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.
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 summarizes a group project to create a promotion package for a new album, including a music video, CD cover, and magazine advertisement. The group chose an electro/baseline genre and targeted an audience of 18-24 year olds. They developed the media products using conventions like bright colors from music videos they researched, but also challenged conventions by using unusual backgrounds and animation in the video. Feedback indicated the products effectively linked through consistent imagery, fonts, and colors, though could be improved by linking the elements more closely. The group learned about audience tastes and used various media technologies in planning, research, construction and editing.
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 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.
2. production techniques evaluation pro formaCharlie Davison
The document discusses the advantages and disadvantages of working in different design mediums, including Photoshop, Audition, and Adobe Animate. It provides examples of projects created in each medium - a poster designed in Photoshop, a radio advertisement made in Audition, and a video game advertisement or "advergame" created in Animate. It compares the different projects and discusses their strengths and weaknesses. The document concludes that the radio advertisement best advertises the product, Coca-Cola, and is the most professional project due to including conventions like slogans and music.
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.
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.
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 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 summarizes a group project to create a promotion package for a new album, including a music video, CD cover, and magazine advertisement. The group chose an electro/baseline genre and targeted an audience of 18-24 year olds. They developed the media products using conventions like bright colors from music videos they researched, but also challenged conventions by using unusual backgrounds and animation in the video. Feedback indicated the products effectively linked through consistent imagery, fonts, and colors, though could be improved by linking the elements more closely. The group learned about audience tastes and used various media technologies in planning, research, construction and editing.
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 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.
2. production techniques evaluation pro formaCharlie Davison
The document discusses the advantages and disadvantages of working in different design mediums, including Photoshop, Audition, and Adobe Animate. It provides examples of projects created in each medium - a poster designed in Photoshop, a radio advertisement made in Audition, and a video game advertisement or "advergame" created in Animate. It compares the different projects and discusses their strengths and weaknesses. The document concludes that the radio advertisement best advertises the product, Coca-Cola, and is the most professional project due to including conventions like slogans and music.
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.
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.
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 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 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 how the student used conventions and challenged conventions in their music video for Coldplay's "The Scientist". They incorporated common narrative and editing techniques but also included unique stop motion scenes drawing lyrics. Audience feedback helped tweak the video and informed the album packaging design, ensuring appeal and understandability. A variety of media technologies were used at different stages, including cameras, editing software, and design programs.
The student created album covers, a poster, and a music video for a Foo Fighters song as part of their media coursework. Their products used conventions like similar imagery across all pieces, vector illustrations, and color schemes inspired by real Foo Fighters albums. Feedback suggested changing the bright colors, so the student tested alternative color schemes with their target audience and found that purple was preferred over green.
The combination of the student's main music video product and ancillary texts like a CD digipack and poster are effective.
All the products aim to portray the same narrative and genre. Black and white is used consistently to represent the indie genre. Imagery and camera shots are also reused across products.
The digipack hints at the music video's narrative by showing bruises. The poster continues the black and white theme but adds blurred color to the background, hinting that not all is as it seems and referencing the abusive relationship theme.
Technical elements like shots are also mirrored between the products, with close-ups used prominently. There is a clear synergy and relationship between the products that
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 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 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 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 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 student used Adobe Photoshop and Premiere to construct their main soap opera trailer product and ancillary magazine cover and poster. Photoshop allowed them to create professional-looking images while Premiere helped them edit the trailer.
- They researched the Eastenders trailer "There's a killer amongst us" to inform the effects and color used in their own trailer.
- Feedback was gathered through showing the class the trailer and posting it on Facebook to collect both positive and negative comments. This helped the student learn from their audience.
The student used various media technologies at different stages of creating a music video and ancillary products for a band. During research, the student used YouTube to analyze other indie music videos and gain audience feedback. A blog documented the process and Survey Monkey gathered audience feedback. A DSLR camera captured high quality footage. Photoshop designed the album cover and ad, and Final Cut Pro edited the video and added effects like color correction. Synergy between the video, cover, and ad used the same image to promote brand recognition. Audience feedback suggested making shots less staged and more natural.
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 student used various media technologies at different stages of creating their pop promo and ancillary texts. They used Panasonic HD cameras to film the pop promo and Final Cut Pro to edit it. Photoshop was used to design the DVD cover and magazine ad layouts. Research of real DVD covers and ads informed the design conventions incorporated. Social media tags were included to help promote the artist online. Feedback confirmed the works matched conventions while also challenging norms through unique narrative elements.
My pop promo uses conventions of real media products and challenges some conventions. I created a pop promo about a man with mental disabilities using techniques like close-ups, locations, and cinematography to tell the narrative story. Due to actor dropouts, I restructured around one actor, which worked better. I created ancillary texts like a DVD cover and magazine ad using the pop promo stills and researched conventions of these real products. Feedback said my work effectively matched the mood and character and could be a real media product. I learned techniques like using consistent fonts and blurring backgrounds. I researched and created these using technologies like cameras, editing software, and Photoshop.
