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The document discusses a student's evaluation of the technologies used to construct an opening film sequence. It identifies Adobe Premiere Pro and GarageBand as the technologies used. Shots of the character packing and different camera angles were highlighted as things that went well. Areas for improvement included rough cuts, editing errors, lack of stabilization, and lighting inconsistencies. Better use of tripods and including more shots of the antagonist could enhance a future opening sequence. Technologies like Adobe Premiere Pro and GarageBand allow low-budget films to be more interesting than older film editing methods.
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Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
technology question 6
Through completing this project, the author learned to use various technologies like iMovie and blogging that were new to them. They used a Sony HandyCam for filming which provided low quality but mobile shots fitting the intended style. Podcasting and iMovie helped improve audio clarity and video steadiness. Uploading to YouTube was challenging but they eventually published the film.
Joshy editing logs 1
Day 1: The editor imported clips into Final Cut Pro, sequenced them in order, noticed lighting issues, and added a night vision effect to some clips to fix lighting and add a spooky feel.
Day 2: Additional color correcting, clip cutting, and sound effects like rumbling were added for tone and vibes. A camera malfunction effect was consistently used to imply a paranormal entity.
Day 3: Intertitles using motion were created to display information and pace the trailer. Clips were rearranged and cut for better narrative understanding and quicker pacing.
Evaluation question no 7
The document compares the filmmaker's preliminary task to their final opening sequence. For the preliminary, only a few basic shots were used and no props were needed. However, the opening sequence featured a variety of shots, more props, and different locations to make it more interesting. Shooting the final clip helped the filmmaker improve their skills with different camera shots and effects. They also faced challenges holding the camera for the preliminary but used a tripod for the final, resulting in a steadier shot.
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.
Recommended
Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
technology question 6
Through completing this project, the author learned to use various technologies like iMovie and blogging that were new to them. They used a Sony HandyCam for filming which provided low quality but mobile shots fitting the intended style. Podcasting and iMovie helped improve audio clarity and video steadiness. Uploading to YouTube was challenging but they eventually published the film.
Joshy editing logs 1
Day 1: The editor imported clips into Final Cut Pro, sequenced them in order, noticed lighting issues, and added a night vision effect to some clips to fix lighting and add a spooky feel.
Day 2: Additional color correcting, clip cutting, and sound effects like rumbling were added for tone and vibes. A camera malfunction effect was consistently used to imply a paranormal entity.
Day 3: Intertitles using motion were created to display information and pace the trailer. Clips were rearranged and cut for better narrative understanding and quicker pacing.
Evaluation question no 7
The document compares the filmmaker's preliminary task to their final opening sequence. For the preliminary, only a few basic shots were used and no props were needed. However, the opening sequence featured a variety of shots, more props, and different locations to make it more interesting. Shooting the final clip helped the filmmaker improve their skills with different camera shots and effects. They also faced challenges holding the camera for the preliminary but used a tripod for the final, resulting in a steadier shot.
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 media
This document discusses the media product of a psychotic horror film and how it uses and challenges conventions of the genre. It notes how the film uses sinister non-diegetic music and depicts violence, like works such as Jaws and From Hell It Came. However, it challenges conventions by having a sophisticated, well-spoken protagonist rather than a poor or mad one, similar to films like Silence of the Lambs. The document also outlines various technologies used in constructing the film, including a blog for planning, Macs for editing, a camera and tripod for filming, and YouTube for sharing drafts and the final product. It found survey monkey unreliable but the camera produced clear shots despite not being HD.
Section 6
This document summarizes the preproduction, production, and postproduction stages of a student psychological horror film. In preproduction, they researched similar films and determined their target audience was 15+. In production, they used a Panasonic camera and props like fake blood. In postproduction, they edited the film using Adobe Premiere Pro to add visual effects, sound editing, and connect clips together. Technologies used included YouTube, Google, Celtexts for scriptwriting, and Adobe Premiere Pro for editing. The camera had focusing issues and picked up background noise. Lessons learned included using Blogger, filming with the Panasonic camera, editing in Premiere Pro, and scriptwriting in Celtexts.
Stephen Campanelli: Gaining Momentum
Stephen S. Campanelli takes a break from camera duties on Clint Eastwoodโs Sully to talk about directing his first feature film, "Momentum."
