Evaluation 6
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The document discusses the skills learned during a film evaluation, including how to operate a camera to capture emotions and perspectives, editing techniques like simulating blinking and adding background music and sound effects, using YouTube to premiere and get feedback on videos, and using GarageBand to create original soundtracks and scores without copyright issues.
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Equipment
Chrissie Bishop will use a Canon 550D camera to shoot her music video because it is accessible through her media department and will provide the quality shots she needs. She will have access to studio lighting she can position herself, as well as fixed lights, to create the best lighting. She will edit the video in Adobe Premiere and add color effects in After Effects, using skills from her past experience with the software. Researching the equipment in advance will help her familiarize herself to use it efficiently for the music video's production.
Evaluation+question+4
The student used various media technologies throughout the stages of planning, filming, and editing their music video coursework project. They used two cameras - a Canon HD camera and SLR camera - to film over two to three days. During post-production, they edited the video footage using Adobe Premiere and incorporated stop motion animation sequences created on their Mac computer. Overall, the project allowed the student to develop their media studies skills and experiment with an independent music video production.
Horror opening Question 6
Through creating a horror film opening, the student learned to use various technologies. They used a camcorder, tripod, and IMovie to film and edit scenes. Research was done using YouTube for filming tips, IMBD to analyze successful horror films, and blogger to share work. Specific skills developed included using camera angles, shots, movements, and editing techniques in Adobe Premiere and IMovie like color changes, fades, and sound effects. This allowed the student to effectively plan, shoot and edit their opening to the best of their ability.
Aimee media
The document discusses the strengths and weaknesses of using a professional camera to film a product. It was able to capture higher quality footage than a phone but had difficulties with focusing, lighting, and handheld shots. These issues were overcome by being patient with zooming, using special lighting equipment, and mounting the camera on stable platforms instead of handholding. The document also discusses using an iMac for research and editing software like iMovie and Final Cut Pro to edit footage. Blogger was used to upload research and evaluations online in different formats like Prezi, SlideShare, and YouTube.
Aimee media
The document discusses the strengths and weaknesses of using a professional camera to film a product. It was able to capture higher quality footage than a phone but had difficulties with focusing, lighting, and handheld shots. These issues were overcome by being patient with zooming, using special lighting equipment, and mounting the camera on stable platforms instead of handholding. The document also discusses using an iMac for research and editing software like iMovie and Final Cut Pro to edit footage. Blogger was used to upload research and evaluations online in different formats like Prezi, SlideShare, and YouTube.
Media horror opening - Question 6
Through creating a horror opening, the document discusses various skills and techniques learned. These include using a technical camera, editing software like iMovie to assemble research, and online resources like YouTube for guidance. Camera shots and movements were practiced to build tension. Websites like Blogger, IMBD, and Prezi helped present findings and analyze other films for inspiration. The overall experience enhanced abilities in media and editing to produce a final horror product.
Evaluation Question 4
The document discusses the various media technologies used by the author at different stages of their coursework. These included Blogger for documenting their journey and organizing research; YouTube for tutorials and uploading experiment videos; Adobe Premier Pro for editing film trailers; a camera for filming; and scanners, SD cards, PowerPoint, Excel, and Google Docs/Slides for additional tasks like storyboarding, research presentation, data collection and analysis, and embedding content on the blog.
Evaluation activity 6
The document discusses the process of filming and editing a movie opening. The author became familiar with camera equipment and was able to shoot professionally using a Canon DSLR, tripod, and microphone. At home, the author used Adobe Premiere Pro, which was easier to edit with than iMovie at school. Various effects were added, like integrating opening credits into a fire alarm sound. Photoshop was used to create a studio logo using 3D techniques. The finished opening was exported and uploaded to YouTube.
Recommended
Equipment
Chrissie Bishop will use a Canon 550D camera to shoot her music video because it is accessible through her media department and will provide the quality shots she needs. She will have access to studio lighting she can position herself, as well as fixed lights, to create the best lighting. She will edit the video in Adobe Premiere and add color effects in After Effects, using skills from her past experience with the software. Researching the equipment in advance will help her familiarize herself to use it efficiently for the music video's production.
Evaluation+question+4
The student used various media technologies throughout the stages of planning, filming, and editing their music video coursework project. They used two cameras - a Canon HD camera and SLR camera - to film over two to three days. During post-production, they edited the video footage using Adobe Premiere and incorporated stop motion animation sequences created on their Mac computer. Overall, the project allowed the student to develop their media studies skills and experiment with an independent music video production.
