The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring conventional elements like the album name and artist photo on the cover while the poster unconventionally uses the same image repeatedly. Evaluation of the products found that while they were generally effective when combined through similar imagery, color schemes, and fonts, feedback indicated room for improvement, particularly regarding planning and certain elements of the music video.
The document describes how various media technologies were used at different stages of creating media products. Pinnacle video editing software was used to capture footage, add cuts and effects, and compile into a music video. Fireworks was used to design digital packaging like CD covers and posters by importing images and adding fonts and backgrounds. Microsoft Office programs like Word and PowerPoint were utilized for planning, research, and evaluation - Word for writing blog posts and spellchecking, and PowerPoint for tallying questionnaire results. Overall, a range of software was employed for construction, research, and evaluating the media projects.
Our media product challenges some conventions of garage punk bands like The Hives through elements like filming in a forest and incorporating text overlays during the song. However, it also uses similar conventions as The Hives by dressing the actors in similar outfits and directing an aggressive performance style. Audience feedback helped with design aspects of the advertisements and packaging by showing preferences. A variety of media technologies were used at different stages, including cameras, editing software, surveys, and websites for research.
The student created a pop punk music video with two other students. They researched conventions of the genre to make the video and ancillary materials like album covers authentic. The video included elements like band performances, bright colors, and desaturated footage to stand out. Feedback showed the audience responded positively and felt the video fit the brand image and song. The group learned about targeting audiences and incorporating their preferences into the final products.
This document provides a checklist of tasks to be completed for an advanced music video portfolio. It includes requirements such as maintaining a production blog with regular posts documenting the creative process, research on music video conventions and inspiration from other videos, audience research through surveys and feedback, storyboarding, scheduling shoots, and creating related promotional materials like a digipak and magazine advert. It emphasizes ongoing documentation and evidence of creative and technical skills.
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, InDesign, and the internet were used for pre-production tasks like scheduling, designing ancillary materials, and conducting research.
The document discusses the media student's process in creating media products for their coursework assignment. They analyzed real pop music videos to understand conventions of the genre and audience expectations. They researched styles, shots, costumes, and lighting commonly used in music videos. While incorporating these conventions, they aimed to create their own unique twist. Feedback from a diverse audience helped them evaluate if they successfully conveyed their narrative and message. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for design work, and Final Cut Pro for video editing.
Through the use of various film techniques, the document discusses how the production challenges conventions of music videos while representing certain social groups. Costumes, locations, and non-stereotypical scenes are used to introduce characters in a mysterious way. The production creates a sense of branding through the album cover, which hints at the genre through glasses of different colors. The video would be distributed on large platforms like MTV to engage a wide audience without targeting a specific class. Various software like Adobe Premiere and cameras were used to edit footage and capture shots for the project.
The student used various media technologies throughout the construction, research, planning, and evaluation of their media production project. For construction, they used a Canon EOS 600D camera to film footage and take photos. They used Photoshop to design the digipak, poster, fonts, and logos. For editing, they used Final Cut Pro to assemble the music video by cutting and arranging footage. Research involved using YouTube and surveys. Planning included creating an animatic in Final Cut Pro. Evaluation utilized presentation software like PowerPoint and keeping all work archived in a blog. Overall, the technologies played a key role in the success of their media production.
The document describes how various media technologies were used at different stages of creating media products. Pinnacle video editing software was used to capture footage, add cuts and effects, and compile into a music video. Fireworks was used to design digital packaging like CD covers and posters by importing images and adding fonts and backgrounds. Microsoft Office programs like Word and PowerPoint were utilized for planning, research, and evaluation - Word for writing blog posts and spellchecking, and PowerPoint for tallying questionnaire results. Overall, a range of software was employed for construction, research, and evaluating the media projects.
Our media product challenges some conventions of garage punk bands like The Hives through elements like filming in a forest and incorporating text overlays during the song. However, it also uses similar conventions as The Hives by dressing the actors in similar outfits and directing an aggressive performance style. Audience feedback helped with design aspects of the advertisements and packaging by showing preferences. A variety of media technologies were used at different stages, including cameras, editing software, surveys, and websites for research.
The student created a pop punk music video with two other students. They researched conventions of the genre to make the video and ancillary materials like album covers authentic. The video included elements like band performances, bright colors, and desaturated footage to stand out. Feedback showed the audience responded positively and felt the video fit the brand image and song. The group learned about targeting audiences and incorporating their preferences into the final products.
This document provides a checklist of tasks to be completed for an advanced music video portfolio. It includes requirements such as maintaining a production blog with regular posts documenting the creative process, research on music video conventions and inspiration from other videos, audience research through surveys and feedback, storyboarding, scheduling shoots, and creating related promotional materials like a digipak and magazine advert. It emphasizes ongoing documentation and evidence of creative and technical skills.