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 typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
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.
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 student created several ancillary texts - a digipak containing two album disks, a magazine advertisement, and a main music video product - to promote a fictional indie artist's album. The ancillary texts and main product were designed to have continuity through shared elements like color scheme, fonts, imagery, and indie genre conventions. Peer feedback confirmed the products worked well together and effectively promoted the album through their consistent style and complementary nature.
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 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 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 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 how the student used conventions and challenged conventions in their music video for Coldplay's "The Scientist". They incorporated common narrative and editing techniques but also included unique stop motion scenes drawing lyrics. Audience feedback helped tweak the video and informed the album packaging design, ensuring appeal and understandability. A variety of media technologies were used at different stages, including cameras, editing software, and design programs.
The student created album covers, a poster, and a music video for a Foo Fighters song as part of their media coursework. Their products used conventions like similar imagery across all pieces, vector illustrations, and color schemes inspired by real Foo Fighters albums. Feedback suggested changing the bright colors, so the student tested alternative color schemes with their target audience and found that purple was preferred over green.
The combination of the student's main music video product and ancillary texts like a CD digipack and poster are effective.
All the products aim to portray the same narrative and genre. Black and white is used consistently to represent the indie genre. Imagery and camera shots are also reused across products.
The digipack hints at the music video's narrative by showing bruises. The poster continues the black and white theme but adds blurred color to the background, hinting that not all is as it seems and referencing the abusive relationship theme.
Technical elements like shots are also mirrored between the products, with close-ups used prominently. There is a clear synergy and relationship between the products that
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 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 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 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 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 student used Adobe Photoshop and Premiere to construct their main soap opera trailer product and ancillary magazine cover and poster. Photoshop allowed them to create professional-looking images while Premiere helped them edit the trailer.
- They researched the Eastenders trailer "There's a killer amongst us" to inform the effects and color used in their own trailer.
- Feedback was gathered through showing the class the trailer and posting it on Facebook to collect both positive and negative comments. This helped the student learn from their audience.
The student used various media technologies at different stages of creating a music video and ancillary products for a band. During research, the student used YouTube to analyze other indie music videos and gain audience feedback. A blog documented the process and Survey Monkey gathered audience feedback. A DSLR camera captured high quality footage. Photoshop designed the album cover and ad, and Final Cut Pro edited the video and added effects like color correction. Synergy between the video, cover, and ad used the same image to promote brand recognition. Audience feedback suggested making shots less staged and more natural.
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 student used various media technologies at different stages of creating their pop promo and ancillary texts. They used Panasonic HD cameras to film the pop promo and Final Cut Pro to edit it. Photoshop was used to design the DVD cover and magazine ad layouts. Research of real DVD covers and ads informed the design conventions incorporated. Social media tags were included to help promote the artist online. Feedback confirmed the works matched conventions while also challenging norms through unique narrative elements.
My pop promo uses conventions of real media products and challenges some conventions. I created a pop promo about a man with mental disabilities using techniques like close-ups, locations, and cinematography to tell the narrative story. Due to actor dropouts, I restructured around one actor, which worked better. I created ancillary texts like a DVD cover and magazine ad using the pop promo stills and researched conventions of these real products. Feedback said my work effectively matched the mood and character and could be a real media product. I learned techniques like using consistent fonts and blurring backgrounds. I researched and created these using technologies like cameras, editing software, and Photoshop.
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 typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
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.
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 student created several ancillary texts - a digipak containing two album disks, a magazine advertisement, and a main music video product - to promote a fictional indie artist's album. The ancillary texts and main product were designed to have continuity through shared elements like color scheme, fonts, imagery, and indie genre conventions. Peer feedback confirmed the products worked well together and effectively promoted the album through their consistent style and complementary nature.
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 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 student designed a CD cover that incorporated conventional features like the artist name, album title, and song list, but challenged conventions by rearranging these features. The CD cover image was edited to have a sketch-like appearance inspired by Andy Warhol. Feedback from a survey showed positive responses for the music video's editing, use of locations, and lip syncing. The student used various software like Fireworks and Movie Maker in constructing their media products and learned new skills through experimenting with features. Overall, the main products and ancillary designs like the magazine ad and single cover maintained a consistent retro-inspired image that was assessed to be bright, unique, and effective at catching customers' eyes.
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 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 discusses the design of a CD cover by the author. Some key points:
- The CD cover includes conventional elements like the artist name, album title, song list, and image of the artist.
- The author challenged conventions by rearranging elements and editing the artist image to have a sketch-like, 1960s housewife look influenced by Andy Warhol.
- Feedback from a survey of 20 people rated elements like editing, costumes, locations, and lip syncing positively.
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.
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.
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.
The student created a film trailer called "Slugger" along with an accompanying magazine cover and poster as ancillary texts. To effectively combine these media products, the student maintained consistency across color palette, camera techniques, and font/text styles. Specifically, dull colors like grey, white and black were used throughout, close-ups featured prominently, and text remained in white, black or red only. This consistency helped tie the products together and establish a cohesive identity.
Through the use of various techniques like camera angles, editing, costumes and titles, the document challenges some conventions of music videos while also following some. It focuses on developing the opening style to convey the theme. Though some stereotypes are used, the video gives its own unique touch. Scenes are included purposefully to create a rare effect. Costumes and locations also play roles in challenging conventions rather than using stereotypes. The starting introduces characters in a mysterious way to attract audience unlike other videos.
Different elements like the album cover work together to indicate the genre and create a sense of branding through aspects like one glass being black and one blue.
The video could be distributed by major companies like MTV that have a large
Through the use of various techniques like camera angles, editing, costumes and titles, the document challenges some conventions of music videos while also following some. It focuses on developing the opening style to convey the theme. Though some stereotypes are used, the video gives its own unique touch. Scenes are included purposefully to create a rare effect. Costumes and locations also play roles in challenging conventions rather than using stereotypes. The starting introduces characters in a mysterious style unlike other videos.
Different elements like the album cover work together to indicate the genre and create a sense of branding through aspects like one glass being black and one blue.
The video would likely be distributed by major companies like MTV that have global reach for promotion
Through the use of various techniques like camera angles, editing, costumes and titles, the document challenges some conventions of music videos while also following some. It focuses on developing the opening style to convey the theme. Though some stereotypes are used, the video gives its own unique touch. Scenes are included purposefully to create a rare effect. Costumes and locations also play roles in challenging conventions rather than using stereotypes. The starting introduces characters in a mysterious style unlike other videos.
Different elements like the album cover work together to indicate the genre and create a sense of branding through aspects like one glass being black and one blue.
The video would likely be distributed by major companies like MTV that have global reach for promotion
Lesson Seven - Of Mice and Men - CreativityHolly Jukes
The document provides questions about John Steinbeck's novella "Of Mice and Men" and assigns learning activities related to analyzing characters and their perspectives. Students are asked to write creative descriptions of the ranch workers from their points of view, using at least two senses including smell. They must also use literary devices like metaphor or simile. The document then provides two images of Candy and his dog from the novella and asks students to reflect on how they think the characters feel, smell, and look.
Lesson 7 - Of Mice and Men - CreativityHolly Jukes
This document provides a quiz about John Steinbeck's novella "Of Mice and Men" and instructions for a creative writing task analyzing characters from the novella. The quiz questions ask for George and Lennie's last name, where the novella is set, what event began the Great Depression, and what animal Lennie wants. It then reveals that John Steinbeck wrote the novella. For the writing task, students are instructed to write descriptions of characters from the novella from the point of view of ranch workers, using at least three senses including smell or touch and literary devices like metaphor or simile. Images of Candy and his dog are then provided for additional analysis.
The document evaluates how effectively the main products (album cover and poster) combine conventions from real media products. Specifically:
- The products share a similar galaxy-themed color scheme of purples, blues, teals and silver, carried through images and fonts.
- The same bold, distinct font is used on both the album cover and poster masthead.
- Images are positioned uniquely, like dividing the back cover image into equal sections.
- Featuring the same actress across the products' imagery links them, though a different actress was used for issues explained elsewhere.
Overall, the combination of products is considered considerably effective through shared aspects and conventions.
The document discusses how effective the combination of the main products and ancillary products are. It believes the products are considerably effective as they share similar aspects and conventions, such as color scheme, font, positioning, and imagery, despite using different actresses. Specifically, the same color scheme and font are used throughout the album cover, back, and poster. The positioning of images is also unique, like on the back of the CD. Furthermore, the primary image used on the CD cover is also featured prominently on the poster.
The document discusses how effective the combination of the main products and ancillary products are. It believes the products are considerably effective as they share similar aspects and conventions, such as color scheme, font, positioning, and imagery, despite using different actresses. Specifically, the same color scheme and font are used throughout the album cover, back, and poster. The positioning of images is also unique, like on the back of the CD. Furthermore, the primary image used on the CD cover is also featured prominently on the poster.
The combination of the main products (album cover, back, and poster) is considered effectively linked through similar conventions. A consistent galaxy-themed color scheme of purples, blues, teals, and silver is used throughout. The same bold, distinct font is used for titles. Images are positioned uniquely, such as separating the back cover into equal sections. Featuring the same actress with a similar hairstyle and color links the products, despite different issues explained elsewhere.
The combination of the main products (album cover, back, and poster) is considered effectively by using similar conventions. Specifically, the products share a galaxy-themed color scheme of purples, blues, teals and silver in both the color palette and images. Additionally, the same bold and distinct Impact font is used consistently across items. Finally, the positioning of images and use of the same actress creates a linking aesthetic between the products.
Andrew Goodwin identifies 6 key aspects of analyzing music videos: 1) The relationship between the music and lyrics, 2) How the visuals represent the lyrics, 3) The relationship between the tone of the music and visuals, 4) Focus on the artist, 5) Intertextual references in other media, and 6) Addressing genre characteristics. He argues that an effective music video clearly connects the music and visuals through themes, atmosphere, and focus on the artist to engage the audience.
Andrew Goodwin identifies 6 key aspects of music videos:
1) Music videos demonstrate genre through iconography.
2) Lyrics are represented through visual images.
3) The tone and atmosphere of the visuals reflect the music.
4) Music videos often feature close-ups of the artist to promote them.
5) There is a voyeuristic treatment of the female body at times.
6) Music videos sometimes reference other media like films or TV.
The document appears to be a storyboard, which is a visual representation of the sequence of events in a story or film. Storyboards are used in filmmaking and video production to help plan scenes and shots and visualize how they will be arranged and flow together. They provide an outline of the key plot points, scenes, characters, and visual elements before going into production.
There are 5 key aspects to analyze in music videos: 1) thought beats which sees the sound structure and artist's voice, 2) narrative and performance where videos should coherently repeat the essence of the song, 3) the star image and developing meta narrative, 4) the relation of visuals to illustrate, amplify, or create disjuncture from the song lyrics, and 5) technical aspects like camera work, editing, lighting, and cuts that hold the video together and emphasize the musical beats.
My products are not actual products but ideas I have generated using my training. As an AI system, I do not create physical goods or services. I was created by Anthropic to be helpful, harmless, and honest in conversations.
The document discusses draft designs for the front of a Digi-Pack. It contains early concepts for packaging a new digital product. The drafts explore different layouts, images, and messaging options to clearly communicate what the product is while standing out on store shelves. Testing different ideas at this stage will help determine the best design to introduce customers to the new digital offering.
The document defines and describes different camera angles used in filmmaking. Camera angles refer to the angle of the camera relative to the subject and influence how the subject is perceived. Some key camera angles discussed are establishing shots from a distance, eye-level shots mimicking normal human vision, high angles making subjects appear less powerful, low angles making subjects appear more powerful, bird's eye shots from above, slanted shots with a tilted horizon, long shots showing a scene from a distance, medium shots framing subjects from the waist up, over-the-shoulder shots focusing attention between interacting subjects, and close ups focusing on details.
This document defines and describes various camera angles and shots, including eye-level, high angle, low angle, bird's eye view, establishing shot, long shot, medium shot, over-the-shoulder shot, and close-up. Each shot type is used to achieve a different visual perspective or focus attention on specific elements in a scene.
The document outlines risks that could occur during the filming of a music video, separating them into low risks and high risks. Low risks include minor injuries like cuts, scrapes, grass stains, and bruises. High risks involve serious harm, such as cars posing a hazard, hyperthermia from extreme cold, electrocution from lighting, and broken bones from falls from high places. Safety precautions are necessary to prevent high risks from occurring during the shoot.
The document outlines risks that could occur during the filming of a music video, separating them into low risks and high risks. Low risks include minor injuries like cuts, scrapes, grass stains, and bruises. High risks involve serious harm, such as cars posing a hazard, hyperthermia from extreme cold, electrocution from lighting, and broken bones from falls from high places. Safety precautions are necessary to prevent high risks from occurring during the shoot.
This document discusses target audiences. It aims to identify the specific group or demographic that a message is intended to reach. When developing content, it is important to have a clear understanding of the target audience's interests, needs, and preferences to effectively communicate the message.
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.
• Additionally, the repetition of the image relates to that of the back of the CD where the
image is split and repeated, showing her personality and suggesting the multiple roles
she plays in society.
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.
Filming: Even though I haven't featured the same actress in my ancillary products and my main
filming product they still relate through the shots used (medium close up) and the colours used.
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. The colours in my video
are also dull, but this was due to a poor quality camera not necessarily because I chose it.
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
Microsoft Word Microsoft Power Point
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 New Post Date
Posted
My Blog
Post List
Option to edit blog
posts
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. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Video Uploading
25. How did you use media technologies in the
construction and research, planning and evaluation
stages?
Vimeo was used in my construction stages of my A2 Music Video. Vimeo was used to
upload my music video onto my blog.
Firstly I created a Vimeo account using the same email and pass word as my blogger log
in, then I selected upload a video and then later, like that on YouTube, 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.
26. 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, mainly giving positive comments on
my work. I have learnt that the colour
schemes I have used throughout my work
have drawn particular attention and my
understanding and presentation of a music
video theory.