Horror opening Question 6
Through creating a horror film opening, the student learned to use various technologies. They used a camcorder, tripod, and IMovie to film and edit scenes. Research was done using YouTube for filming tips, IMBD to analyze successful horror films, and blogger to share work. Specific skills developed included using camera angles, shots, movements, and editing techniques in Adobe Premiere and IMovie like color changes, fades, and sound effects. This allowed the student to effectively plan, shoot and edit their opening to the best of their ability.
Aimee media
The document discusses the strengths and weaknesses of using a professional camera to film a product. It was able to capture higher quality footage than a phone but had difficulties with focusing, lighting, and handheld shots. These issues were overcome by being patient with zooming, using special lighting equipment, and mounting the camera on stable platforms instead of handholding. The document also discusses using an iMac for research and editing software like iMovie and Final Cut Pro to edit footage. Blogger was used to upload research and evaluations online in different formats like Prezi, SlideShare, and YouTube.
Aimee media
The document discusses the strengths and weaknesses of using a professional camera to film a product. It was able to capture higher quality footage than a phone but had difficulties with focusing, lighting, and handheld shots. These issues were overcome by being patient with zooming, using special lighting equipment, and mounting the camera on stable platforms instead of handholding. The document also discusses using an iMac for research and editing software like iMovie and Final Cut Pro to edit footage. Blogger was used to upload research and evaluations online in different formats like Prezi, SlideShare, and YouTube.
Media horror opening - Question 6
Through creating a horror opening, the document discusses various skills and techniques learned. These include using a technical camera, editing software like iMovie to assemble research, and online resources like YouTube for guidance. Camera shots and movements were practiced to build tension. Websites like Blogger, IMBD, and Prezi helped present findings and analyze other films for inspiration. The overall experience enhanced abilities in media and editing to produce a final horror product.
Evaluation Question 4
The document discusses the various media technologies used by the author at different stages of their coursework. These included Blogger for documenting their journey and organizing research; YouTube for tutorials and uploading experiment videos; Adobe Premier Pro for editing film trailers; a camera for filming; and scanners, SD cards, PowerPoint, Excel, and Google Docs/Slides for additional tasks like storyboarding, research presentation, data collection and analysis, and embedding content on the blog.
Evaluation activity 6
The document discusses the process of filming and editing a movie opening. The author became familiar with camera equipment and was able to shoot professionally using a Canon DSLR, tripod, and microphone. At home, the author used Adobe Premiere Pro, which was easier to edit with than iMovie at school. Various effects were added, like integrating opening credits into a fire alarm sound. Photoshop was used to create a studio logo using 3D techniques. The finished opening was exported and uploaded to YouTube.
Evaluation+question+4
1) The document discusses the student's experience producing a music video for their A-Level Media Studies coursework project.
2) The student worked in a group to film over 2-3 days using two cameras, and learned how to properly handle equipment and ensure good footage.
3) In post-production, the student edited the video together on Adobe Premiere and added special effects inspired by other music videos, while also creating promotional materials like a website and album cover.
Evaluation q6
This document discusses the various technologies used to construct a product, including a Sony Cybershot camera, Adobe Photoshop, lighting equipment, YouTube, Internet Explorer, a mobile phone, and PowerPoint. YouTube tutorials provided instruction on using the camera and Photoshop. Internet Explorer allowed for research, uploading work, and accessing digital magazine formats for benchmarks. A mobile phone facilitated communication with focus groups and access to YouTube tutorials.
Evaluation question 4
Lewis used various hardware and software throughout the construction, research, planning and evaluation of his project. For hardware, he used a DSLR camera to take photos and video, a tripod to keep shots steady, and a microphone to record high quality audio. He researched techniques like bokeh and ensured multiple angles were captured. A computer was used for research, planning and editing in programs like Photoshop and Premiere Pro. Storage was facilitated through a large memory card and card reader. Communication occurred via mobile phone. Online platforms like Blogger, Google, YouTube and Slideshare supported research, planning, feedback and showcasing work. Adobe software like Premiere Pro, Photoshop and After Effects were
Evaluation question 6
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
Evaluation question 4
The document discusses the various media technologies used at different stages of a project. Scribd, Prezi, and Slideshare were used to upload documents and presentations. Tumblr was used to blog because it was more customizable than Blogger. Facebook was used for group communication. A Canon camera was used to film in HD 1080p for high quality editing. Photoshop was used to create designs and edit videos. Sony Vegas was used to edit the music video due to its user-friendly interface, allowing the video to be successfully created.
