout the project, they utilized websites like YouTube, Blogger, MySpace, Facebook to conduct research, track progress, obtain permissions, and gather audience feedback.
Evaluation 4
Laura used various media technologies throughout her media project. She used the internet for research, YouTube to establish artist information, and websites to find demographic data. A Canon camera on a tripod was used to film interviews and her pitch. Movie Studio Platinum edited the interviews and pitch. Word created production documents and PowerPoint showed editing updates. Phones and email communicated between group members. The same Canon camera filmed the music video on a tripod and handheld. OnlineVideoConverter downloaded the song. Movie Studio Platinum edited the video, adding transitions and filters. YouTube hosted the final video. A phone took album and poster photos. Photoshop edited the photos, adding filters, text, and layers. Prezi and Power
The evaluation question 4
The document discusses the new media technologies used during the construction, research, planning, and evaluation of a music video project. Photoshop and Final Cut Pro were the two main programs used to edit images for marketing materials and produce the music video by syncing video and audio and adding transitions. A Canon camera, tripod, and Apple Mac were also utilized for video production. Websites like Facebook, YouTube, Slideshare, and Blogger facilitated feedback, research, sharing work, and documenting the process. The use of these high-quality technologies expanded the creator's skills and allowed for a higher quality final project compared to previous work.
Evaluation Question 4
The document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of a music video project. YouTube, Google, WhatsApp, Word, and Moodle were used in the research and planning stages to analyze other music videos, search for resources, communicate within the group, and create production documents. A Canon DSLR camera, lighting equipment, and a tripod were used to film footage, while Adobe Premiere and After Effects were used to edit the video. Photoshop was used to construct print materials for the project. Overall, the group learned new skills through experimenting with the various technologies at each stage of the project.
The evaluation question 4
The document discusses the new media technologies used during the construction, research, planning and evaluation stages of a music video project. Photoshop and Final Cut Pro were the two main programs used to edit images for marketing materials and produce the music video. Websites like Facebook, YouTube, and Blogger were used to gather feedback, while Prezi and YouTube's tagging tool supported the evaluation stage. The student concludes that these media technologies helped improve the quality of their work and their skills by enabling high-quality outputs and providing more creative options.
Evalution question 4 A2 level Media
Sade used various media technologies throughout the research, planning, construction, and evaluation of her music video project. She researched music video conventions on YouTube but avoided Wikipedia due to reliability issues. During planning, she tested shots on phones and edited footage on Final Cut Pro. To construct the video and accompanying materials, she edited footage and added effects on Final Cut Pro and edited images on Fireworks. For evaluation, she gathered audience feedback in person, on YouTube, and through Excel charts.
Similar to Equipment used in this music video project (20)
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
More from Carlo II
Evaluation 1
The document discusses conventions in hip hop/R&B media representations and the student's media products. It analyzes how their music video, digipak, and magazine ad both follow and challenge conventions. The music video represents the male and female in a more modest way that counters typical revealing portrayals. The digipak uses colors and images similarly to real products but shows the couple affectionately hugging. The magazine ad promotes the artist realistically to get national support.
Evaluation 1
The student created three media products: a music video, digipak, and magazine advert. For the music video, they followed some conventions of the hip hop/R&B genre such as portraying the artist wearing jewelry and a baseball cap. However, they also challenged conventions by showing the female modestly dressed and portraying a gentle interaction between the male and female artists, departing from typical hypersexualized depictions. For the digipak, they utilized design elements commonly found in commercial music packaging like track listings and credits. Overall, the projects utilized some real-world conventions while also attempting to challenge stereotypical portrayals sometimes found within those genres.
Our made record label
Our record label is called Double Up Records. The name is meant to be controversial like hip-hop and R&B music. We will appeal to a narrow age range of 13-22 year olds, mainly targeting one gender. Our artist is not yet well known. As a niche label, we will use guerrilla promotional strategies like posters, free concerts, taxi and billboard ads, and web/radio advertisements to promote our starting artist.
Little white lies & total film
Total Film is a large circulation British film magazine launched in 1997 that is published every four weeks. It includes sections for reader feedback, news, previews, cinema reviews, DVD/Blu-ray reviews, and games/soundtracks.
Little White Lies is an independent bi-monthly UK movie magazine first released in 2005 that is distributed through Borders bookstores. It explores cinema as well as related art, music, politics and culture. Each issue focuses on a single cover film ranging from indies to blockbusters. The magazine contains a lead review, editorial introduction, features, theatrical reviews, and upcoming releases.
Digipak analysis – allin nuh
This Digipak celebrates Michael Jackson's career and his final tour "This Is It". It features an image of Michael Jackson doing one of his famous dance moves, portraying him as the superstar and legend he was. The packaging includes information about the record label, copyright details, and a song listing.
Music video treatment (2)
Here are some key points about lighting we will use:
- Natural lighting outside for most scenes to keep it realistic
- Bright portable torches when needed for additional lighting outside
- Studio lights in black background chorus scene for artistic effect
- Mix of practical lights e.g. street lamps, car headlights in night scenes
- Back lighting, side lighting, top lighting to get dramatic effects
- Colour gels like red to convey emotions like passion in key scenes
- Hard lighting for close ups, softer for establishing shots
Being flexible with lighting is important as we can't always control outdoor
conditions. Mixing practical and portable lights helps achieve our vision.
