Evaluation
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The document discusses the use of various media technologies in the construction, research, planning and evaluation of a project. It describes: 1) The use of digital cameras, flip cameras, HD cameras and iStopMotion software for filming and stop motion elements. 2) The use of Final Cut Express and iMovie for video editing at different stages of the project. 3) The use of Photoshop for photo editing and creation of collateral materials. 4) The use of online platforms like Blogger, SlideShare, Facebook, YouTube and Gmail for sharing content, gathering feedback and collaborating with others.
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![Still cameras The good thing about the camera is that its portable, small and because its digital you can look at the images on the screen of the camera but because of different types of cameras and there resolution some cameras are better the others . ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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How did you use new media technologies in the construction, research and planning and evaluation stages?
Question 4
The document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of a music video project. YouTube, Facebook, Google Chrome, and an iPod Touch were used for initial research. Photoshop was used to create mood boards and Facebook for feedback. Planning involved using a DSLR camera for location scouting, Blogger for note-taking, texting for coordination, and PowerPoint for pitches. Both Panasonic DV and HD cameras were used for filming, with the HD camera used for storyline shots and the DV camera creating a darker effect for basement shots. Adobe programs like Premiere Pro and Photoshop were used for editing and print products.
A2 Media - Evaluation Question 4
The student used various media technologies throughout the project from research and planning to production and evaluation. Apple Mac, Blogger, Google, YouTube, Prezi, Slideshare, Animoto, a DSLR camera, video camera, tripod, Adobe Photoshop, and Final Cut Express were used at different stages. The student became more proficient in some technologies like Prezi from prior experience but also learned new skills like creating textured text effects in Photoshop. Web 2.0 principles of participatory culture applied as the student took an active role in creating media instead of just consuming it.
Evaluation Question 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
Presentation1
This document discusses the use of various media technologies during the research, planning, construction, and evaluation stages of creating a music video project.
During research, blogger and YouTube were used to log research findings and analyze other music videos. Planning utilized blogger, iMovie, digital cameras, slideshare, and PowerPoint to develop storyboards, schedules, and pitches. Construction applied video cameras, stop motion, Photoshop, and Final Cut Express for filming, editing, graphics, and special effects. Evaluation employed Facebook and a flip camera to gather and record audience feedback.
Presentation1
The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
In the planning stage, the group used Blogger to log ideas, share work, and receive feedback. IMovie was used to create an animatic from the storyboard. A digital camera allowed them to take recce photos of potential filming locations.
During construction, different video cameras were used for filming. Photoshop enabled editing of images for promotional materials. Final Cut Express was the primary editing software.
For evaluation, Facebook provided a way to gather audience feedback on the finished video. A Flip camera recorded in-person feedback sessions.
Evaluation question 4
Halimat used various media technologies for research, planning, construction, and evaluation of her project. For research and planning, she used computers, ICT tools like Blogger, YouTube, Prezi, and Google for general and target audience research. She recorded interviews and focus groups using a camera and voice recorder. Sony Vegas was used to edit footage. For construction, she used cameras, Sony Movie Studio, Photoshop, Sound Forge and phones. Evaluation involved Prezi, voice recorder, Blogger, YouTube, Facebook and SlideShare to present reflections and gather feedback.
Question 4 evaluation
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. Tumblr was used to post all work, including research, planning documents, storyboards, and evaluation questions. A Nikon D3200 DSLR camera was used to film the video, and Adobe Premiere Pro was used to edit the footage and add effects. Slideshare was used to upload documents and PowerPoints for linking to the Tumblr blog. Adobe Photoshop was used to create graphics and edit photos. A mobile phone was used for playing music on set. YouTube was used to upload and share the final video and other works. Google was heavily relied on for
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The document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of a music video project. YouTube, Facebook, Google Chrome, and an iPod Touch were used for initial research. Photoshop was used to create mood boards and Facebook for feedback. Planning involved using a DSLR camera for location scouting, Blogger for note-taking, texting for coordination, and PowerPoint for pitches. Both Panasonic DV and HD cameras were used for filming, with the HD camera used for storyline shots and the DV camera creating a darker effect for basement shots. Adobe programs like Premiere Pro and Photoshop were used for editing and print products.
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The student used various media technologies throughout the project from research and planning to production and evaluation. Apple Mac, Blogger, Google, YouTube, Prezi, Slideshare, Animoto, a DSLR camera, video camera, tripod, Adobe Photoshop, and Final Cut Express were used at different stages. The student became more proficient in some technologies like Prezi from prior experience but also learned new skills like creating textured text effects in Photoshop. Web 2.0 principles of participatory culture applied as the student took an active role in creating media instead of just consuming it.
Evaluation Question 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
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This document discusses the use of various media technologies during the research, planning, construction, and evaluation stages of creating a music video project.