Factual project power point
Harry plans to create a new web show called "Redo or Redon't" that compares video game remakes and reboots. The show will use parodies to highlight similarities and differences between games. Harry created a mood board and storyboard showing interview shots, behind-the-scenes footage, and a parody fight scene recreating Mortal Kombat. Potential issues like equipment malfunctions are addressed in a contingency plan. Required resources include cameras, costumes, and post-production software.
Media studies question 6 (powerpoint)
The document discusses the various technologies and equipment used to create a film project, including a video camera, tripod, Garage Band, Final Cut, Photoshop, and Wordpress. It provides details on what was learned from using each tool. The author learned how to effectively use the video camera's flip screen and playback features. Garage Band was challenging to learn due to its complexity, but allowed the creation of a soundtrack. Final Cut was frustrating but allowed editing of text and creating an effective opening sequence. Wordpress was new but easy to use.
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.
Question 6
Alice learned several new technologies in creating her media product. She gained experience using a professional camera and tripod for filming, and learned about features like zoom, focus, and recording controls. For editing, she used Final Cut Express to trim clips, add effects, and change aspects like color and speed. This allowed her to make stylistic choices that enhanced the mood and atmosphere. She also learned how to find and embed music and sound effects from online sources. Finally, she used Photoshop to design a poster advertising her product, learning graphic design skills like incorporating standard information and experimenting with fonts and colors to fit the horror genre.
Planning a demo reel
A film student is creating a demo reel to showcase their skills such as camera work, lighting, editing, and storytelling. The demo reel will include different shot types like tracking shots, pivots, and reveals. It will also include a dialogue scene and a black and white short film clip. The purpose is to demonstrate the quality of work they can produce and their experience to potential sponsors and actors in order to gain their support for future film projects.
Question 6
The document discusses what was learned from the process of creating a media product. It describes the challenges faced while filming, including issues with equipment and actors. Multiple filming attempts were needed before obtaining usable footage. Editing took a significant amount of time to make the video look polished and smooth. The process highlighted how long film productions can take and what could be improved for future projects, such as using multiple cameras.
Evaluation Q1
The document discusses how the film uses conventions of real filmmaking. It describes using editing software to cut clips, cinematography with multiple cameras, inclusion of props, costumes, sets, and copyright-free music. It notes that the surreal comedy genre features an unexpected plot twist and hybrid elements. While intended for online viewing rather than mainstream cinema, the unconventional mystery-comedy format with an open ending challenges some conventions.
Feedback One based upon the submission of our first drafty
This document provides feedback on a student video project, assessing it based on criteria like camera work, framing, shot distances, editing, sound, and titles. Overall the project meets some criteria well but needs improvement in areas like justifying camera movements, effective shot selection, rhythm in editing, and integrating sound and music to create more impact. The student is encouraged to consider the feedback and comments provided to strengthen their skills and earn a higher grade.
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.
Pp production log_template
Lewis Dunn created a production log for his advert promoting Rockstar Energy Drink for his BTec Level 3 Extended Diploma in Creative Media Production. He began by researching product ideas and comparing existing Rockstar ads. He then storyboarded his idea and shot test footage on his phone to help plan the final edit. Lewis borrowed a Canon HD camera from his friend Jacques Laycock and shot various angled footage over different lights to ensure enough clips. He imported the clips into Adobe Premiere Pro, added the song "Feel the Love" by Rudimental featuring John Newman, and spent three hours editing together perfect clips, effects, and transitions. The finished advert includes a vector Rockstar image at the end to identify
Evaluation Question Four
This document discusses the technology used during a music video project. It describes using a Pentax DSLR camera and tripod to film various scenes for the music video, as well as to get feedback. Settings on the camera were adjusted based on what was being filmed. An editing machine was shared with another group to edit footage and import clips. A computer was used for research and to scan materials onto a blog. An iPad was used for quick research, taking photos, and voice memos that were later transferred. Overall, a variety of technology helped at different stages of the project and built skills in using the equipment.
Question 3
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.
Planning a demo reel
A filmmaker's demo reel is a collection of their best work showcasing their skills through clips and scenes. It is used to get sponsors and actors for future projects by demonstrating storytelling ability, camerawork, lighting, editing and other filmmaking skills.