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, InDesign, and the internet were used for pre-production tasks like scheduling, designing ancillary materials, and conducting research.
The document discusses the media student's process in creating media products for their coursework assignment. They analyzed real pop music videos to understand conventions of the genre and audience expectations. They researched styles, shots, costumes, and lighting commonly used in music videos. While incorporating these conventions, they aimed to create their own unique twist. Feedback from a diverse audience helped them evaluate if they successfully conveyed their narrative and message. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for design work, and Final Cut Pro for video editing.
Through the use of various film techniques, the document discusses how the production challenges conventions of music videos while representing certain social groups. Costumes, locations, and non-stereotypical scenes are used to introduce characters in a mysterious way. The production creates a sense of branding through the album cover, which hints at the genre through glasses of different colors. The video would be distributed on large platforms like MTV to engage a wide audience without targeting a specific class. Various software like Adobe Premiere and cameras were used to edit footage and capture shots for the project.
The student used various media technologies throughout the construction, research, planning, and evaluation of their media production project. For construction, they used a Canon EOS 600D camera to film footage and take photos. They used Photoshop to design the digipak, poster, fonts, and logos. For editing, they used Final Cut Pro to assemble the music video by cutting and arranging footage. Research involved using YouTube and surveys. Planning included creating an animatic in Final Cut Pro. Evaluation utilized presentation software like PowerPoint and keeping all work archived in a blog. Overall, the technologies played a key role in the success of their media production.
The document discusses the student's media production project of a music video for the post-hardcore genre. It describes how the student researched existing music videos in the genre to understand conventions. The student tried to recreate a shot they liked from another music video. Their music video uses common codes of the genre like portraying sadness through the actor's expression and guitar playing. The student created ancillary tasks of a CD cover and poster that received positive feedback from fitting the genre. Feedback suggested adding more narrative footage for variety. The student would consider Kerrang! as a suitable distributor for reaching their target audience. A variety of media technologies were used in construction, research, and evaluation stages. The student feels they have progressed in skills
The student discusses how they have progressed from their preliminary task to the full product. They feel they have gained more experience and skills with editing software like Final Cut Pro. Their storyboarding and camerawork has also improved, with better continuity and following film rules. Feedback from last year helped them improve the lighting. Overall, the student feels they have learned important technical skills and how to structure shots effectively that allowed them to create a better final product.
The document discusses the production of a music video and ancillary materials for an A2 media studies coursework project. It explains how the student used conventions from other music videos in the same genre to make their video recognizable, while also challenging conventions to convey a strong message. Feedback from audiences showed that camera angles were most appealing. The student learned they could have made the lighting slightly darker based on one comment. Overall, feedback was very positive. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for creating materials, and Blogger to document the process.
The document summarizes the student's media production project creating a music video for a post-hardcore song. The student researched existing music videos in the genre to understand conventions. Feedback from a target audience member suggested adding more narrative footage. The student used various software and technologies for editing, recording music, research, and presentation. Overall, the student felt they improved their skills in editing, storyboarding, lighting, and structuring shots from their preliminary work.
The document summarizes the media student Jacob Collier's evaluation of his music video project and ancillary texts. The music video both uses and challenges conventions by using shots and colors to represent emotion and mood, while combining black and white and color images. The ancillary texts also use and challenge conventions through images and text. Audience feedback helped shape the dark, dramatic narrative theme. New media technologies like a camera, tripod, iMovie and Fireworks were used to film, edit and produce the project.
The document discusses the use of new media technologies in various stages of a media project to create a music video, magazine advertisement, and CD cover design. YouTube was used for researching indicative music videos, broadcasting the finished music video, and receiving audience feedback. Facebook was used to gather critical feedback on the media products from potential audiences. This feedback helped improve the music video by addressing things like a lack of originality, limited camera angles, and needing more content. The feedback also influenced changing the magazine advertisement to black and white to better suit audience preferences.
The student created a short film and ancillary texts including a poster and magazine article to promote the film. They researched codes and conventions from real media products to make their work look professional. Feedback from audiences was positive and showed the film successfully engaged viewers. The student learned the importance of audience feedback to improve their skills. Media technologies including cameras, editing software, and websites were used at all stages of production, research, and distribution to construct high quality media products and receive global feedback.
The document provides information about the G325: Critical Perspectives in Media exam. It will assess understanding of contemporary media issues and evaluation of practical production work. The exam consists of two sections worth 50 marks each: theoretical evaluation of two production works; and analysis of a contemporary media issue from a choice of topics. Successful answers will require reflection on skills development, use of concepts to analyze work, and relating production to theoretical knowledge gained in the course.