Ccr advanced level portfolio by mehreen naeem
This document summarizes a student's documentary project on child labor. The student used a combination of observational and expository documentary conventions. They filmed interviews and real events using natural lighting. They also included a voiceover, images, titles, and editing. The target audience is the general public to raise awareness of child labor. The student's production skills improved through experience filming, editing with software, and learning camera techniques like angles. They created a website and blog to share the project online.
Evaluation Question 6
The document discusses the various technologies and equipment the student learned about through their media course. They learned to use Apple Macs, Photobooth, Garageband, detachable camera lights, DV cameras, Canon DSLR cameras, iMovie, Garageband, Blogger, YouTube, Slideshare, and Prezi. They gained experience with equipment like cameras, lights, and editing software, and learned how important technology choices are to media production.
Ev question 6
The document discusses the various technologies and equipment the student learned about through their media course. They learned to use Apple Macs, Photobooth, Garageband and iMovie software. They gained experience using DV cameras, Canon DSLR cameras, LED lights, flip cameras, and learned about techniques like 3-point lighting. Programs like YouTube, Blogger, Slideshare, and Prezi helped with uploading, sharing, and presenting work. Through hands-on projects, the student expanded their technical skills and understanding of equipment for film and media production.
Evaluation 6
The student learned several skills through creating the film project "Sold to the Highest Bidder":
They used Final Cut Pro X to edit the film, allowing them to seamlessly assemble shots and eliminate gaps. Editing was crucial to set the proper atmosphere for a crime thriller. Overall, editing took 7 hours spread over several days.
They created an animatic using Adobe Premiere to plan shots, finding the software difficult to use which informed their choice to switch to Final Cut Pro. The animatic was a vital planning tool.
They used various software like Tumblr to document the process, SlideShare to upload evaluations, Virtual DJ to edit audio, and a Canon DSLR camera to
Evaluation Question 4
The document discusses the various media technologies used during the different stages of a media production project. During pre-production, the student conducted research online using a Mac PC and Safari browser. An online movie database and video sharing website were used to gather information and watch trailers. A Wordpress blog was created to store research materials. In production, a Canon DSLR camera, tripod, and external hard drive were used to film footage. Post-production involved editing the trailer in Final Cut Pro and creating titles in Motion. Photoshop and Illustrator were used to edit photos and design ancillary products. Various online platforms like Slideshare, Soundcloud, and YouTube were utilized for evaluation.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Eq 4
The student used various new media technologies throughout the research, planning, construction, and evaluation stages of their project. During research and planning, they used different presentation software like PowerPoint and Prezi to present findings. They also used the internet for research, SurveyMonkey to create a survey, and a scanner to digitize storyboards. For construction, they utilized a DSLR camera, GoPro, drone, lighting, and Photoshop. Editing software like Premiere Pro was used to edit the animatic and final music video. Similar technologies like Premiere Pro and a DSLR were employed for the evaluation stage to discuss and present reflections on the project.
Evaluation Question 6 - Gabriel Kelly AS Media
The document discusses technologies used to create a film, including a GoPro Hero 4 Silver for 120fps slow motion video recording, the GoPro app for camera control, and Adobe programs like Premier Pro for video editing, After Effects for rain effects, and Photoshop. Flash was used to create and color a logo. A Hama Star 61 slider and tripod were used for filming. YouTube and Tumblr were referenced websites. Overall the document indicates the creator gained experience using various video and design software and equipment for their film project.
Question 6
Austen Nuttall learned several new technologies through constructing this project. They learned how to embed videos, text, and PowerPoint slides into blog posts using HTML code. They also explored using outside HTML code to add soundtracks and hidden content reveals. Through using a Canon camera, Austen learned how to operate the interface and settings to capture higher quality footage using techniques like the rule of thirds. They also learned how to edit videos in Adobe Premiere Elements, including converting file formats, adding color adjustments and effects, and creating title animations through overlapping images. Austen explored new camera techniques as well, such as the dolly zoom, to strengthen emotional impact.
Evaluation Question 4
The document discusses the various new media technologies used at different stages of a project. In pre-production and research, the group used Blogger to collate research, host images for feedback, and administer surveys. YouTube, Blogger, and Prezi were used to host and share content, documents research, and create interactive presentations. In production, Canon DSLRs, camera lenses, lighting, and microphones were used to film high quality footage. Problems during filming like lighting issues were overcome. In post-production, an iMac, Final Cut Pro, Fireworks, and Photoshop were used to edit footage, and create graphics like a psychedelic tongue to link different media products.