The document outlines a student filmmaker's plan to create a demo reel. It will include tracking shots, pivots, converges and a "Michael Bay" extreme spinning shot. Dialogue and black and white scenes will show storytelling and blocking skills. Special effects like time-lapse and color grading will also be featured. Multiple location shoots are scheduled to capture the various scenes and skills.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Bracero Construction
The document describes the process of creating the short film Bracero. It involved extensive planning with storyboards and location scouting. Shooting took place in the English countryside to represent rural Mexico. The director provided clear instructions and used equipment like a golf cart to safely move gear. In post-production, the director edited footage in iMovie, added titles in Final Cut Pro, and watched the final film with crew before promoting it on YouTube and social media.
Design and Plan
The document outlines the process of creating storyboards and choosing one to develop a video around. It includes 4 sample storyboards, with the author noting what they like and don't like about each. They ultimately decide the first storyboard best meets the design specifications. It also includes a Gantt chart and step-by-step plan laying out the schedule and tasks for producing the video, such as writing a script, filming, editing, and sharing the final product.
Pp production plan_template
The production plan is for a Rockstar Energy Drink advertisement featuring Lewis Dunn performing scooter tricks at the skate park. Lewis will perform the stunts and one other person will film. No transportation is needed as the location is nearby. The advertisement will start in black and white, change to color with a flash effect during the tricks, and feature fast-paced music by Rudimental playing in the background.
25 marks 1b
Our music video told the story of a girl who eats a magical cupcake that transports her to fantasy worlds as she performs her song "My Head is a Jungle". The narrative paralleled Alice in Wonderland to enhance understanding. It expressed the lyrics through visuals like showing confusion by cutting between scenes during the word "jungle". The video was also fragmented with fast cuts between unexplained scenes like a balloon party and paint fight to create gaps in understanding space and time. It followed Todorov's theory of beginning in equilibrium, disrupting to a blurred overlay, and returning to normality. It also left enigmas like why the transformations occurred to enhance the narrative. Audience feedback found the protagonist relatable and
22 marks 1b
For his A2 coursework, the author created an indie pop music video that used a narrative/performance structure. He applied various narrative theories to his video. Specifically, he applied Allan Rowe's theory of surprising audience expectations through constant movement in the narrative. He also applied Todorov's theory of equilibrium-disequilibrium-new equilibrium by showing the protagonist experiencing a constant journey of positive experiences and new places. Finally, he drew on Roland Barthes' semiotic ideas by using symbols of love and art and cultural references to locations to further the narrative.
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Evaluation media
This document discusses the media product of a psychotic horror film and how it uses and challenges conventions of the genre. It notes how the film uses sinister non-diegetic music and depicts violence, like works such as Jaws and From Hell It Came. However, it challenges conventions by having a sophisticated, well-spoken protagonist rather than a poor or mad one, similar to films like Silence of the Lambs. The document also outlines various technologies used in constructing the film, including a blog for planning, Macs for editing, a camera and tripod for filming, and YouTube for sharing drafts and the final product. It found survey monkey unreliable but the camera produced clear shots despite not being HD.
Section 6
This document summarizes the preproduction, production, and postproduction stages of a student psychological horror film. In preproduction, they researched similar films and determined their target audience was 15+. In production, they used a Panasonic camera and props like fake blood. In postproduction, they edited the film using Adobe Premiere Pro to add visual effects, sound editing, and connect clips together. Technologies used included YouTube, Google, Celtexts for scriptwriting, and Adobe Premiere Pro for editing. The camera had focusing issues and picked up background noise. Lessons learned included using Blogger, filming with the Panasonic camera, editing in Premiere Pro, and scriptwriting in Celtexts.
Stephen Campanelli: Gaining Momentum
Stephen S. Campanelli takes a break from camera duties on Clint Eastwoodโs Sully to talk about directing his first feature film, "Momentum."
Factual project power point
Harry plans to create a new web show called "Redo or Redon't" that compares video game remakes and reboots. The show will use parodies to highlight similarities and differences between games. Harry created a mood board and storyboard showing interview shots, behind-the-scenes footage, and a parody fight scene recreating Mortal Kombat. Potential issues like equipment malfunctions are addressed in a contingency plan. Required resources include cameras, costumes, and post-production software.