G325 1a - Question 1a: Explain how your research and planning skills develope...Graveney School
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
The document outlines past exam questions and focus areas for a media studies course over multiple years. It provides examples of question topics for section A, which often involve describing the development of skills like using digital technology, research, and applying conventions from real media. Section B questions typically involve analyzing a coursework production in relation to concepts like genre, narrative, representation, audience, and media language. The document also provides definitions and advice for preparing answers addressing the common skills and concepts.
This document provides instructions for completing a case study analysis of music videos. It is divided into three tasks. Task 1 involves analyzing the purposes of music videos, including attracting audiences, conveying meaning, and presenting artists. Task 2 examines styles, techniques, and conventions used in music video production, such as camerawork, editing, and genre conventions. Task 3 requires selecting an artist and analyzing a minimum of three of their music videos, drawing on concepts from Tasks 1 and 2. The case study should consider the videos' purposes, branding, techniques, and meanings created. Students are encouraged to illustrate their analysis with images and video links.
The document discusses evaluation planning for a media project. It includes questions about how the media product uses or challenges conventions, how effective the combination of the main product and ancillary texts are, and how media technologies were used in the construction and evaluation of the project. Feedback from audiences is also discussed, with examples of changes made based on feedback, such as matching shots more closely to the beat of the song. The importance of gathering audience feedback is highlighted to help ensure the final products are successful and appealing.
The document summarizes the evaluation of a media production package including a film poster, film magazine cover, and film trailer. It discusses how each product uses and develops conventions of real media, including using bold images, contrasting colors, prominent text, and film details. Research into existing media informed the design of each product to create realistic and effective pieces that will attract audiences. The film trailer additionally utilized editing techniques like transitions, video adjustments, and soundtrack mixing to engage viewers. Overall, the package aims to develop the forms and conventions of real media through considered design and production choices.
The student created a film trailer and additional marketing materials including a poster, magazine cover, and DVD cover following conventions of real media products. Feedback from peers was positive for the trailer and magazine cover but identified areas for improvement for the poster and DVD cover, mainly regarding use of space. The student used software like Adobe Premiere Pro, Fireworks, Microsoft Word and PowerPoint in planning, constructing and researching their materials.
The document discusses the media student Lauren Emden's evaluation of her media products created for a music promotion project. She created a DVD digipack cover, magazine advertisement, and music video promo. For the cover and ad, she used conventions like ratings, logos and imagery to keep the products consistent and link them together. For the video, she filmed different shots and used a storyboard to plan it professionally. She received feedback that helped improve the video transitions and effects. Throughout the project, she learned how to use software like Final Cut Pro, Photoshop, and Wordpress to construct, research, plan and evaluate her work.
The document discusses research and tools used to create a music video for a rock genre artist. Search engines and YouTube were used to research rock music videos, their common elements, and audience feedback. Social media was also found to be important for artist promotion. Photoshop and Adobe programs were used to design graphics for the website, digipak, and to edit the music video. Various filming equipment including DSLR cameras, tripods, and lighting fixtures helped capture high quality footage for the music video.
Geo-linked data: towards deep integration of location in the web of dataAndrew Woolf
This document discusses linking location data on the web. It notes that most data has a spatial or location component, and that linking this location data can provide valuable insights. It provides examples of linked location data from various organizations, including the UK Ordnance Survey and Bureau of Meteorology in Australia. It also describes the benefits of following linked data principles and using standards like GeoSPARQL to query linked geospatial data. Finally, it outlines efforts in Australia to develop best practices for publishing government data as linked open data, including the formation of an inter-agency working group.
This document describes an ad network management system called AdvertOne. It aims to simplify ad monetization for webmasters by integrating multiple ad networks into a single interface. This allows webmasters to more easily choose optimal ads, view comparative statistics, and increase their site's monetization. AdvertOne connects many ad networks and formats, provides automated processes, advanced analytics and financial reporting to help webmasters maximize revenue from advertising.
The document discusses the student's media production project of a music video for the post-hardcore genre. It describes how the student researched existing music videos in the genre to understand conventions. The student tried to recreate a shot they liked from another music video. Their music video uses common codes of the genre like portraying sadness through the actor's expression and guitar playing. The student created ancillary tasks of a CD cover and poster that received positive feedback from fitting the genre. Feedback suggested adding more narrative footage for variety. The student would consider Kerrang! as a suitable distributor for reaching their target audience. A variety of media technologies were used in construction, research, and evaluation stages. The student feels they have progressed in skills
The student discusses how they have progressed from their preliminary task to the full product. They feel they have gained more experience and skills with editing software like Final Cut Pro. Their storyboarding and camerawork has also improved, with better continuity and following film rules. Feedback from last year helped them improve the lighting. Overall, the student feels they have learned important technical skills and how to structure shots effectively that allowed them to create a better final product.