During research, blogger and YouTube were used to log research findings and analyze other music videos. Planning utilized blogger, iMovie, digital cameras, slideshare, and PowerPoint to develop storyboards, schedules, and pitches. Construction applied video cameras, stop motion, Photoshop, and Final Cut Express for filming, editing, graphics, and special effects. Evaluation employed Facebook and a flip camera to gather and record audience feedback.
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The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
In the planning stage, the group used Blogger to log ideas, share work, and receive feedback. IMovie was used to create an animatic from the storyboard. A digital camera allowed them to take recce photos of potential filming locations.
During construction, different video cameras were used for filming. Photoshop enabled editing of images for promotional materials. Final Cut Express was the primary editing software.
For evaluation, Facebook provided a way to gather audience feedback on the finished video. A Flip camera recorded in-person feedback sessions.
Evaluation question 4
Halimat used various media technologies for research, planning, construction, and evaluation of her project. For research and planning, she used computers, ICT tools like Blogger, YouTube, Prezi, and Google for general and target audience research. She recorded interviews and focus groups using a camera and voice recorder. Sony Vegas was used to edit footage. For construction, she used cameras, Sony Movie Studio, Photoshop, Sound Forge and phones. Evaluation involved Prezi, voice recorder, Blogger, YouTube, Facebook and SlideShare to present reflections and gather feedback.
Question 4 evaluation
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. Tumblr was used to post all work, including research, planning documents, storyboards, and evaluation questions. A Nikon D3200 DSLR camera was used to film the video, and Adobe Premiere Pro was used to edit the footage and add effects. Slideshare was used to upload documents and PowerPoints for linking to the Tumblr blog. Adobe Photoshop was used to create graphics and edit photos. A mobile phone was used for playing music on set. YouTube was used to upload and share the final video and other works. Google was heavily relied on for
Evaluation 4
The document discusses the various media technologies used at different stages of a project. During research, the author used Google to research genres and YouTube to analyze music videos. A SurveyMonkey survey gathered audience feedback. Interviews were recorded on a Canon camera and edited in Movie Maker. Photoshop was used to design a mock digipak layout. During planning, Word created schedules and forms, while PowerPoint designed pitches and plans. A camera and GoPro filmed the music video. Adobe Premier edited the video, while Photoshop designed the digipak and advertisement. Different platforms like PowerPoint, Prezi and the author's blog were used to evaluate the project.
evaluation 4
The blogger used various media technologies at different stages of their media coursework project. They used Blogger to blog all of their research, construction, and evaluation work so it would be easy to access online. For research, they used Google and YouTube to find images, videos, and examples to inform their project. During construction, they used video cameras, DSLR cameras, and phones to film different angles and communicate with their group. For editing, they used Serif Movie Plus to edit video clips and add music, and PhotoShop and InDesign for images and text. They evaluated their work using SlideShare, Windows Movie Maker, and Word It Out to create presentations and visualizations of their results.
4
The blogger used various media technologies at different stages of their media coursework project. They used Blogger to blog all of their research, construction, and evaluation work so it would be easy to access. They also used Google and YouTube for research and a video camera to film footage. During editing, they used Serif Movie Plus to combine video clips and music. PhotoShop and InDesign were used to edit photos and add text. For evaluations, they created presentations using SlideShare and SlidePoint and made movies using Windows Movie Maker.
Question Four - Evaluation
The student used various media technologies at different stages of their music video project. In the research stage, they used Google to research bands and YouTube to watch music videos. They used blogs to upload and track their progress. For planning, they used a camera to film a focus group, Microsoft Word to create a shooting schedule, and YouTube to create an animatic storyboard. iMovie and Photoshop were used for construction of the video and ancillary texts. Social media like Facebook and YouTube were employed for feedback and distribution.
Question 4 Evaluation
The student used various media technologies at different stages of their music video project. In the research stage, they used Google to research bands and YouTube to watch music videos. They used blogs to upload and track their progress. For planning, they used a camera to film a focus group, Microsoft Word to create a shooting schedule, and YouTube to create an animatic storyboard. iMovie and Photoshop were used for construction of the video and ancillary texts. Social media like Facebook and YouTube were employed for feedback and distribution.
Evaluation question 4
YouTube, Prezi, Scribd, SlideShare, iMovie, Photoshop, and social media were used at various stages of planning, constructing, and evaluating a music video project.
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The document discusses feedback received on a student's music video production project. Key points:
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- Negative feedback noted issues like a lack of smooth scene transitions and not enough shots to fully tell the story.
- The student learned the importance of planning, editing, including more shots and angles, and watching their work from the audience's perspective. They will apply these lessons if creating another music video.