Q4
The document summarizes the new media technologies used at various stages of creating a music video project. Adobe Premiere Pro was used for editing video footage and adding effects. Adobe Photoshop was used to design ancillary materials like CD covers. Unsigned.com and YouTube were used to find music and upload/embed videos. Microsoft Word, Excel, PowerPoint and Blogger were used for writing, data analysis, presentations, and project hosting. A digital camera, video camera and tripod were used to capture footage. A USB drive stored files and iMovie was used to compose an initial video.
Evaluationq6
The document discusses technologies used during the pre-production, production, and post-production stages of creating a title sequence for a film project. During pre-production, a blog and Prezi were used for research and organizing ideas. A video camera was used to film footage during production, and the students learned how to operate it. A studio provided lighting and atmosphere for some scenes. Finally, Final Cut Pro was used to edit the footage, add sound effects, and finalize the title sequence.
Evaluation 4
The document summarizes the various new media technologies used during the pre-production, production, and post-production stages of a music video project.
During pre-production, the group used YouTube to gather inspiration and feedback, Blogger to organize research, and Prezi/PowerPoint for presentations. Storyboard That helped create an animatic, and Final Cut Pro merged still images.
Production involved using a Canon DSLR camera, lenses, microphone, and lighting equipment to film raw footage.
Post-production saw editing with Final Cut Pro, though it could be slow. Synergistic elements like a psychedelic tongue were recreated in Photoshop and embedded across products using WIX.
Media A2 film evaluation question 4
The document discusses the use of various new media technologies in the production stages of a film project. Photoshop Elements and Autodesk SketchBook were used to create the film poster. Cubase allowed recording of original music compositions. A Sony HD1000 camera provided high quality footage. A Zoom recorder and sensitivity adjustments were used for voiceover recordings. Final Cut Express was used for editing, color correction, adding titles and adjusting sound levels. Blogger served as a collaborative space for research and progress logging. YouTube, surveys and social media helped with feedback and distribution. Additional cameras and Google Maps provided supplemental footage and location references.
Evaluation 6
The document discusses various tools used by a filmmaking group for their project. It describes how they used YouTube to upload their films and receive audience feedback. It also discusses how they used Blogger collaboratively to share work and receive feedback from teachers and peers. Prezi was used to create dynamic presentations with multimedia. Adobe Premiere Elements was used to edit footage, add effects to change mood, and overlay audio. Equipment used for filming included a Canon camera, tripods, and lighting tools. Filming challenges involved battery life, memory storage, proper lighting, and tripod placement.
V health safety
The document outlines potential safety hazards such as tripping over tripods, cameras falling over and breaking, moving with a camera without looking where you are going and falling over, or dropping the camera. It provides examples of safe working such as placing tripods in open areas, being careful when walking and filming with cameras, having someone monitor the camera operator, and being careful when eating, drinking, or handling liquids to prevent slips, spills, or choking.
Evaluation 3
YouTube would provide a low-cost initial distribution method for films due to its free format and global reach. Major film distributors in the UK include United International Pictures, Warner Brothers, Buena Vista, Twentieth Century Fox and Sony, who distribute films through DVDs/BluRays released with the films as well as toys and merchandise like figures and Happy Meals aimed at promoting films to young audiences.
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What's hot
Evaluation+question+4
1) The document discusses the student's experience producing a music video for their A-Level Media Studies coursework project.
2) The student worked in a group to film over 2-3 days using two cameras, and learned how to properly handle equipment and ensure good footage.
3) In post-production, the student edited the video together on Adobe Premiere and added special effects inspired by other music videos, while also creating promotional materials like a website and album cover.
Evaluation q6
This document discusses the various technologies used to construct a product, including a Sony Cybershot camera, Adobe Photoshop, lighting equipment, YouTube, Internet Explorer, a mobile phone, and PowerPoint. YouTube tutorials provided instruction on using the camera and Photoshop. Internet Explorer allowed for research, uploading work, and accessing digital magazine formats for benchmarks. A mobile phone facilitated communication with focus groups and access to YouTube tutorials.
Evaluation question 4
Lewis used various hardware and software throughout the construction, research, planning and evaluation of his project. For hardware, he used a DSLR camera to take photos and video, a tripod to keep shots steady, and a microphone to record high quality audio. He researched techniques like bokeh and ensured multiple angles were captured. A computer was used for research, planning and editing in programs like Photoshop and Premiere Pro. Storage was facilitated through a large memory card and card reader. Communication occurred via mobile phone. Online platforms like Blogger, Google, YouTube and Slideshare supported research, planning, feedback and showcasing work. Adobe software like Premiere Pro, Photoshop and After Effects were
Evaluation question 6
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
Evaluation question 4
The document discusses the various media technologies used at different stages of a project. Scribd, Prezi, and Slideshare were used to upload documents and presentations. Tumblr was used to blog because it was more customizable than Blogger. Facebook was used for group communication. A Canon camera was used to film in HD 1080p for high quality editing. Photoshop was used to create designs and edit videos. Sony Vegas was used to edit the music video due to its user-friendly interface, allowing the video to be successfully created.