Media studies question 6 (powerpoint)
The document discusses the various technologies and equipment used to create a film project, including a video camera, tripod, Garage Band, Final Cut, Photoshop, and Wordpress. It provides details on what was learned from using each tool. The author learned how to effectively use the video camera's flip screen and playback features. Garage Band was challenging to learn due to its complexity, but allowed the creation of a soundtrack. Final Cut was frustrating but allowed editing of text and creating an effective opening sequence. Wordpress was new but easy to use.
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.
Question 6
Alice learned several new technologies in creating her media product. She gained experience using a professional camera and tripod for filming, and learned about features like zoom, focus, and recording controls. For editing, she used Final Cut Express to trim clips, add effects, and change aspects like color and speed. This allowed her to make stylistic choices that enhanced the mood and atmosphere. She also learned how to find and embed music and sound effects from online sources. Finally, she used Photoshop to design a poster advertising her product, learning graphic design skills like incorporating standard information and experimenting with fonts and colors to fit the horror genre.
Planning a demo reel
A film student is creating a demo reel to showcase their skills such as camera work, lighting, editing, and storytelling. The demo reel will include different shot types like tracking shots, pivots, and reveals. It will also include a dialogue scene and a black and white short film clip. The purpose is to demonstrate the quality of work they can produce and their experience to potential sponsors and actors in order to gain their support for future film projects.
Question 6
The document discusses what was learned from the process of creating a media product. It describes the challenges faced while filming, including issues with equipment and actors. Multiple filming attempts were needed before obtaining usable footage. Editing took a significant amount of time to make the video look polished and smooth. The process highlighted how long film productions can take and what could be improved for future projects, such as using multiple cameras.
Evaluation Q1
The document discusses how the film uses conventions of real filmmaking. It describes using editing software to cut clips, cinematography with multiple cameras, inclusion of props, costumes, sets, and copyright-free music. It notes that the surreal comedy genre features an unexpected plot twist and hybrid elements. While intended for online viewing rather than mainstream cinema, the unconventional mystery-comedy format with an open ending challenges some conventions.
Feedback One based upon the submission of our first drafty
This document provides feedback on a student video project, assessing it based on criteria like camera work, framing, shot distances, editing, sound, and titles. Overall the project meets some criteria well but needs improvement in areas like justifying camera movements, effective shot selection, rhythm in editing, and integrating sound and music to create more impact. The student is encouraged to consider the feedback and comments provided to strengthen their skills and earn a higher grade.
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.
Pp production log_template
Lewis Dunn created a production log for his advert promoting Rockstar Energy Drink for his BTec Level 3 Extended Diploma in Creative Media Production. He began by researching product ideas and comparing existing Rockstar ads. He then storyboarded his idea and shot test footage on his phone to help plan the final edit. Lewis borrowed a Canon HD camera from his friend Jacques Laycock and shot various angled footage over different lights to ensure enough clips. He imported the clips into Adobe Premiere Pro, added the song "Feel the Love" by Rudimental featuring John Newman, and spent three hours editing together perfect clips, effects, and transitions. The finished advert includes a vector Rockstar image at the end to identify
Evaluation Question Four
This document discusses the technology used during a music video project. It describes using a Pentax DSLR camera and tripod to film various scenes for the music video, as well as to get feedback. Settings on the camera were adjusted based on what was being filmed. An editing machine was shared with another group to edit footage and import clips. A computer was used for research and to scan materials onto a blog. An iPad was used for quick research, taking photos, and voice memos that were later transferred. Overall, a variety of technology helped at different stages of the project and built skills in using the equipment.
Question 3
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.
Planning a demo reel
A filmmaker's demo reel is a collection of their best work showcasing their skills through clips and scenes. It is used to get sponsors and actors for future projects by demonstrating storytelling ability, camerawork, lighting, editing and other filmmaking skills.
The document outlines a student filmmaker's plan to create a demo reel. It will include tracking shots, pivots, converges and a "Michael Bay" extreme spinning shot. Dialogue and black and white scenes will show storytelling and blocking skills. Special effects like time-lapse and color grading will also be featured. Multiple location shoots are scheduled to capture the various scenes and skills.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Bracero Construction
The document describes the process of creating the short film Bracero. It involved extensive planning with storyboards and location scouting. Shooting took place in the English countryside to represent rural Mexico. The director provided clear instructions and used equipment like a golf cart to safely move gear. In post-production, the director edited footage in iMovie, added titles in Final Cut Pro, and watched the final film with crew before promoting it on YouTube and social media.