The document discusses the production of a music video and ancillary materials for an A2 media studies coursework project. It explains how the student used conventions from other music videos in the same genre to make their video recognizable, while also challenging conventions to convey a strong message. Feedback from audiences showed that camera angles were most appealing. The student learned they could have made the lighting slightly darker based on one comment. Overall, feedback was very positive. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for creating materials, and Blogger to document the process.
The document summarizes the student's media production project creating a music video for a post-hardcore song. The student researched existing music videos in the genre to understand conventions. Feedback from a target audience member suggested adding more narrative footage. The student used various software and technologies for editing, recording music, research, and presentation. Overall, the student felt they improved their skills in editing, storyboarding, lighting, and structuring shots from their preliminary work.
The document summarizes the media student Jacob Collier's evaluation of his music video project and ancillary texts. The music video both uses and challenges conventions by using shots and colors to represent emotion and mood, while combining black and white and color images. The ancillary texts also use and challenge conventions through images and text. Audience feedback helped shape the dark, dramatic narrative theme. New media technologies like a camera, tripod, iMovie and Fireworks were used to film, edit and produce the project.
The document discusses the use of new media technologies in various stages of a media project to create a music video, magazine advertisement, and CD cover design. YouTube was used for researching indicative music videos, broadcasting the finished music video, and receiving audience feedback. Facebook was used to gather critical feedback on the media products from potential audiences. This feedback helped improve the music video by addressing things like a lack of originality, limited camera angles, and needing more content. The feedback also influenced changing the magazine advertisement to black and white to better suit audience preferences.
The student created a short film and ancillary texts including a poster and magazine article to promote the film. They researched codes and conventions from real media products to make their work look professional. Feedback from audiences was positive and showed the film successfully engaged viewers. The student learned the importance of audience feedback to improve their skills. Media technologies including cameras, editing software, and websites were used at all stages of production, research, and distribution to construct high quality media products and receive global feedback.
The document provides information about the G325: Critical Perspectives in Media exam. It will assess understanding of contemporary media issues and evaluation of practical production work. The exam consists of two sections worth 50 marks each: theoretical evaluation of two production works; and analysis of a contemporary media issue from a choice of topics. Successful answers will require reflection on skills development, use of concepts to analyze work, and relating production to theoretical knowledge gained in the course.
G325 1a - Question 1a: Explain how your research and planning skills develope...Graveney School
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
The document outlines past exam questions and focus areas for a media studies course over multiple years. It provides examples of question topics for section A, which often involve describing the development of skills like using digital technology, research, and applying conventions from real media. Section B questions typically involve analyzing a coursework production in relation to concepts like genre, narrative, representation, audience, and media language. The document also provides definitions and advice for preparing answers addressing the common skills and concepts.
This document provides instructions for completing a case study analysis of music videos. It is divided into three tasks. Task 1 involves analyzing the purposes of music videos, including attracting audiences, conveying meaning, and presenting artists. Task 2 examines styles, techniques, and conventions used in music video production, such as camerawork, editing, and genre conventions. Task 3 requires selecting an artist and analyzing a minimum of three of their music videos, drawing on concepts from Tasks 1 and 2. The case study should consider the videos' purposes, branding, techniques, and meanings created. Students are encouraged to illustrate their analysis with images and video links.
The document discusses evaluation planning for a media project. It includes questions about how the media product uses or challenges conventions, how effective the combination of the main product and ancillary texts are, and how media technologies were used in the construction and evaluation of the project. Feedback from audiences is also discussed, with examples of changes made based on feedback, such as matching shots more closely to the beat of the song. The importance of gathering audience feedback is highlighted to help ensure the final products are successful and appealing.
The document summarizes the evaluation of a media production package including a film poster, film magazine cover, and film trailer. It discusses how each product uses and develops conventions of real media, including using bold images, contrasting colors, prominent text, and film details. Research into existing media informed the design of each product to create realistic and effective pieces that will attract audiences. The film trailer additionally utilized editing techniques like transitions, video adjustments, and soundtrack mixing to engage viewers. Overall, the package aims to develop the forms and conventions of real media through considered design and production choices.
The student created a film trailer and additional marketing materials including a poster, magazine cover, and DVD cover following conventions of real media products. Feedback from peers was positive for the trailer and magazine cover but identified areas for improvement for the poster and DVD cover, mainly regarding use of space. The student used software like Adobe Premiere Pro, Fireworks, Microsoft Word and PowerPoint in planning, constructing and researching their materials.