Ccr advanced level portfolio by mehreen naeem
This document summarizes a student's documentary project on child labor. The student used a combination of observational and expository documentary conventions. They filmed interviews and real events using natural lighting. They also included a voiceover, images, titles, and editing. The target audience is the general public to raise awareness of child labor. The student's production skills improved through experience filming, editing with software, and learning camera techniques like angles. They created a website and blog to share the project online.
Evaluation Question 6
The document discusses the various technologies and equipment the student learned about through their media course. They learned to use Apple Macs, Photobooth, Garageband, detachable camera lights, DV cameras, Canon DSLR cameras, iMovie, Garageband, Blogger, YouTube, Slideshare, and Prezi. They gained experience with equipment like cameras, lights, and editing software, and learned how important technology choices are to media production.
Ev question 6
The document discusses the various technologies and equipment the student learned about through their media course. They learned to use Apple Macs, Photobooth, Garageband and iMovie software. They gained experience using DV cameras, Canon DSLR cameras, LED lights, flip cameras, and learned about techniques like 3-point lighting. Programs like YouTube, Blogger, Slideshare, and Prezi helped with uploading, sharing, and presenting work. Through hands-on projects, the student expanded their technical skills and understanding of equipment for film and media production.
Evaluation 6
The student learned several skills through creating the film project "Sold to the Highest Bidder":
They used Final Cut Pro X to edit the film, allowing them to seamlessly assemble shots and eliminate gaps. Editing was crucial to set the proper atmosphere for a crime thriller. Overall, editing took 7 hours spread over several days.
They created an animatic using Adobe Premiere to plan shots, finding the software difficult to use which informed their choice to switch to Final Cut Pro. The animatic was a vital planning tool.
They used various software like Tumblr to document the process, SlideShare to upload evaluations, Virtual DJ to edit audio, and a Canon DSLR camera to
Evaluation Question 4
The document discusses the various media technologies used during the different stages of a media production project. During pre-production, the student conducted research online using a Mac PC and Safari browser. An online movie database and video sharing website were used to gather information and watch trailers. A Wordpress blog was created to store research materials. In production, a Canon DSLR camera, tripod, and external hard drive were used to film footage. Post-production involved editing the trailer in Final Cut Pro and creating titles in Motion. Photoshop and Illustrator were used to edit photos and design ancillary products. Various online platforms like Slideshare, Soundcloud, and YouTube were utilized for evaluation.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Eq 4
The student used various new media technologies throughout the research, planning, construction, and evaluation stages of their project. During research and planning, they used different presentation software like PowerPoint and Prezi to present findings. They also used the internet for research, SurveyMonkey to create a survey, and a scanner to digitize storyboards. For construction, they utilized a DSLR camera, GoPro, drone, lighting, and Photoshop. Editing software like Premiere Pro was used to edit the animatic and final music video. Similar technologies like Premiere Pro and a DSLR were employed for the evaluation stage to discuss and present reflections on the project.
Evaluation Question 6 - Gabriel Kelly AS Media
The document discusses technologies used to create a film, including a GoPro Hero 4 Silver for 120fps slow motion video recording, the GoPro app for camera control, and Adobe programs like Premier Pro for video editing, After Effects for rain effects, and Photoshop. Flash was used to create and color a logo. A Hama Star 61 slider and tripod were used for filming. YouTube and Tumblr were referenced websites. Overall the document indicates the creator gained experience using various video and design software and equipment for their film project.
Question 6
Austen Nuttall learned several new technologies through constructing this project. They learned how to embed videos, text, and PowerPoint slides into blog posts using HTML code. They also explored using outside HTML code to add soundtracks and hidden content reveals. Through using a Canon camera, Austen learned how to operate the interface and settings to capture higher quality footage using techniques like the rule of thirds. They also learned how to edit videos in Adobe Premiere Elements, including converting file formats, adding color adjustments and effects, and creating title animations through overlapping images. Austen explored new camera techniques as well, such as the dolly zoom, to strengthen emotional impact.
Evaluation Question 4
The document discusses the various new media technologies used at different stages of a project. In pre-production and research, the group used Blogger to collate research, host images for feedback, and administer surveys. YouTube, Blogger, and Prezi were used to host and share content, documents research, and create interactive presentations. In production, Canon DSLRs, camera lenses, lighting, and microphones were used to film high quality footage. Problems during filming like lighting issues were overcome. In post-production, an iMac, Final Cut Pro, Fireworks, and Photoshop were used to edit footage, and create graphics like a psychedelic tongue to link different media products.
Q4
The document summarizes the new media technologies used at various stages of creating a music video project. Adobe Premiere Pro was used for editing video footage and adding effects. Adobe Photoshop was used to design ancillary materials like CD covers. Unsigned.com and YouTube were used to find music and upload/embed videos. Microsoft Word, Excel, PowerPoint and Blogger were used for writing, data analysis, presentations, and project hosting. A digital camera, video camera and tripod were used to capture footage. A USB drive stored files and iMovie was used to compose an initial video.
Evaluationq6
The document discusses technologies used during the pre-production, production, and post-production stages of creating a title sequence for a film project. During pre-production, a blog and Prezi were used for research and organizing ideas. A video camera was used to film footage during production, and the students learned how to operate it. A studio provided lighting and atmosphere for some scenes. Finally, Final Cut Pro was used to edit the footage, add sound effects, and finalize the title sequence.
Evaluation 4
The document summarizes the various new media technologies used during the pre-production, production, and post-production stages of a music video project.
During pre-production, the group used YouTube to gather inspiration and feedback, Blogger to organize research, and Prezi/PowerPoint for presentations. Storyboard That helped create an animatic, and Final Cut Pro merged still images.
Production involved using a Canon DSLR camera, lenses, microphone, and lighting equipment to film raw footage.
Post-production saw editing with Final Cut Pro, though it could be slow. Synergistic elements like a psychedelic tongue were recreated in Photoshop and embedded across products using WIX.
Media A2 film evaluation question 4
The document discusses the use of various new media technologies in the production stages of a film project. Photoshop Elements and Autodesk SketchBook were used to create the film poster. Cubase allowed recording of original music compositions. A Sony HD1000 camera provided high quality footage. A Zoom recorder and sensitivity adjustments were used for voiceover recordings. Final Cut Express was used for editing, color correction, adding titles and adjusting sound levels. Blogger served as a collaborative space for research and progress logging. YouTube, surveys and social media helped with feedback and distribution. Additional cameras and Google Maps provided supplemental footage and location references.
Evaluation 6
The document discusses various tools used by a filmmaking group for their project. It describes how they used YouTube to upload their films and receive audience feedback. It also discusses how they used Blogger collaboratively to share work and receive feedback from teachers and peers. Prezi was used to create dynamic presentations with multimedia. Adobe Premiere Elements was used to edit footage, add effects to change mood, and overlay audio. Equipment used for filming included a Canon camera, tripods, and lighting tools. Filming challenges involved battery life, memory storage, proper lighting, and tripod placement.
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The document outlines potential safety hazards such as tripping over tripods, cameras falling over and breaking, moving with a camera without looking where you are going and falling over, or dropping the camera. It provides examples of safe working such as placing tripods in open areas, being careful when walking and filming with cameras, having someone monitor the camera operator, and being careful when eating, drinking, or handling liquids to prevent slips, spills, or choking.
Evaluation 3
YouTube would provide a low-cost initial distribution method for films due to its free format and global reach. Major film distributors in the UK include United International Pictures, Warner Brothers, Buena Vista, Twentieth Century Fox and Sony, who distribute films through DVDs/BluRays released with the films as well as toys and merchandise like figures and Happy Meals aimed at promoting films to young audiences.
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Similar to Evaluation 6
Q6
The student learned several skills from constructing a film project using various technologies:
1) They learned how to use an Apple Mac operating system including printing screen parts of video and saving edited films.
2) They learned how to use an iPhone to upload photos straight to a blog and conduct research while filming using instant internet access.
3) They learned how to properly use a camcorder with superior image quality and playback clips on the screen to improve filming.
4) They learned how useful the internet is for research and planning through resources like Google.
What have you learnt about technologies from the process of constructing this...
Jack learned about various digital technologies through creating his project. He used Blogger to document his process, gaining knowledge of publishing information online. He used YouTube to upload project footage and show it to a global audience, while also learning video editing skills in Final Cut Pro. He learned camera and editing techniques shooting with a Panasonic camera and tripod. After Effects taught him animation and visual effects skills like particle simulations. Soundtrack Pro helped him create soundtracks and synchronize audio. Prezi and SlideShare allowed interactive presentations online.
Question 6- What have you learnt about technologies from the process of const...
Using a Canon HD camera enabled filming in good quality with basic features like zooming and playback. A tripod was essential for steady shots and a professional look. Blogger was used to chronologically record production progress. iMovie allowed non-linear editing and previewing of sequences to check quality. YouTube was used to upload cuts and embed videos on the blogger. Adobe After Effects was difficult to learn but enabled creating titles resembling 'The Matrix' through tutorials.
Question 6
The document discusses what the author learned about technologies from constructing a product. They became familiar with Adobe Premiere Pro which they used to edit footage for their opening sequence and other videos. They also learned how to use Adobe After Effects and Audition while working on the project, having to learn as they went along. The author notes it would have been beneficial to practice with the software before beginning work.
Evaluation Question 4
Blogger was used throughout the planning, production, and evaluation stages to track progress, look at past works for inspiration, and get feedback from others. A Canon camera was used to take pictures of potential filming locations and create an animatic to get feedback on. Social media platforms like Twitter and YouTube helped understand the target audience and what was popular, and YouTube was also used to post the final product. iMovie on Macs was used to edit the footage by adding soundtracks, cutting clips, and applying effects like black and white to color to help tell the narrative. Slideshare was utilized to creatively display powerpoint presentations on the blog.
Evaluation Question 6
This document discusses the various hardware, software, and online technologies used to create a film opening. It describes using a Nikon D3200 camera, Mac computer, dolly, tripod, H1 zoom sound recorder, boom microphone, Premiere Pro editing software, and Live Type titling software. Online technologies like Prezi, SlideShare, and YouTube were used for planning, presenting research, and sharing the finished film. The document provides details on how each technology was used and lessons learned about becoming familiar with the equipment and software before production.
Evaluation Q6)
The student learned to use various technologies through constructing their project, including the Apple Mac, Canon 60D camera, and tripod. They used software like Adobe Photoshop, After Effects, Premier Pro, and video tutorials to help with various aspects of the project. Premier Pro was key for editing, while After Effects allowed them to create effects for their logo. The tripod helped stabilize shots and the camera captured all of the film footage. Overall, the technologies helped the student successfully complete their project.
Question 6 emily
The document discusses various technologies and skills the author learned throughout creating a film opening for their media course. They learned how to use blogger to submit their work, how to operate camera equipment like tripods and cameras, and how to edit video clips and add titles, music, and sound effects using Final Cut editing software. The author also discusses finding suitable copyright-free background music from the Audio Network website to use in their film.
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
The document discusses various technologies the student used during the process of creating a film project and what they learned from each one. They used Google for research, Weebly to create a blog, PowerPoint for presentations, Excel for organizing shots, the DJI Osmo and Canon EOS cameras for filming, a Halo light for lighting, a tripod, a Rode mic for sound, Premiere Pro for editing, After Effects for titles, Media Encoder for exporting, Filmstro for scoring, and YouTube and Vimeo for distribution. The student learned how to effectively use each tool and gained skills in areas like research, organization, filming, editing, and distribution that will help with future projects.
Software hardware and online tools
From constructing this project, Sophia has learned about various hardware, software, and online tools. She used an iMac to edit the film opening which helped develop her editing skills. A tripod and video camera were used to film steady shots and high quality footage. iMovie, Movie Maker, Photoshop, Microsoft Word and PowerPoint were tools used to edit, create logos, and present tasks. Online tools like YouTube, Blogger, Freesound, Google, and Art of the Title helped with uploading videos, organizing work, finding music, researching issues, and analyzing other film openings. Overall, the project expanded Sophia's technical knowledge and skills.
Question 6 - Louise Fontava
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used various cameras, software programs, and websites throughout the process. The author gained experience using cameras like a Canon 650D and flip camera, as well as editing software like Final Cut Pro, GarageBand, iMovie, and bloggers. They found YouTube and artofthetitle.com to be useful resources. Overall, the author is pleased with the new technical knowledge and skills they acquired in areas like video editing, sound design, and online publishing that will benefit their future work.
Media - Question 6
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used various cameras, software programs, and websites throughout the process. The author gained experience using cameras like a Canon 650D and flip camera, as well as editing software like Final Cut Pro, GarageBand, iMovie, and bloggers. They found YouTube and artofthetitle.com to be useful resources. Overall, the author is pleased with the new technical knowledge and skills they acquired in areas like video editing, sound design, and online publishing that will benefit their future work.
Evaluation 6 technology
The document discusses various technologies and skills learned through constructing a film project. It describes learning how to effectively use a digital camera, create and manage social media accounts and blogs, download and incorporate sound effects and slideshows, and learn video editing software like iMovie and Final Cut. The process helped them gain experience with multiple technologies.
Evaluation question 6
Through constructing their thriller product, the document's author learned about various filmmaking technologies:
They gained experience with editing programs like Final Cut Express and LiveType, as well as hardware like cameras, microphones, and lighting equipment. They also learned how to properly use this equipment to shoot exercises focusing on cinematography and sound. Additionally, the author learned to utilize internet sites like YouTube and DaFont for research, uploading videos, and custom fonts.
Evaluation question 6
From producing a film opening, the student has learned about various technologies. The student was introduced to blogger and learned how to construct and organize a blog to plan filming and keep track of research and ideas. YouTube provided research by analyzing other openings and tutorials to improve skills. Creating a storyboard and animatic helped visualize shots and plan filming. Using a camera and voice recorder provided experience filming and recording high quality footage and sound. Adobe Premiere and Photoshop were used to edit, add titles and effects to produce the final opening. Websites provided non-copyrighted music and sounds to enhance the opening. Overall, the student gained substantial knowledge and experience using new technologies from constructing the media product.
Media question
Through constructing this product, I have learned about various technologies used in the filmmaking process. Blogger and social media sites like Facebook and Twitter were used to collaborate and plan filming logistics. Free websites like Freeplaymusic provided copyright-free music. Google was used for research and finding resources like from the BBFC. Equipment like a tripod, Sony handycam, and iPhone helped with steady filming and checking weather. iMovie on a Mac computer allowed easy editing and adding effects to produce the final 2-minute film.
evaluation 6
Through constructing this product, I have learned about various technologies used in the process:
Blogger was used to document our research, techniques, and evaluations. Freeplaymusic provided uncopyrighted music that could be downloaded and used, with composers credited.
Facebook, Twitter, and Google were utilized for communication, advertising, research, and accessing additional information like from the BBFC website.
Equipment like a tripod, Sony handycam, iPhone, and Mac computer were employed for steady filming, capturing footage, checking weather, and editing the final film product in iMovie.
Evaluation question 6
Through constructing this product, I have learned about various technologies used in the process:
Blogger was used to document our research, techniques, and evaluations. Freeplaymusic provided uncopyrighted music that could be downloaded and used, with composers credited.
Facebook, Twitter, and Google were utilized for communication, advertising, research, and finding resources like the BBFC website.
Equipment like tripods, a Sony handycam, and an iPhone helped with steady filming, capturing footage, and checking weather.
Post-production editing was done using iMovie on a Mac to make adjustments to sound, video effects, and assemble our final film.
Question 6
The document discusses what was learned about technologies from constructing a product. It describes learning how to use an Apple Mac operating system, download the Blogger app to upload photos, use a camcorder for better quality recording, research online using Google, create and embed content on a blog, upload videos to YouTube, and edit films using Final Cut Pro by adding titles, music, and special effects. The conclusion states the process taught appreciation for the creative possibilities of technology.
What have you learnt about technologies from the process of contrusting q6
Damilola Lawson learned several new technologies while constructing a thriller opening project, including Final Cut Pro, Soundtrack Pro, Quark, and video cameras. Final Cut Pro was used to edit video clips together, Soundtrack Pro to add music and sounds, and Quark to create a digital storyboard. Health and safety training was also required to properly operate the video cameras used for filming.
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Evaluation 6
- 1. Evaluation 6
- 2. Filming • Over the process of completing my film I learnt how to operate a camera successfully and there are many different waits I can use the camera to capture emotions, action, and power. Also I have learnt the POV perspective by using the camera to simulate breathing, stress and even concussion.
- 3. Editing • Using the Macs I have learnt how to edit effectively. Techniques I have learnt it to make someone seem as if they are blinking, by fading a black screen on and off screen to make it seem as if you are blinking. Other techniques I have learnt using the Mac is placing background music and sound effects onto a piece of footage into the exact place and timing much like a Foley artist would do.
- 4. YouTube • The wonderful world of youtube allowed us to premier our piece to the world. This free process is a brilliant way to get your video viewed freely and receive guidance and advice off others.
- 5. Garage Band • This Apple made software allowed us to create our own soundtrack and music to place into the piece without breaking copyright rules. This is a great way to produce music for independent film creators. And the variety of instruments makes it easy to create your own score.