Textual analysis if music videos
This music video for "Ms. Jackson" by Outkast departs from the typical hip hop music video in several ways. Instead of focusing on expensive cars, jewelry, and half-naked women, it features close-ups of the artists and tells a story through its imagery and lyrics. The video emphasizes the song's meaning and the artist's current despair over a relationship situation. It uses mis-en-scene and lighting effects to suggest the men are poor and unlucky, reinforcing the narrative structure and message to "Ms. Jackson".
Director case study
Joseph Kahn is an American-born Korean music video director. He graduated from high school in 1990 and briefly attended film school before dropping out to pursue a career directing music videos. Within two years, he had directed dozens of low-budget videos, working as his own cinematographer, editor, and producer. This experience helped him develop his filmmaking skills and launch his career. Some of Kahn's most famous music videos include "The Boy Is Mine" by Brandy and Monica and "Thong Song" by Sisqo. He is known for creating upbeat, colorful videos for popular artists like Katy Perry, Rihanna, and Chris Brown that have won numerous awards.
Music video treatment
The group will create a music video for the song "I Want You" by Common ft. Will.I.am that depicts a man struggling to move on from a past relationship. They will show him reminiscing about his former partner in black and white scenes prompted by seeing her again. Key locations include Central London near the London Eye to reflect on past memories, and Kelsey Park near the lake to provide a romantic backdrop for his reminiscencing. The group believes their creative talents and imaginative ideas will allow them to successfully capture the powerful themes of love and longing in the song.
Textual analysis if music videos
This music video for "Ms. Jackson" by Outkast departs from the typical hip hop music video in several ways. Instead of focusing on expensive cars, jewelry, and half-naked women, it features close-ups of the artists and tells a story through its imagery and lyrics. The video emphasizes the song's meaning and the artist's current despair over a relationship situation. It uses mis-en-scene and lighting effects to suggest the men are poor and unlucky, reinforcing the narrative structure and message to "Ms. Jackson".
My proposal
The document discusses Alicia Keys' music video for "Like You'll Never See Me Again". It notes that the video is very detailed and emotional, earning it recognition as one of the best R&B videos. It goes on to say that the timing of events in the video helps tell the narrative story. It also mentions that Alicia Keys and Common feature as main characters representing a couple where the man passes away, and discusses casting considerations for recreating the video. Finally, it describes the song as having strong meaning and emotion as a love song about cherishing time with loved ones.
Magazine presentation
The document discusses the planning and creation of a hip hop magazine called "The Chronic". It includes research on existing magazines for inspiration, draft designs for the front cover, contents page, and a double page spread interview. Feedback was collected from potential readers who said they would purchase the magazine. The creator has improved their skills in Photoshop and InDesign and feels their magazine accurately represents today's hip hop generation through its vibrant colors, fashionable images, and "bad boy" persona.
Magazine presentation
The document summarizes the planning and creation process for a magazine focused on UK hip hop culture. Key details include:
- The student researched existing hip hop magazines like The Source and XXL to inform their magazine design.
- Their proposed magazine, called "The Chronic," would target 18-24 year olds and focus on urban culture in London.
- Pages like the cover, contents, and double-page spread were modeled after conventions from researched magazines.
- Public feedback was gathered and was positive, with potential buyers interested in the hip hop focus.
More from Carlo II (13)
Equipment used in this music video project
- 1. Equipment used in this music video project Allin Nuh
- 2. Without a doubt this has been the most enjoyable but also the most frustrating project I have ever been a part of. There have been many highs and lows, but the highs overshadow all the lows and that’s why I believe this music video has been a success. When we was told as a group we had to create a music video, the first thing that came to my head was ‘how on earth are we going to do this without ever doing so before?’ and that very question became a reality when we had to start editing. Editing and time keeping had to be on key but no doubt, it was a learning curb for all of us. Some of the technology we was gifted with was the most frustrating piece of machinery I have ever dealt with. Just when I thought technology is getting more advanced and easier, it seems as if the Mac is the hardest thing to use! All in all, it was a great experience and one I would love to do again with my group. Introduction
- 3. Photoshop – we used Photoshop to help with our magazine covers and digipak which came in extremely handy Final Cut Pro – Final cut pro is without a doubt the most efficient and useful program we had used as it came with all the stuff we needed to make a great music video. The program’s used
- 4. Canon Powershot SX40 HS – Great camera with amazing visuals. Without this camera, I don’t believe our shots would have come out that good. Tripod – we relied heavily on the tripod during our performance scenes simply because we needed great still shots from different angles without any movement, and that’s exactly what happened. Hardware we used
- 5. Luckily enough, as a group we have many friends that use social networking sites such as Facebook, Twitter etc… We got most of our feedback off of Facebook were a lot of people posted their opinions and gave us ideas on how to improve our music video. We also posted our work onto YouTube were people were able to comment below and like our video to see how much they rated it. To be perfectly honest, a lot of the people’s opinions on how to improve our work drove us a group to make sure this video is as good as we believe we can make it. Feedback