Design and Plan
The document outlines the process of creating storyboards and choosing one to develop a video around. It includes 4 sample storyboards, with the author noting what they like and don't like about each. They ultimately decide the first storyboard best meets the design specifications. It also includes a Gantt chart and step-by-step plan laying out the schedule and tasks for producing the video, such as writing a script, filming, editing, and sharing the final product.
Pp production plan_template
The production plan is for a Rockstar Energy Drink advertisement featuring Lewis Dunn performing scooter tricks at the skate park. Lewis will perform the stunts and one other person will film. No transportation is needed as the location is nearby. The advertisement will start in black and white, change to color with a flash effect during the tricks, and feature fast-paced music by Rudimental playing in the background.
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Feedback One based upon the submission of our first drafty
Feedback One based upon the submission of our first drafty
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25 marks 1b
Our music video told the story of a girl who eats a magical cupcake that transports her to fantasy worlds as she performs her song "My Head is a Jungle". The narrative paralleled Alice in Wonderland to enhance understanding. It expressed the lyrics through visuals like showing confusion by cutting between scenes during the word "jungle". The video was also fragmented with fast cuts between unexplained scenes like a balloon party and paint fight to create gaps in understanding space and time. It followed Todorov's theory of beginning in equilibrium, disrupting to a blurred overlay, and returning to normality. It also left enigmas like why the transformations occurred to enhance the narrative. Audience feedback found the protagonist relatable and
22 marks 1b
For his A2 coursework, the author created an indie pop music video that used a narrative/performance structure. He applied various narrative theories to his video. Specifically, he applied Allan Rowe's theory of surprising audience expectations through constant movement in the narrative. He also applied Todorov's theory of equilibrium-disequilibrium-new equilibrium by showing the protagonist experiencing a constant journey of positive experiences and new places. Finally, he drew on Roland Barthes' semiotic ideas by using symbols of love and art and cultural references to locations to further the narrative.
Section a 1b - essay plan
This document provides guidance for writing an essay analyzing a media production using key concepts from media theory. It instructs the writer to:
1) Define the key concept and briefly describe their production.
2) State their intention to discuss how they applied narrative theory in their video.
3) Structure the main body into paragraphs analyzing different theories using evidence from their production.
4) Conclude by reflecting on how well they employed the concept and the effectiveness of real media texts and theory in their work.
Genre case study
Film noir is a genre of mystery and crime dramas produced from the 1940s to 1950s that were typically shot in black and white. These films often featured stories of doomed heroes, cynical detectives, and femme fatales. The genre was influenced by German Expressionism in the 1910s-1920s and French poetic realism of the 1930s. Some of the earliest examples include Michael Curtiz's 1932 film 20,000 Years in Sing Sing. John Huston's 1941 film The Maltese Falcon is considered one of the first major film noir classics. Other iconic films noirs include Carol Reed's 1949 film The Third Man and Billy Wilder's 1950 film Sunset Boulevard, starring Gloria Swanson
Production Schedule
The document contains a production schedule for a student film with details about scenes being filmed on December 6th. It lists the location, actors, equipment and props needed for three scenes:
1) A scene in Gaby's garden with Gaby and Becky pointing fake guns at each other.
2) A scene on Gaby's driveway of Becky's character Juliet humming and speaking about her unhappy situation.
3) A scene of Juliet arriving at Gaby's front door and being greeted by Frank.
Highlighted response - Exemplar Essay
Digital technologies played an important role in both marketing and consumption of The Avengers film franchise.
For marketing, 14 trailers were made available online through iTunes to generate hype around different characters. A live Twitter chat with directors also helped promote the film online. Digital technologies further aided viral marketing through leaked images online.
Consumption was also enabled digitally, as the film became available for digital download after theatrical release. Apps were created around the franchise, like a augmented reality app, allowing fans to interact with characters in new ways. While merchandise was also successful, digital technologies ultimately helped create more awareness and appeal for the film leading to its commercial success.
G324 advanced media portfolio
This document provides information for students taking the A2 G324 Advanced Portfolio in Media course. It outlines the course content, which involves students producing a media portfolio including a music video, website, and digital packaging. Students will be assessed on their technical skills, knowledge, research, and evaluation. The document provides guidance on choosing a brief, developing a blog to document the process, conducting audience research, and various planning and production tasks to complete the portfolio. Students must work in a group to produce a music video and complete individual ancillary projects of a website and digital packaging.
Section A Revision: Ethnicity
The document discusses the representation of ethnicity in TV drama and provides examples of common stereotypes. It notes that characters from minority ethnic groups are often portrayed negatively or have storylines centered around their culture. The document provides guidance on analyzing the construction of ethnicity in TV clips, including considering camerawork, editing, sound, and how characters interact. It lists questions to consider regarding the portrayal and treatment of different ethnicities.
Class and status
The representation of class on television has changed over time. Originally, only the upper classes were portrayed due to limited access to television and movies. As more working class people began watching television, working class characters became more common. However, stereotypes still exist where the upper classes are portrayed as rich and posh, middle classes as normal, working classes as less happy and intelligent but with strong community ties, and lower classes as criminals with no family values. Shows sometimes depict people from different classes not mixing or clashing when together. When analyzing portrayals of class in media, one should consider how class is identified and impacts characters' interests, personalities, and treatment by others.
OCR Media Section A Age
The document discusses how representations of age have changed over time in television and film. It provides stereotypes commonly associated with different age groups such as children being innocent and teenagers being moody. It also lists some TV shows that feature characters of varying ages. The document poses questions to consider when analyzing representations of age in a TV or film clip, including the ages of characters and how they are portrayed.
Physical ability
The document discusses the stereotypical portrayal of characters with disabilities in TV dramas. Characters with physical or mental disabilities are often shown as outsiders who are unable to participate in everyday activities and are portrayed as weaker than able-bodied characters. Traditionally, villains in films were given disabilities to make them seem more frightening. While the direct association between disability and evil has declined, society still tends to link disability to weakness. When analyzing clips featuring disability issues, one should consider how disabilities and abilities are represented and the messages conveyed about disability.
TV Drama Sexuality
This document discusses the representation of sexuality in television dramas. It notes that LGBTQ characters are often portrayed through negative stereotypes or only defined by their sexuality. While acceptance has increased, television remains conservative due to fears of offending viewers. Heterosexual characters are seen as the norm, and homosexual characters are portrayed as different or separate from mainstream society. The document provides questions to consider when analyzing how a television program constructs representations of sexuality through its use of techniques like camera work, editing, sound, and mise-en-scene. It then provides a detailed example analyzing how a scene from a television drama uses these techniques to portray a character who is coming to terms with his sexuality and experiences a homophobic attack.
Logo
The logo for Cracked Up Productions begins with Oscar fading in with a straight face, then fades in an explosion where Oscar smiles as an explosion sound effect plays. As the smoke clears, the text "Cracked Up Productions" appears through the smoke with a cracked glass effect that then breaks apart, finishing the logo.
Editing process
The editing process involved several techniques to enhance the film. Fades and blurred effects were used for opening titles. Brightness and colors were adjusted to improve lighting. Reverb added to music made it sound like a small room. Rapid cuts built dramatic tension before a masked man entered. A scene was reversed and sped up before a gunshot to increase drama. A black and white filter made the final scene look more emotional. Running scenes were slowed to 40% speed. The film ended as titles faded to black while dramatic music faded out.
Evaluation question 3:Gabi Thomas
This video provides a 3 minute summary of the key events in the life of Martin Luther King Jr., the American civil rights leader. It discusses how he helped organize the Montgomery Bus Boycott and founded the Southern Christian Leadership Conference, leading many nonviolent protests against racial segregation and discrimination. The video highlights Dr. King's iconic "I Have a Dream" speech where he advocated for racial equality and his assassination in 1968, cementing his legacy as one of the most influential figures in the American civil rights movement.
Treatment
The film Cottenham Park Road is an action film inspired by London gangs and films about gang life. It will focus on a psychopathic killer released from prison who seeks revenge on his emotionally damaged wife by kidnapping their daughter. The main characters are the husband/gang leader, the wife, and their daughter. It will have a non-linear directing style and explore binary oppositions between characters.
Directors research
Brian Helgeland is an American film director and screenwriter born in 1961 in Providence, Rhode Island. He has won 7 awards for screenwriting and his highest paid films include thriller genres. Helgeland began his directing career with A Nightmare on Elm Street 4 in 1988 and has a net worth of $30 million, though his style has evolved from earlier horror and action films to more recent drama films as his career has progressed.
Editing Process
This document outlines the editing process used for a film titled "This Life Ain't Fair". Key steps taken include:
1) Using a "stunned effect" to blur and flash the titles in and out.
2) Adding brightness, contrast, and color balance effects to adjust for flickering lighting issues in footage.
3) Adding reverb to soundtrack to make dialogue sound like it was recorded inside a room.
4) Speeding up and reversing clips to flashback to events leading up to a dramatic scene.
5) Adding black and white effects to portray a scene looking back in time in an emotional way.
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Similar to Ev. ques 6
Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
Evaluation question 6
Using various lighting techniques, the document discusses problems encountered and lessons learned during the construction of a film project. It discusses using multiple movie lights to achieve the right lighting levels and deciding to use the sun as a backlight. It also discusses learning how to maintain light levels and adjust brightness. Additionally, it discusses problems with microphones like static and ambient noise, and learning to use clip-on microphones. It discusses using a camera capable of throw focus and learning how to achieve this effect. It also discusses building editing skills like using filters and advanced titles.
Question 6
The document discusses the various software, equipment, and technologies used to create coursework including a film opening. Prezi, Blogger, YouTube, Google Images, PowerPoint, Word, cameras, microphones, and Movie Studio Platinum were used for research, planning, and presenting work. Challenges included issues with microphones not recording properly, difficulties editing overlapping audio in Movie Studio Platinum, and problems adding titles and logos in Photoshop. Overall, Word and PowerPoint were easiest to use while microphones, Movie Studio Platinum, and Photoshop presented more challenges.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Technologies
The document discusses the learning experience of a student who created a film opening project. They learned how to use various technologies like cameras, microphones, and editing software. Throughout the process, they overcame challenges with filming, sound, lighting and editing. Feedback from others helped them improve their skills and make full use of available technologies.
Technologies
The document discusses the learning and challenges experienced by the author in creating a film opening project over the course of a class. They learned to use new technologies like the filming camera, external microphone, iMac and GarageBand. They encountered issues with sound quality during outdoor filming, limitations of equipment like a non-tilting tripod, and difficulties syncing sound and video during editing. Overall the author felt they gained significant knowledge of technologies like the iMac through completing the project.
Technologies
The document discusses the learning and challenges experienced by the author in creating a film opening project over the course of a class. They learned to use new technologies like a filming camera, external microphone, and music software. Challenges included issues with sound quality during outdoor filming, equipment limitations, syncing video with music, and lighting challenges. Overall, the author felt they gained significant knowledge of technologies like the IMac through overcoming obstacles to complete the project.
6)what have you learnt about technologies and the use of technology
The document discusses the technologies and equipment used to create a thriller film. It describes using a Canon XM2 professional camera with an internal microphone, but also having to separately record audio to match lip movements since scenes were filmed from multiple angles. A dolly track was used for tracking shots to give a smooth, professional look. A tripod was also important for high angle shots, panning, and preventing camera shake. Final Cut Pro editing software was used, which the author was familiar with, and it allowed changing scene colors and adding special effects with Adobe After Effects like an exploding title related to the film's theme of terrorism.
H:\Prelim & Thriller
The student learned a great deal about film production techniques between creating a preliminary task and producing a thriller sequence. For the thriller, they engaged in more extensive pre-production planning, including holding meetings to develop ideas and create storyboards. Producing the thriller required more equipment, props, and consideration of things like camera angles, lighting, and editing effects. The process taught the student about the importance of organization, planning, and technical filmmaking skills.
H:\Prelim & Thriller
The student learned a great deal about film production techniques between creating a preliminary task and producing a thriller sequence. For the thriller, they engaged in more extensive pre-production planning, including holding meetings to develop ideas and create storyboards. Producing the thriller required more equipment, props, and consideration of things like camera angles, lighting, and editing effects. The process taught the student about the importance of organization, planning, and technical filmmaking skills.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden better. 4) Audio volume was better balanced. 5) A focus pull was used effectively to add tension. 6) Camera work relied more on tripods for smoother shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished, more engaging opening sequence.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden better. 4) Audio volume was better balanced. 5) A focus pull was used more effectively. 6) Camera work relied more on tripods for steady shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished opening sequence through refinements in technical filmmaking skills.