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The group initially planned to use iPads to film their music video but found the quality to be too grainy. They instead used mobile phones which provided better quality footage. They edited using iMovie which was convenient and allowed professional effects. Photoshop was used for ancillary tasks like magazine ads due to its accessibility. The group posted drafts and finals to YouTube and blogs to gather feedback from their target audience on Twitter.
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iMovie was the main editing software used to create the film. It was easy to learn and had high quality editing tools, though occasionally clips did not upload properly. Photoshop was useful for creating the film poster and magazine review since the student had experience using it from previous classes. Blogger was used in the planning and research stages to write blog posts about ideas and research and receive feedback from the target audience. An SLR camera was used to film in high quality and allow adjustments to settings, though it took time to learn to use. Vimeo and YouTube were used for both research and sharing the completed film. Dafont.com provided professional-looking fonts for the logo, poster, and review when the preset
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Evaluation 4
The document discusses the various media technologies used at different stages of a project. During research, the author used Google to research genres and YouTube to analyze music videos. A SurveyMonkey survey gathered audience feedback. Interviews were recorded on a Canon camera and edited in Movie Maker. Photoshop was used to design a mock digipak layout. During planning, Word created schedules and forms, while PowerPoint designed pitches and plans. A camera and GoPro filmed the music video. Adobe Premier edited the video, while Photoshop designed the digipak and advertisement. Different platforms like PowerPoint, Prezi and the author's blog were used to evaluate the project.
evaluation 4
The blogger used various media technologies at different stages of their media coursework project. They used Blogger to blog all of their research, construction, and evaluation work so it would be easy to access online. For research, they used Google and YouTube to find images, videos, and examples to inform their project. During construction, they used video cameras, DSLR cameras, and phones to film different angles and communicate with their group. For editing, they used Serif Movie Plus to edit video clips and add music, and PhotoShop and InDesign for images and text. They evaluated their work using SlideShare, Windows Movie Maker, and Word It Out to create presentations and visualizations of their results.
4
The blogger used various media technologies at different stages of their media coursework project. They used Blogger to blog all of their research, construction, and evaluation work so it would be easy to access. They also used Google and YouTube for research and a video camera to film footage. During editing, they used Serif Movie Plus to combine video clips and music. PhotoShop and InDesign were used to edit photos and add text. For evaluations, they created presentations using SlideShare and SlidePoint and made movies using Windows Movie Maker.
Question Four - Evaluation
The student used various media technologies at different stages of their music video project. In the research stage, they used Google to research bands and YouTube to watch music videos. They used blogs to upload and track their progress. For planning, they used a camera to film a focus group, Microsoft Word to create a shooting schedule, and YouTube to create an animatic storyboard. iMovie and Photoshop were used for construction of the video and ancillary texts. Social media like Facebook and YouTube were employed for feedback and distribution.
Question 4 Evaluation
The student used various media technologies at different stages of their music video project. In the research stage, they used Google to research bands and YouTube to watch music videos. They used blogs to upload and track their progress. For planning, they used a camera to film a focus group, Microsoft Word to create a shooting schedule, and YouTube to create an animatic storyboard. iMovie and Photoshop were used for construction of the video and ancillary texts. Social media like Facebook and YouTube were employed for feedback and distribution.
Evaluation question 4
YouTube, Prezi, Scribd, SlideShare, iMovie, Photoshop, and social media were used at various stages of planning, constructing, and evaluating a music video project.
YouTube was used for research, inspiration, and sharing work. Prezi and presentation tools allowed for organizing information. Photoshop skills like cloning were used for image editing. iMovie enabled editing techniques like overlays. Social media like Facebook spread awareness of the finished video. Various online platforms facilitated sharing work and gaining influence from other creations.
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The document discusses how the author used various media technologies at different stages of their media project. During the research stage, they used YouTube to analyze film trailers in the horror genre and identify conventions. They also used Blogger to organize research and planning. For construction, they used a Nikon camera to film footage and Sony Vegas Pro for video editing. Photoshop and Illustrator were used to create ancillary tasks like a poster and magazine cover. Blogger and social media were utilized for evaluation and feedback. While some technical difficulties arose with new software and equipment, the author believes their technical skills improved overall through completing the project.
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The document discusses the various media technologies used during the planning, construction, editing, and evaluation of a music video project. During planning and research, online resources like YouTube, Google, music channels, and Blogger were used. Microsoft Office programs like Excel, Word, and PowerPoint were also utilized. Equipment like cameras, tripods, laptops, iPads, and iMacs facilitated filming, editing in Adobe Premiere Pro and Photoshop, and project management. Social media platforms like Facebook, Twitter, YouTube, and blogs supported sharing the final video and gathering audience feedback.
Evaluation Q3
The document discusses feedback received on a student's music video production project. Key points:
- The video received positive feedback on its initial idea and song selection. It gained 50 views quickly.
- Viewers provided honest feedback, praising aspects like the use of black and white to show different times. Some suggested including more footage of the couple.