The document discusses the media student Lauren Emden's evaluation of her media products created for a music promotion project. She created a DVD digipack cover, magazine advertisement, and music video promo. For the cover and ad, she used conventions like ratings, logos and imagery to keep the products consistent and link them together. For the video, she filmed different shots and used a storyboard to plan it professionally. She received feedback that helped improve the video transitions and effects. Throughout the project, she learned how to use software like Final Cut Pro, Photoshop, and Wordpress to construct, research, plan and evaluate her work.
The document discusses research and tools used to create a music video for a rock genre artist. Search engines and YouTube were used to research rock music videos, their common elements, and audience feedback. Social media was also found to be important for artist promotion. Photoshop and Adobe programs were used to design graphics for the website, digipak, and to edit the music video. Various filming equipment including DSLR cameras, tripods, and lighting fixtures helped capture high quality footage for the music video.
Geo-linked data: towards deep integration of location in the web of dataAndrew Woolf
This document discusses linking location data on the web. It notes that most data has a spatial or location component, and that linking this location data can provide valuable insights. It provides examples of linked location data from various organizations, including the UK Ordnance Survey and Bureau of Meteorology in Australia. It also describes the benefits of following linked data principles and using standards like GeoSPARQL to query linked geospatial data. Finally, it outlines efforts in Australia to develop best practices for publishing government data as linked open data, including the formation of an inter-agency working group.
This document describes an ad network management system called AdvertOne. It aims to simplify ad monetization for webmasters by integrating multiple ad networks into a single interface. This allows webmasters to more easily choose optimal ads, view comparative statistics, and increase their site's monetization. AdvertOne connects many ad networks and formats, provides automated processes, advanced analytics and financial reporting to help webmasters maximize revenue from advertising.
Penghancuran TTN - Laporan Menteri Kehutanan LSM/WWFazazalifpp
Tesso Nilo National Park experienced significant forest degradation from 2000 to 2012, with forest cover dropping from 97% to 36% according to Figure 1. Figure 2 shows that the former PT Nanjak Makmur area within the park boundaries saw its forest cover fall from 89% to 17% over the same period.
The document provides instructions for students to create evaluations of coursework using Prezi, an online presentation tool. It explains that Prezi uses a blank canvas rather than slides and requires creating a navigation path. Students are instructed to create a Prezi account, complete the registration process using their school email, and begin tutorials. They are reminded that the key aspect is answering the evaluation questions thoroughly rather than focusing solely on visual presentation.
The document discusses audience feedback received on a promotional package created for an indie-folk artist. Key learnings were that logos, barcodes, and copyright info should be added to the digipak. Images, settings, and filters effectively conveyed the genre. The fonts worked well but the album title needed enlarging. Coherence was seen between the three products. The digipak cover color stood out and should match the others. Improvements made included adding common digipak elements, and further adjustments would make the digipak design cohesive.
The document discusses the media project of an album including an album cover, music video, and posters. It describes how the album cover, back, and side can be both conventional and unconventional in their design. The posters are also discussed as both conventional and unconventional without pictures. The document also discusses how the media products were created using technologies like paper and pencil, PowerPoint, Fireworks, Slideshare, video camera, Pinnacle, YouTube, Vimeo, and Blogger. Audience feedback informed changes.
This document outlines the process and tasks involved in creating an audio production portfolio for an AS Level Media Studies course. It includes preliminary tasks like creating intro music and sound effects. The main task was producing a 5-minute local radio news bulletin which required research on radio formats. Other sections provide resources used, draft designs, and an evaluation of how the portfolio targeted its young audience and what was learned from the process.
This document outlines the process and tasks involved in creating an audio production portfolio for an AS Level Media Studies course. It includes preliminary tasks like creating intro music and sound effects. The main task was producing a 5-minute local radio news bulletin which required research on radio formats. Other sections provide resources used, draft designs, and an evaluation of how the portfolio targeted its young audience and what was learned from the process.
This document outlines the process and tasks involved in creating an audio production portfolio for an AS Level Media Studies course. It includes preliminary tasks like creating intro music and sound effects. The main task was producing a 5-minute local radio news bulletin which required research on radio formats. Other sections provide resources used, draft designs, and an evaluation of how the portfolio targeted its young audience and what was learned from the process.
The document provides an evaluation of the student's media products and ancillary texts for their project "Green Culture".
1) The student researched professional magazine covers, posters, and trailers to understand industry conventions and apply them to their own work. They analyzed elements like lighting, location, shots, and angles.
2) Feedback indicated the audience preferred less text and more visual representation of mood. The student adjusted accordingly.
3) Research and construction utilized tools like Canon cameras, Final Cut Pro, Photoshop, Google, and YouTube. The student learned skills in photo editing and presentation.