Question 7
The document discusses the improvements made from the preliminary task (continuity editing) to the full opening sequence product. Seven key areas were improved: 1) Match-on-action was faster and smoother. 2) Variety of shots was increased for more interest. 3) Mise-en-scene elements were hidden to fit the time period. 4) Audio volume was better balanced. 5) A focus pull was more effectively used to reveal information. 6) Camera work relied more on tripods for steady shots. 7) Color correction addressed lighting changes from location to location. Overall, lessons from the preliminary task led to a polished opening sequence through refinements in these seven technical and creative elements.
Malice in manhattan equipment
The document discusses the technologies used and lessons learned during the production of a film noir opening sequence. A Panasonic HD video camera was used for filming and a tripod was important for smooth camera movements and eliminating shakiness. Final Cut Pro software allowed editing footage into black and white, adding filters and titles. Sound effects from online sources and a film noir soundtrack enhanced the atmosphere. Lighting posed challenges but created the desired noir style. Overall the production process taught the importance of planning, equipment, and software for professional quality results.
Question 6 technologies
The document discusses the technologies used to create a student film project. A Canon DSLR camera was used for filming, along with a tripod, microphone, and lighting kit. Premiere Pro was used for editing, After Effects for titles and effects, and Garageband for music. The camera, tripod, and microphone were easy to use with few issues. The lights were difficult to set up and heavy. After Effects was challenging since no one had used it before. Premiere Pro and After Effects sometimes caused quality issues when exporting. Lessons learned included keeping light wires tidy, not covering lights, protecting equipment from rain, and choosing low-traffic roads for driving scenes.
Question 6
The document discusses the technologies used to create a film project. A camera, tripod, and dolly cart were used to film different shots. Footage was shaky without the tripod, so retakes incorporated the tripod. The dolly cart allowed for smooth moving shots following characters. Final Cut Pro and GarageBand were used for editing and adding sound effects/music. Some issues with Final Cut were resolved. Photoshop and After Effects were practiced but not needed due to Final Cut's effects. Overall the technologies were useful and problems were minor.
Question 7
This document summarizes the progression from a preliminary film project to a final thriller project. For the preliminary, the filmmakers researched techniques like the 180 degree rule and storyboarded their poker film. During production of the preliminary, they used some camera angles but lacked stabilization and time for all planned shots. In post-production, they added sound but lacked time for titles. For the final thriller project, the filmmakers improved their research, props, shots, editing, and attention to mise-en-scene and flow.
Newevalq4two
The document discusses the various technologies used at different stages of a project to create a trailer, poster, and magazine cover for a horror film. DVDs, the internet, blogs, camcorders, editing software like iMovie, and design software like Photoshop and Paint were used for research, planning, filming, editing, and designing the final products. Specific techniques like lighting, camera movements, editing effects, and sound design were employed to achieve the intended horror genre and engage the audience.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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Ev. ques 6
- 1. Evaluation question 6 What have you learnt about technologies from the process of constructing this product?
- 2. Technology ๏ Technologies that we used to make this opening sequence are:- ๏ Adobe premier pro ๏ Garage band
- 3. What went well? ๏ I really liked the shots that we took when she was packing her bag. ๏ We used various different ways of shooting the film for example, the one that was taken from inside the bag. ๏ Our soundtrack is quite good for a horror film. ๏ Another way of using different camera shots such as medium close up, when she came to shut the last computer that was making the static noise. ๏ The way we utilised the media room as our crime scene in the film.
- 4. What needs to be improved? ๏ The shots were quite roughly cut in the beginning ๏ The editing of credit โShotgun Productionsโ need to be correct. ๏ Thereโs a lot of wobbly movement of the camera when our character is doing her English work (0:28 sec), we shouldโve used the tripod. ๏ The lighting wasnโt good enough as it was because we couldnโt stay in school late. ๏ The lighting when she is at the gate and when she was running out of the building were different completely.
- 5. What couldโve been done? ๏ If we get another opportunity to make another opening sequence then I would make the use of tripod more often. ๏ We shouldโve add more shots of the antagonist (threat) just to make it even more suspenseful and to create more tension.
- 6. Usefulness of these technologies ๏ With the use of these technologies one can make their low budget films even more interesting unlike in the olden days when we needed to cut the negatives and stick all the shots. Editor of the film in 1928 doing her work.