- Negative feedback noted issues like a lack of smooth scene transitions and not enough shots to fully tell the story.
- The student learned the importance of planning, editing, including more shots and angles, and watching their work from the audience's perspective. They will apply these lessons if creating another music video.
Presentation1
The document discusses various media technologies used during the planning, research, and production stages of a project. These included video cameras, still cameras, flip cameras, blogs, YouTube, Google, Camtasia, Final Cut Pro, and Photoshop. Blogs were used like diaries to document the process chronologically. YouTube provided music videos for inspiration and research. Final Cut Pro allowed editing of multiple tracks at once to sync footage. Photoshop was used to design promotional materials like magazine ads and CD covers.
Media evaluation - question 4
The group initially planned to use iPads to film their music video but found the quality to be too grainy. They instead used mobile phones which provided better quality footage. They edited using iMovie which was convenient and allowed professional effects. Photoshop was used for ancillary tasks like magazine ads due to its accessibility. The group posted drafts and finals to YouTube and blogs to gather feedback from their target audience on Twitter.
Evaluation 4
iMovie was the main editing software used to create the film. It was easy to learn and had high quality editing tools, though occasionally clips did not upload properly. Photoshop was useful for creating the film poster and magazine review since the student had experience using it from previous classes. Blogger was used in the planning and research stages to write blog posts about ideas and research and receive feedback from the target audience. An SLR camera was used to film in high quality and allow adjustments to settings, though it took time to learn to use. Vimeo and YouTube were used for both research and sharing the completed film. Dafont.com provided professional-looking fonts for the logo, poster, and review when the preset
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Simisola Adeyemi used various media technologies throughout the research, planning, production, and evaluation stages of their advanced media portfolio. This included using Stupeflix to create a video pitch, Twitter to contact a music company, WordPress to create a blog to track work, Prezi and Slideshare to make presentations, YouTube for research, Microsoft Office apps to organize research, Google for general research, WhatsApp and email for communication, video cameras for filming, Adobe Premiere Pro for editing, Photoshop for the magazine cover, SoundCloud to upload audio, a smartphone for documentation, a tripod and microphone for stable filming. Despite some challenges with the technologies, Simisola was able
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The document discusses the various media technologies and software the author used to create their media product. This includes using a green screen setup to film a Lego pirate, editing photos using Photoshop Elements, creating a CD cover and poster. The author also discusses using After Effects for the first time to create special effects, and using Premiere Pro and Premiere Elements for video editing. Additional software and websites mentioned include SurveyMonkey, WordPress, and SlideShare.
Question 4
The document discusses the various media technologies and tools used at different stages of creating a music video product, including:
1) Research websites like YouTube and social media sites to find a song and learn about the artist.
2) Planning tools like Facebook, animation software, and cameras to get permissions, develop ideas, and take photos.
3) Production equipment like cameras, YouTube, and editing software to film, edit, and share the final video.
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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 Question 4
Patrick Spencer used various media technologies at different stages of creating a music video. Tumblr was used to host a blog to document research, planning, and evaluation. A DSLR camera was used to film footage with different lenses. Adobe Premiere Pro and After Effects were used to edit the video and stabilize shots. Photoshop created graphics and promotional materials. Mobile phones aided production and Prezi/SlideShare shared work. YouTube hosted focus groups, animatics, and the final video. Google supported research and FreeOnlineSurveys polled audiences.
Media evaluation task 4
The document describes the various new media technologies used at different stages of creating and evaluating a music video project. Blogger was used to showcase work and receive teacher feedback. Slideshare uploaded evaluation tasks for viewing. YouTube was used to publish videos and receive comments. iMovie was used for video editing and sharing work between group members. Facebook promoted the video, gathered feedback from friends, and helped organize production schedules. Overall, these free online tools facilitated various aspects of planning, production, and evaluation.
Presentation1
The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
During research, Blogger and YouTube were used to log research findings and view professionally made music videos for inspiration. Blogger allowed work to be accessed online, while YouTube provided examples of conventions and editing techniques.
Planning utilized Blogger to log schedules, ideas, and feedback. IMovie created an animatic of the storyboard. A digital camera took recce photos. SlideShare and PowerPoint organized presentations.
Construction applied video and still cameras to record footage, Photoshop for visual editing, and Final Cut Express for audio/video editing.
Evaluation employed Facebook
Evaluation question 4 by jessica knights
Jessica Knights used a variety of new media technologies throughout the planning, research, construction, and evaluation of her music video project. She used blogs to plan and share research, YouTube to watch examples and tutorials, Photoshop and Final Cut Express for editing, and social media to promote the work. Video equipment like cameras, tripods, and a green screen were also vital for filming the music video.
Question 4 evaluation
The student used various new media technologies at different stages of their music video project. They used computers for research, planning, and editing. