Evaluation
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This document provides an evaluation of a project where the author created a short radio-style audio piece about a Rubik's Cube. They worked in a pair to research the object, plan and conduct interviews, and edit the audio clips together. While the author found sound editing challenging, they enjoyed learning about the effects possible. Overall the project went better than expected due to clear requirements and good time management between the pair.
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Question 6
The main task was more difficult than the preliminary task for several reasons:
1) The footage for the main task was over 2 minutes long requiring extensive editing, while the preliminary task footage was only around 2 minutes with little editing needed.
2) The main task required capturing quality footage in busy areas with background noise, while the preliminary task could control surroundings.
3) The main task required incorporating a variety of shots to add cinematic effect, while the preliminary task only needed to mirror given shots.
4) Extensive creative thinking and planning was needed for the main task's original concept, while the preliminary task simply copied a given scene.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
Q4
Media technologies were used throughout the planning, research, filming, and editing stages of creating a documentary on underage binge drinking. In the planning stage, mind maps and storyboards were created by hand, while the internet was used for initial research. More in-depth research used online sources like the BBC and newspapers, accessed via browsers. Documentaries on film formats were watched to learn techniques. Filming used a video camera, microphone, and tripod to capture professional-quality footage. Editing was done in Final Cut Pro on iMac computers, including cutting clips, adding titles, adjusting audio levels, and applying effects like fading transitions. A radio trail was created in GarageBand by selecting promotional clips over music. In
Mv production assignment evaluation form 2019
The document provides an evaluation of Madeleine Ross' production process for a video project. It discusses strengths and weaknesses in her research, planning, time management, technical skills, aesthetic qualities, audience appeal, and feedback received. Key strengths included extensive initial research, clear planning documents, good time management during filming, and editing skills learned. Areas for improvement included additional research techniques, more detailed storyboards, better lighting to reduce graininess, and incorporating more variety in shots. The feedback received agreed better lighting and a wider shot selection could strengthen future videos.
Q4 evaluation
The document summarizes the new media technologies used at various stages of constructing a music video. It discusses the hardware, software, and online tools used for planning, research, filming, editing, and promoting the project. Specifically, it mentions using an iMac desktop, Final Cut Pro, Photoshop, YouTube, WordPress, and various cameras, microphones, and lighting equipment. Key stages discussed include using Google for research, YouTube for inspiration, WordPress for blogging progress, a portable speaker for filming to avoid awkward silence, and Photoshop for editing photos and designing packaging.
A2 media blog filming practice review
The document summarizes the filming and editing of an interview scene for a documentary. It discusses both what went well, such as using the 180 degree rule and natural lighting, and areas for improvement. The interview lacked professionalism due to casual clothing and lighting inconsistencies between shots. Additionally, overlapping footage from different devices caused confusion during editing. Overall, it was a valuable learning experience and the filmmakers agreed to re-shoot the interview scene while addressing the issues.
Evaluation: Question 4
The document discusses how digital technologies were used at various stages of creating a film project. A Sony HDV camera was used to film high quality footage, though importing took a long time. A zoom recorder captured voiceovers but picked up too much background noise. iMovie and Windows Movie Maker were used for basic editing tasks, while Final Cut Express allowed complex layering, effects, and audio mixing. Cubase and Garageband were used for MIDI and sample-based music composition. Photoshop designed a professional poster. Online tools like YouTube, Blogger, Prezi, and Slideshare helped with research, scriptwriting, and presenting work.
Evaluation
The document provides an evaluation of the student's music video project. It covers the areas of research, planning, time management, technical qualities of camera work and editing, aesthetic qualities, audience appeal, and feedback from peers. For research, the student found professional videos helpful but could have provided more details. Planning was aided by already having a song in mind but timing of the project made scheduling difficult. The student believes they managed their time well. Camera techniques like focus altering and zooming were used. Peer feedback noted strengths like narrative and relevance to lyrics but suggested more locations, shot variety, and effects/transitions. The student agrees more footage and editing tools could have improved it but disagrees that fireworks should have been more focused
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Question 6
The main task was more difficult than the preliminary task for several reasons:
1) The footage for the main task was over 2 minutes long requiring extensive editing, while the preliminary task footage was only around 2 minutes with little editing needed.
2) The main task required capturing quality footage in busy areas with background noise, while the preliminary task could control surroundings.
3) The main task required incorporating a variety of shots to add cinematic effect, while the preliminary task only needed to mirror given shots.
4) Extensive creative thinking and planning was needed for the main task's original concept, while the preliminary task simply copied a given scene.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
Q4
Media technologies were used throughout the planning, research, filming, and editing stages of creating a documentary on underage binge drinking. In the planning stage, mind maps and storyboards were created by hand, while the internet was used for initial research. More in-depth research used online sources like the BBC and newspapers, accessed via browsers. Documentaries on film formats were watched to learn techniques. Filming used a video camera, microphone, and tripod to capture professional-quality footage. Editing was done in Final Cut Pro on iMac computers, including cutting clips, adding titles, adjusting audio levels, and applying effects like fading transitions. A radio trail was created in GarageBand by selecting promotional clips over music. In
Mv production assignment evaluation form 2019
The document provides an evaluation of Madeleine Ross' production process for a video project. It discusses strengths and weaknesses in her research, planning, time management, technical skills, aesthetic qualities, audience appeal, and feedback received. Key strengths included extensive initial research, clear planning documents, good time management during filming, and editing skills learned. Areas for improvement included additional research techniques, more detailed storyboards, better lighting to reduce graininess, and incorporating more variety in shots. The feedback received agreed better lighting and a wider shot selection could strengthen future videos.
Q4 evaluation
The document summarizes the new media technologies used at various stages of constructing a music video. It discusses the hardware, software, and online tools used for planning, research, filming, editing, and promoting the project. Specifically, it mentions using an iMac desktop, Final Cut Pro, Photoshop, YouTube, WordPress, and various cameras, microphones, and lighting equipment. Key stages discussed include using Google for research, YouTube for inspiration, WordPress for blogging progress, a portable speaker for filming to avoid awkward silence, and Photoshop for editing photos and designing packaging.
A2 media blog filming practice review
The document summarizes the filming and editing of an interview scene for a documentary. It discusses both what went well, such as using the 180 degree rule and natural lighting, and areas for improvement. The interview lacked professionalism due to casual clothing and lighting inconsistencies between shots. Additionally, overlapping footage from different devices caused confusion during editing. Overall, it was a valuable learning experience and the filmmakers agreed to re-shoot the interview scene while addressing the issues.
Evaluation: Question 4
The document discusses how digital technologies were used at various stages of creating a film project. A Sony HDV camera was used to film high quality footage, though importing took a long time. A zoom recorder captured voiceovers but picked up too much background noise. iMovie and Windows Movie Maker were used for basic editing tasks, while Final Cut Express allowed complex layering, effects, and audio mixing. Cubase and Garageband were used for MIDI and sample-based music composition. Photoshop designed a professional poster. Online tools like YouTube, Blogger, Prezi, and Slideshare helped with research, scriptwriting, and presenting work.
Evaluation
The document provides an evaluation of the student's music video project. It covers the areas of research, planning, time management, technical qualities of camera work and editing, aesthetic qualities, audience appeal, and feedback from peers. For research, the student found professional videos helpful but could have provided more details. Planning was aided by already having a song in mind but timing of the project made scheduling difficult. The student believes they managed their time well. Camera techniques like focus altering and zooming were used. Peer feedback noted strengths like narrative and relevance to lyrics but suggested more locations, shot variety, and effects/transitions. The student agrees more footage and editing tools could have improved it but disagrees that fireworks should have been more focused
Evaluation: Question 4
Final Cut Express, Cubase, GarageBand, and Photoshop were the most useful digital technologies for creating the film. Final Cut Express allowed editing of visual and audio elements, layering footage, and adding titles and effects. Cubase was used to compose original music for the film. GarageBand created simple music for tests. Photoshop designed a professional poster by layering images and adding filters. Other software like Windows Movie Maker, iMovie, and Prezi were used for supplementary elements like video diaries, presentations, and scriptwriting. Overall digital technologies enabled creative work but also slowed some processes like long import times.
What have you learnt about technolgies from the process of constructing the p...
The student learned several technologies through constructing a news bulletin product. They used a recording studio with a microphone to record presenters, achieving clear audio with minimal background noise. A dictaphone was used for portable recordings, but produced lower quality audio that picked up wind noise. USB sticks allowed transferring work between group members, but files could be lost. Adobe Audition software was used for editing, with skills developing in using multi-track layers, fades, and volume levels. Technical issues in Audition sometimes caused work to be lost. The student believes their editing skills improved through practice with the software.
Question 7
1) Conducting audience research for the final product allowed the filmmakers to better understand what the target audience wants and expects from a horror opening sequence. This led to a more successful final product compared to the preliminary task which did not involve any audience research.
2) Planning was important for the final product. Key aspects like location filming times were scheduled in advance, improving the filming process compared to the preliminary task.
3) The filming quality improved for the final product by using a digital camera instead of a mobile phone. This provided higher quality shots and easier editing.
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Evaluation Q4
The document discusses the use of various media technologies in creating a stop motion music video and related materials for a band. Photoshop was used to edit images and add text for promotional materials. Premier Pro was used to edit the video, adding transitions between clips to match the music. Audacity was used to edit the audio track. Online tools like YouTube, Facebook, and Google provided research materials, audience feedback, and templates to inform the project design.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
Evaluation Question 4
The document discusses how new media technologies were used at various stages of planning, researching, producing and evaluating a short film project. Blogger was used for initial research posting and tagging. YouTube was used for further research, analyzing example films, and hosting rough cuts and the final film. Celtx was used to create a professional script. A Canon camera was used to film with playback and upload capabilities. Premiere Pro was used for editing, effects, sound and titles. Photoshop was used to create a poster and logo. Google Forms created questionnaires. Facebook Messenger was used for group communication. PowerPoint, Prezi and blog posts created the evaluations.
Apple
1) The student created a short film called "Apple" with the message that people's everyday actions can affect others in unexpected ways. They used conventions of short films like a simple plot, creative techniques, and an intertextual reference to their previous project.
2) Their poster, magazine article, and film shared a color scheme and fonts to create brand identity and recognition across products. The ancillary texts promoted and were consistent with the film.
3) They utilized feedback throughout production from their teacher and classmates to improve elements like maintaining focus on the apple and the repetitive soundtrack. One suggested change to personalize the apple more was not implemented due to time constraints.
4) Technologies like blogs, social media, video
Evaluation - Question 4
The document discusses how new media was used throughout various stages of producing a music video project. Blogger was used for planning and sharing work with group members and teachers. Survey Monkey was used to conduct audience research by creating and distributing surveys. YouTube was used to upload and embed videos. Adobe Premier Elements was used to edit footage and sequence shots to the song. Photoshop was used to create print materials like a magazine ad and digipak packaging.
Question 4 presentation
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality evaluation.
Question 4
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality final product and evaluation.
Question 4
1) Bloggers were used throughout the production process for research, planning logistics, and sharing updates. This allowed for collaborative work and efficient sharing of ideas.
2) Survey Monkey was used to conduct audience research through online surveys. It automatically analyzed responses, making it easy to assess findings with minimal time spent.
3) Adobe Premiere was the main editing software. Techniques like slow motion, color filters, and artificial camera movements were used to enhance footage and convey emotion. Photoshop was used to edit promotional images through adjusting color schemes, adding text, and applying filters.
Juno production diary
This document discusses Juno's experience remaking a film sequence for a class task. It covers how the task helped Juno learn new editing techniques in Adobe Premier, the importance of scheduling for filming, and both the positives and areas for improvement of the opening sequence outcome. The task taught Juno skills like unlinking audio, layering music, and color filtering that will help with independent editing. It also highlighted the need for filming schedules, as unplanned shooting led to missed shots and unclear processes. While some shots were accurately timed and storyboarded, others were shaky and transitions could flow better.
Media evaluation q6
The document discusses the tools and resources used to create an opening media sequence. An iPad was used to record higher quality voiceovers than a film camera. A tripod was used to film shots for the sequence and keep the camera steady. Footage was filmed on a camera with a spare battery. Macs were used to edit the footage using GarageBand and FinalCutPro. Websites like Epidemic Sound provided copyright-free sounds, SlideShare hosted presentations for embedding in journals, and Prezi offered an animated alternative to PowerPoint presentations.
Adam's media evaluation: Q7
The document discusses what the author learned from their preliminary film task to their full film product. They learned that with their preliminary task, they had no film experience which led to some problems. However, through practice and experimentation on their full product, they overcame issues with teamwork, time management, camera work, sound, locations, and editing techniques. Specifically, they improved at compromising with teammates, setting deadlines, using diverse shots and angles, customizing soundtracks, using multiple locations, and implementing advanced editing features.
Evaluation Question 7
The document discusses the skills learned by the author in creating an audio bulletin using Adobe Audition. Some of the key skills learned include:
1) Advanced editing techniques in Adobe Audition like using parametric equalizers, editing multiple audio clips together, and removing background noises.
2) Improved recording skills like maintaining an optimal distance between 15-5cm from the subject and recording in quiet environments.
3) Developing newswriting skills like learning news values and writing scripts tailored for radio with appropriate audio cues.
Question 4. How did you use new media technologies in the construction and re...
During the research, planning, construction, and evaluation stages of creating a music video, the document discusses using various technologies. Technologies used during research included YouTube to view existing music videos and websites like Slideshare and Wikipedia to research music video theories. Blogger was used to share information and work. During planning, a video camera, scanner, and iMovie were used to test techniques, share work, and get audience feedback. Corel Draw, Corel PhotoPaint, and a still camera were used to create album covers and posters. During construction, a video camera, iMovie, and video conversion websites were used to film, edit, and acquire music. iMovie features like clip adjustments and trimming were used to edit footage
Evaluation
This document discusses the evaluation of a media product promoting a band called "Vampire Weekday". Feedback was gathered from audiences which noted that the black and white transition looked professional, the colors worked well, and the video seemed fun. However, some feedback noted the video did not fit the song since the characters were all female while the song had a male singer. In response, the creators added scenes with a male artist to address this mismatch.
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Evaluation: Question 4
Final Cut Express, Cubase, GarageBand, and Photoshop were the most useful digital technologies for creating the film. Final Cut Express allowed editing of visual and audio elements, layering footage, and adding titles and effects. Cubase was used to compose original music for the film. GarageBand created simple music for tests. Photoshop designed a professional poster by layering images and adding filters. Other software like Windows Movie Maker, iMovie, and Prezi were used for supplementary elements like video diaries, presentations, and scriptwriting. Overall digital technologies enabled creative work but also slowed some processes like long import times.
What have you learnt about technolgies from the process of constructing the p...
The student learned several technologies through constructing a news bulletin product. They used a recording studio with a microphone to record presenters, achieving clear audio with minimal background noise. A dictaphone was used for portable recordings, but produced lower quality audio that picked up wind noise. USB sticks allowed transferring work between group members, but files could be lost. Adobe Audition software was used for editing, with skills developing in using multi-track layers, fades, and volume levels. Technical issues in Audition sometimes caused work to be lost. The student believes their editing skills improved through practice with the software.
Question 7
1) Conducting audience research for the final product allowed the filmmakers to better understand what the target audience wants and expects from a horror opening sequence. This led to a more successful final product compared to the preliminary task which did not involve any audience research.
2) Planning was important for the final product. Key aspects like location filming times were scheduled in advance, improving the filming process compared to the preliminary task.
3) The filming quality improved for the final product by using a digital camera instead of a mobile phone. This provided higher quality shots and easier editing.
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Evaluation Q4
The document discusses the use of various media technologies in creating a stop motion music video and related materials for a band. Photoshop was used to edit images and add text for promotional materials. Premier Pro was used to edit the video, adding transitions between clips to match the music. Audacity was used to edit the audio track. Online tools like YouTube, Facebook, and Google provided research materials, audience feedback, and templates to inform the project design.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
Evaluation Question 4
The document discusses how new media technologies were used at various stages of planning, researching, producing and evaluating a short film project. Blogger was used for initial research posting and tagging. YouTube was used for further research, analyzing example films, and hosting rough cuts and the final film. Celtx was used to create a professional script. A Canon camera was used to film with playback and upload capabilities. Premiere Pro was used for editing, effects, sound and titles. Photoshop was used to create a poster and logo. Google Forms created questionnaires. Facebook Messenger was used for group communication. PowerPoint, Prezi and blog posts created the evaluations.
Apple
1) The student created a short film called "Apple" with the message that people's everyday actions can affect others in unexpected ways. They used conventions of short films like a simple plot, creative techniques, and an intertextual reference to their previous project.
2) Their poster, magazine article, and film shared a color scheme and fonts to create brand identity and recognition across products. The ancillary texts promoted and were consistent with the film.
3) They utilized feedback throughout production from their teacher and classmates to improve elements like maintaining focus on the apple and the repetitive soundtrack. One suggested change to personalize the apple more was not implemented due to time constraints.
4) Technologies like blogs, social media, video
Evaluation - Question 4
The document discusses how new media was used throughout various stages of producing a music video project. Blogger was used for planning and sharing work with group members and teachers. Survey Monkey was used to conduct audience research by creating and distributing surveys. YouTube was used to upload and embed videos. Adobe Premier Elements was used to edit footage and sequence shots to the song. Photoshop was used to create print materials like a magazine ad and digipak packaging.
Question 4 presentation
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality evaluation.
Question 4
This document discusses the research, planning, construction, and evaluation stages of creating a music video. It describes researching different music video genres and conventions. Planning involved developing an idea influenced by this research and creating a storyboard. Filming was initially done with a Sony camera, but issues arose so a Canon camera was then used. Footage was edited using Corel and Adobe Premiere Pro. Ancillary tasks like a digipak and poster were created in Photoshop. New technologies increased skills and allowed for a higher quality final product and evaluation.
Question 4
1) Bloggers were used throughout the production process for research, planning logistics, and sharing updates. This allowed for collaborative work and efficient sharing of ideas.
2) Survey Monkey was used to conduct audience research through online surveys. It automatically analyzed responses, making it easy to assess findings with minimal time spent.
3) Adobe Premiere was the main editing software. Techniques like slow motion, color filters, and artificial camera movements were used to enhance footage and convey emotion. Photoshop was used to edit promotional images through adjusting color schemes, adding text, and applying filters.
Juno production diary
This document discusses Juno's experience remaking a film sequence for a class task. It covers how the task helped Juno learn new editing techniques in Adobe Premier, the importance of scheduling for filming, and both the positives and areas for improvement of the opening sequence outcome. The task taught Juno skills like unlinking audio, layering music, and color filtering that will help with independent editing. It also highlighted the need for filming schedules, as unplanned shooting led to missed shots and unclear processes. While some shots were accurately timed and storyboarded, others were shaky and transitions could flow better.
Media evaluation q6
The document discusses the tools and resources used to create an opening media sequence. An iPad was used to record higher quality voiceovers than a film camera. A tripod was used to film shots for the sequence and keep the camera steady. Footage was filmed on a camera with a spare battery. Macs were used to edit the footage using GarageBand and FinalCutPro. Websites like Epidemic Sound provided copyright-free sounds, SlideShare hosted presentations for embedding in journals, and Prezi offered an animated alternative to PowerPoint presentations.
Adam's media evaluation: Q7
The document discusses what the author learned from their preliminary film task to their full film product. They learned that with their preliminary task, they had no film experience which led to some problems. However, through practice and experimentation on their full product, they overcame issues with teamwork, time management, camera work, sound, locations, and editing techniques. Specifically, they improved at compromising with teammates, setting deadlines, using diverse shots and angles, customizing soundtracks, using multiple locations, and implementing advanced editing features.
Evaluation Question 7
The document discusses the skills learned by the author in creating an audio bulletin using Adobe Audition. Some of the key skills learned include:
1) Advanced editing techniques in Adobe Audition like using parametric equalizers, editing multiple audio clips together, and removing background noises.
2) Improved recording skills like maintaining an optimal distance between 15-5cm from the subject and recording in quiet environments.
3) Developing newswriting skills like learning news values and writing scripts tailored for radio with appropriate audio cues.
Question 4. How did you use new media technologies in the construction and re...
During the research, planning, construction, and evaluation stages of creating a music video, the document discusses using various technologies. Technologies used during research included YouTube to view existing music videos and websites like Slideshare and Wikipedia to research music video theories. Blogger was used to share information and work. During planning, a video camera, scanner, and iMovie were used to test techniques, share work, and get audience feedback. Corel Draw, Corel PhotoPaint, and a still camera were used to create album covers and posters. During construction, a video camera, iMovie, and video conversion websites were used to film, edit, and acquire music. iMovie features like clip adjustments and trimming were used to edit footage
Evaluation
This document discusses the evaluation of a media product promoting a band called "Vampire Weekday". Feedback was gathered from audiences which noted that the black and white transition looked professional, the colors worked well, and the video seemed fun. However, some feedback noted the video did not fit the song since the characters were all female while the song had a male singer. In response, the creators added scenes with a male artist to address this mismatch.
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What have you learnt about technolgies from the process of constructing the p...
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Question 4. How did you use new media technologies in the construction and re...
Question 4. How did you use new media technologies in the construction and re...
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Natalie Lynch produced a corporate video for a client. She organized the footage and files systematically on her USB drive for easy access during editing. When editing, she added some visual effects in Photoshop and After Effects, such as a title card. She matched up audio from interviews by using claps during filming. Peer feedback suggested shortening some clips and adding overlays to keep viewers engaged. Based on this feedback, Natalie made some edits. The client was happy with the final video and impressed with the professionalism during filming. Natalie would film over multiple days in the future to allow for retakes.
The main constraint was limited time for filming, which didn't allow for reshooting or spending more
Media evaluation technology use
This document discusses various technologies used to create a media project. It describes using a Canon camera to film footage, which was difficult to use manually and sensitive to lighting. Final Cut Pro was used to edit footage and add effects like speeding up clips. GarageBand allowed creating sound loops and adjusting volume/speed. Voice recordings were made using iPad apps and a desktop to add dialogue. YouTube provided feedback and allowed uploading/annotating the finished project. Office 365 and Mahara helped with organization and tracking progress.
Final edit evaluation
Christian Owens evaluated his final music video project for an indie music genre class. He chose to create a music video for the song "Radioactive" by Imagine Dragons with his group. Through the filming and editing stages, he faced challenges like unpredictable weather during outdoor filming and not having all the shots needed from filming. In his editing, he worked to match the script and fill gaps while keeping the singer looking isolated as intended. His final video included title sequences and minor color effects to make it look more professional without distracting from the content. Overall, he was happy with how the video turned out and would film more footage next time to have more options in editing.
Preliminary task evaluation
1. The group chose to create a radio station called "Motion Picture Radio" targeting 18-25 year olds and focusing on horror movie previews.
2. They split roles for the interview, writing a script with questions for the guest Shia LaBeouf. They also found music and sound effects to create an audio clip about the movie.
3. Recording the jingle and interview was challenging but fun. They improved their skills using the editing software Audition and recording equipment in the studio. Their teamwork and individual contributions helped complete the project.
Luke media coursework
The document discusses the filmmaking process for creating an opening sequence. It describes using different technologies like DV and HD cameras, and programs like Final Cut, GarageBand, Photoshop and LiveType for editing footage, creating titles, and making a soundtrack. Challenges included battery life when filming in HD, learning new software, and poor organization that led to wasted time and need for reshoots. Locations and props were used to add realism, and the sequence was published online for feedback.
Evaluation Question 4
The document discusses the use of new media technologies throughout the planning, production, and evaluation stages of a project. Blogger was used to create an online blog documenting research, planning, decisions, and progress. A Canon digital video camera and tripod were used to film high quality footage, which was then edited in iMovie with effects, color balancing, and precise cutting. Serif Photo Plus and Page Plus were used to edit still images and construct a digital pack and advertisement with layered text and effects. Slideshare and Windows Live Movie Maker were used to creatively evaluate the projects through annotated documents, presentations, and videos.
Preliminary task evaluation jakrapan nakan
The document provides an evaluation of a preliminary media production task by Jakrapan Nakan. It discusses several aspects of planning and executing the project, which was intended to demonstrate the group's creative abilities. However, the original proposal for a thriller genre product was too ambitious for the time allotted. As a result, the group changed their concept to an undecided genre and focused on completing the assignment on time. They found that brainstorming as a group and assigning roles and deadlines was an effective planning method. The evaluation reflects on the shots, mise-en-scene, sound design, lighting, and editing employed in the preliminary task.
EL342- Evaluation
The student evaluated their process of creating a short film for a class project. They were challenged by having to learn new software and equipment within a 10 week deadline. Their process involved extensive research, writing a 12 page treatment, storyboarding, scheduling filming in scenes, casting actors from their group, and editing. Some difficulties included sound issues, limited equipment access, and scheduling conflicts. The student believes the experience improved their filmmaking skills and knowledge of managing group projects.
What have you learnt about technologies from the process of constructing this...
We used a Panasonic HD camera that we were familiar with for filming. Final Cut Express was used to edit shots and add transitions to create an uneasy feeling for the nightmare scenes. FreeSound.org provided a creepy track for the non-diegetic sound. Blogger allowed for organization and progression of pre-production ideas through embedding images and videos. Google Forms created an easy questionnaire for feedback, though more social media could have provided more responses. Planning utilized search engines, cameras, and Celtx for scriptwriting. The initial idea was difficult to agree on, but filming went smoothly until issues with sound required refilming conversation clips.
Question 4
The document discusses how new media technologies were used in constructing a music video project. Final Cut Pro was used extensively for video editing, including syncing music and video, adding transitions, and precision cutting. PhotoShop was also used to edit photos for a digital album cover. Research was conducted online using sources like Google, YouTube, and blogs. Planning involved creating storyboards and scripts shared via Slideshare and discussion on Facebook. The resulting music video was a performance-based concept filmed efficiently using detailed pre-production planning.
Evaluation
Kelsey created a horror film trailer for her final major project. She filmed footage using a Canon DSLR over one session in houses that lacked proper lighting. This made the clips look dull and off-color. When editing, she used Adobe Premier Pro to assemble the project and After Effects for title cards. While some footage did not match her original intentions due to safety issues, she was happy with the outcome and felt the title cards improved the trailer. For future projects, she would allocate more time for filming to ensure better quality footage and make certain changes if needed.
Evaluation Question 4
The student used a wide range of media technologies throughout their research, planning, construction, and evaluation of a music video project. For research, they used Wikipedia to learn about the artist, YouTube for inspiration and ideas, and Google to research other artists. They created the music video using a digital camera and tripod for filming. They edited the video using movie editing software. They created ancillary tasks like CD covers and photos using Photoshop, Illustrator, Paint, and InDesign. They communicated using email and messaging apps. They published their work using Blogger.
Evaluation: Question 4
The student used various new media technologies throughout the production process of their music video. Premiere Pro was used for planning, research, editing, and adding effects like color filters and lighting options. Photoshop was used to edit photos for the digipak and magazine advert by adding effects like desaturation and simulated smoke. A Samsung camera was used for close-ups instead of a DSLR, and was mounted on a tripod to reduce shaking. YouTube provided inspiration by allowing the student to analyze other indie music videos. The finished video was uploaded to YouTube and linked on their Tumblr blog, which was used to share research, planning, and the final project.
Eval 4
1) The document discusses the various digital tools and platforms used during the research, planning, construction, and evaluation of a media project.
2) Tools like Prezi, Word, Photoshop, Movie Studio Platinum, and YouTube were used at different stages for tasks like presenting information, scheduling shoots, editing videos, and extracting still images.
3) The document evaluates the effectiveness and ease of use of each tool, noting how prior experience helped speed up the process for some parts of the project.
Media evaluation Q3
When constructing and researching their music video, the document discusses the following uses of new media technologies:
1) They used a MacBook Pro and Final Cut Pro to edit the video, hoping the Mac operating system would make them stand out.
2) A Hotmail calendar was used to plan and stay organized.
3) Social media like Facebook and YouTube were used for audience research and embedding videos into their blog.
4) A BlackBerry was used for portable communication and organization.
Q7
The document compares the student's preliminary task completed 5 months ago in groups to plan their final individual project. For the preliminary task, they storyboarded, scripted, and tested camera movements with limited planning. They learned more planning was needed. For the final project, the student put more detail in shots, sounds, camerawork, used better equipment, researched techniques, and worked individually while collaborating with an actress. The preliminary task helped them learn and prepare for the higher quality final project.
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Storyboard
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