The document discusses how new technologies were used at various stages of the media production process. It describes using a Canon DSLR camera to film footage and explore cinematography techniques for the music video. Photoshop and Final Cut Pro were used to edit photos and video, adding effects and arranging clips. Research involved using Prezi, YouTube, and social media, while planning used mood boards and font design. Feedback was gathered from the target audience to evaluate the realistic nature of the final products. A range of digital tools were utilized at each stage of construction, research, planning, and evaluation.
Sarah Hook evaluated her media production of a music video. She used typical conventions like showing the band playing and the singer lip syncing. However, she also challenged conventions by using a non-linear narrative and varying camera angles. She incorporated feedback to improve her ancillary materials and the flow of shots in her video. Sarah used various media technologies in researching, planning, producing, and evaluating her work, including YouTube, Photoshop, and video/photo editing software.
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. During construction, the group used a Canon DSLR camera to film and a tripod, edited footage using Final Cut Pro, and designed packaging using Photoshop. Online research utilized Google, YouTube, Twitter, and SoundCloud. Planning involved creating presentations in PowerPoint and Prezi. Evaluation employed Adobe Premiere, Prezi, blogs, and PowerPoint to analyze audience response and relate the projects to conventions.
Evaluation Q2: "How effective is the combination of your main product and anc...musicmakesmonet
The document discusses how synergy was created between a music video, poster, and band website to effectively establish a brand. Specific elements like the band's logo, location shots, and affiliated music companies were consistently featured across products. A house style with matching colors and formats presented a coherent brand image. Feedback was planned during the construction stage to coordinate synergy that recognized the band across multiple mediums.
For the print option, students must design the front page of a magazine, with original images and text. For video, they must produce an opening title sequence for a short film.
Students must plan and research their target audience, competitors, and apply genre conventions. They are expected to evaluate the creative process and finished product through a blog, podcast, or presentation. The assignment focuses on planning, constructing, and evaluating an original media production.
This document provides information about the Advanced Portfolio in Media Studies unit, including:
- The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding.
- Candidates will produce a media portfolio and presentation evaluating their research, planning, and work.
- Two brief options are provided: a music video or film trailer.
- Guidance is given on research, planning, constructing the media product, and a production blog and evaluation.
- Deadlines and marking criteria are also outlined.
This document provides guidance for students on researching and analyzing the codes and conventions of advertising posters and film posters. It explains that as part of an advanced portfolio, students must complete two ancillary tasks along with their main production. These can include creating a poster or trailer. The document outlines the purpose of advertising and posters/trailers, then discusses techniques commonly used in posters like including stars, reviews, taglines and images. It provides examples of conventions for film and soap opera posters. Students are instructed to research the conventions of the genre they will emulate and analyze examples to understand how they appeal to audiences and represent genre.
The student created a music video that challenged conventions by looking professional despite limited equipment. They took influence from fighting films and used a story-based format based on research into their target audience's preferences. Feedback indicated the fight scene could have been longer but was limited by the actors' experience, and more camera angles were needed to better involve the audience. The student used various software programs on their computer and iPad to construct, research, plan and evaluate their projects, including creating the video, album cover and poster. They found their main products and ancillary products worked well together due to a consistent dark theme matching the genre of drum and bass music.
The document summarizes the responses to four evaluation questions about a media production project. It describes how the media product uses conventions of indie music videos but also challenges genres by including elements from pop music videos. Audience feedback helped the creator identify what worked in the video, such as certain visual effects, and what didn't, allowing improvements. A variety of media technologies were used throughout the project for filming, editing, research, and planning, including a Canon camera, iMovie, Photoshop, and Microsoft Word and Excel.
The document describes the various new technologies used at different stages of the media production process. During construction, the student used a Canon EOS 650D DSLR camera to film footage and learn cinematography and directing skills. Editing was done using Final Cut Pro and Photoshop. Planning involved creating animatics, mood boards, and researching fonts. Research utilized websites, social media, YouTube, and blogs. Audience feedback was gathered through polls, questionnaires, and recording focus groups. Evaluation involved creating comparative videos using Movie Maker and Prezi with embedded YouTube clips.
The document summarizes the use of new media technologies in each stage of creating a media package, including research, planning, construction, and evaluation. Various technologies were used at each stage, such as researching existing media online, planning layouts in Word, filming with video equipment, editing footage and adding music in iMovie, and distributing questionnaires online. Overall, the use of technologies helped improve the quality and efficiency of producing the package.
The document summarizes the use of new media technologies in planning, constructing, researching, and evaluating a music video project. YouTube was used to broadcast the music video, research conventions in the genre, and gather feedback. Facebook was used to survey audiences and gather feedback. Final Cut Pro was used to edit footage and apply effects. Microsoft Office programs, Photoshop, and InDesign were used to create supporting materials. Research was conducted online to inform planning and design of the project elements.
2. How do my products use, develop and challenge forms and
conventions of real media products?
3. How do my products use, develop and challenge forms and
conventions of real media products?
Firstly, the CD product that I have created contains both conventional and unconventional aspects of a music industry produced CD
cover, side and back.
The conventional aspects:
• One conventional aspect of the CD product is in regards to the front cover; the cover features the album name as one of the main
dominant features, therefore this name will retain within the audiences mind by being eye catching and one of the main
characteristics.
• A second conventional aspect of the CD product is yet again in regards to the front cover; the photo featured of my previous actress
covers the entire front cover with the name overlaid, this is conventional of many cd covers, as illustrated on the slide above. The
fact that there are colour effects used on the photo also shows the conventionality of the product as most images have some sort
of colour enhancement or change to make the image more unique.
• Additionally, conventional features are found upon the back of the CD product, the list of songs featured on the back is almost
always featured on the back of a CD, also this is a similar case for the bar code and its positioning and the image found there.
The unconventional aspects:
• The fact that the CD product doesn’t feature the artists name, this shows that she is well established and recognisable through the
album name and image.
• The repetition of the album name ‘Who you are’, this is not conventional of most album covers it is usually only featured once.
• The positioning of listed singles on the back of the CD product, this layout is not conventional, but the unique aspect of its
positioning will entice my target audience to take further interest in the product.
• The image found on the back of the CD product, how it is sectioned up into individual pieces is a unique aspect and will further
draw in the attention of my target audience and even potential customers. The blocks suggest the different role we take in society
and that it is a hard aspect of life, to find our own identity and claim it.
4. How do my products use, develop and challenge forms and
conventions of real media products?
(Development)
5. How do my products use, develop and challenge forms and
conventions of real media products?
(Development)
6. How do my products use, develop and challenge forms
and conventions or real media products?
7. How do my products use, develop and challenge forms and
conventions of real media products?
The poster product that I have created contains both conventional and unconventional
aspects of a music industry produced poster.
The conventional aspects:
• The conventional aspects featured within my poster have to be the image featured, it is of
the same actresses which is a feature on my CD product.
• The use of the album name being one of the main aspects of the poster shows that it is
one of the main characteristics that needs to be taken into consideration. It is central and
the most eye catching aspect which will draw relevant attention from potential
customers.
• It features the artists name which is found on almost every industry produced poster
showing that it is a conventional aspect; which is supported on the slide above.
The unconventional aspects:
Over all I would consider my poster to be considerably unconventional; as stated through
the images above my poster has more unconventional aspects than conventional.
• One of the most unconventional aspects of my poster I would say would be the fact that I
have used my actual CD front cover as the main pictorial aspect of my poster. This will link
the two products together as the same image is used.
• The repetition of the image to create many examples of the same image, this leads the
question who you are, like she believes herself to be a clone and this is furthered through
the use of repeating the same image.
• How the album title is repeated along with the image, so no matter where a potential
customer or target audience member looks they will see the name of the album and
know who it was by, what it looks like and most importantly: what its called.
8. How do my products use, develop and challenge forms and
conventions of real media products?
(Development)
9. Overall how effective is the combination of your main
products and your ancillary products?
Personally, I believe that when combined my products are considerably effective as they share
similar aspects and conventions. Although it is evident I haven't used the same actress (issues are
explained within blog post Issues) they still link as they have a similar hair style and colour and are
of a similar age. The two products link together through the use of colour
scheme, font, positioning and imagery.
Colour Scheme: The same colour scheme is used through out both Album cover and back and
Poster. The colour scheme consists of a galaxy theme, tones of purple , blue, teal and silver. This
colour scheme is also furthered in the use of the images I have selected.
Font: Conventionally, I have used the same font throughout my products; both on the CD front and
back and on the masthead for the poster. The font that I have used is Impact. It is bold, distinct and
unique; all of which are contributing factors to making my products eye-catching and desirable to
my target audience.
Positioning: I consider the positioning of my images to be rather unique , especially on the back of
the CD where the image is separated into equal sized sections.
Imagery: I have used the same actress in all of my images, the very image I
have used on my CD Cover I have featured primarily on my Poster.
10. How did you use media technologies in the
construction and research, planning and evaluation
stages?
• Pinnacle
Preview
Scenes
Drag
scenes/cuts in
whatever order
into here to
create video MP3/
Soundtrack
11. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Pinnacle is video editing software provided to pupils by the school to add effects and
basically create their music video course work. There are various steps to using the
Pinnacle programme:
1) Firstly you have to capture footage on your device, in most cases camera, then connect
the device to the computer or laptop and open Pinnacle.
2) You then right click and detect the scenes within your clip, this will allow you to add cuts
more easily and efficiently
3) Download an MP3 of the music your going to use then drag into the row available for
music, this will play the song over/ with your footage
4) After filming is complete shot transactions are available to use and other editing effects
such as changing the colour to add extra unconventional or conventional aspects to your
music video
5) Once all this is complete save your file and later upload on to youtube.
12. How did you use media technologies in the
construction and research, planning and evaluation
stages?
• Fireworks
Open new file Selecting existing file
13. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Fireworks is another editing/ designing programme provided by the school to help aid
pupils A2 Media Coursework. Fireworks was used to create my Digi-pack products, this
included CD cover, back, side and inside and also included my A4 Poster advertising the
album.
Firstly I had to create a new fireworks file and enter the dimensions I had researched for
the products which would create a blank are on which I can add detail to form ( depending
on the dimensions) my products. After this file had been created I pasted images that I
would need onto the fireworks window and added a background and fonts: all available to
do on fireworks. I used fireworks a majority of times as I had to create mock-ups and drafts
of my products and ask my target audience, so I had to keep revisiting the file by ‘opening
existing fireworks file’ and changing certain aspects.
14. How did you use media technologies in the
construction and research, planning and evaluation
stages?
• Office
15. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Office was a necessary aspect in my planning, research and evaluation stages of my
coursework. It was used to a great extent throughout all of my coursework as it was used
for the most basic but vital aspects. For instance:
• A word document was used for spell checking my blog posts before I posted them as
basic spelling errors would look unprofessional.
• Edexcell was used for my tally tables regarding questionnaire results and totalling up my
target audiences choices.
•PowerPoint was the main one that I used in regards to my
construction, research, planning and evaluation stages. The main section that required
PowerPoint was research as I stored all my research onto a PowerPoint which I later
uploaded onto slide share and used for my planning.
16. How did you use media technologies in the
construction and research, planning and evaluation
stages?
• Blogger
17. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Blogger is the website used by pupils to display our coursework online, without this our
work wouldn't look professional or be organised into chronological order.
Firstly to upload my work onto blogger I had to create said work first, depending on the file
there were different methods of uploading that I used. For instance if I copied and pasted
any work I did on a word document onto the area designated for a blog post; I had to
upload any work I did on a PowerPoint onto slide share to obtain a embed code which I
copied and pasted yet again onto the are designated on the new blog post are to embed
codes and finally any images I had to upload were placed onto blogger through clicking
‘new blog post’ then selecting the image icon to upload any image I needed too.
18. How did you use media technologies in the
construction and research, planning and evaluation
stages?
• Slide share Click here or here to start uploading you
work
19. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Slide share is an online video uploader in which I used to upload PowerPoints onto the
internet in order to gain an Embed code, which I later used to upload said PowerPoints
onto blogger as type of slideshow.
Firstly, after searching for slide share on Google, I opened the website which was clearly
laid out and selected the button which clearly stated ‘Upload’, it then opened a link where
I could select the file in which I desired to upload, every time this file was a PowerPoint.
After selecting the file and stating this was the file I wanted it began to upload, usually I
had issues uploading in the most updated manor, it was convenient that they offered an
older method of uploading. Without the use of slide share my research, planning and
evaluation stages would be incomplete.
20. How did you use media technologies in the
construction and research, planning and evaluation
stages?
• Worlde
Generates Type text here, or in
word bubble my case lyrics to
generate a word
bubble
21. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Worldle was used in my construction stages of my project as using this online programme
enabled me to create the inside cover of my CD front cover.
To do this I copied and pasted the lyrics from the chorus of Jessie J’s Who You Are into the
text box designated for the text you want to convert/generate a word bubble from. After
doing this I pressed go and it created a very basic bubble, I then had to edit it using the
features it provided and changed the colour and font to one that was conventional and
relevant to that of my Poster, CD front , back and side. This was a simple but effective
aspect of my construction.
22. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Shows that you
• Youtube Click to log in to your
Youtube account
are logged in on
Select to the right account
upload
23. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Youtube was used in my research and construction stages of my A2 Music Video. For
instance , when in regards to my research stages Youtube was used to research existing
videos and place the links to said videos on my blog to show my inspiration. Where as for
my construction stages it was the process in which I uploaded my actual music video onto
in order to generate an embed code which I could then post on my blog to allow people to
view my coursework.
Firstly I created a Youtube account using the same email and pass word as my blogger log
in, then I selected upload a video and then later selected my pinnacle video file in order for
it to upload. Once this was completed I collected the embed code and created a new post
24. What have you learned from your audience
feedback
I have learnt from my audience
feedback that although my work
is to that of a good standard, it is
still in need of some improving
regarding certain aspects, such
as my music video and
planning, my music video
especially. There have been
various comments on my
work, made through blogger on
certain posts by fellow pupils.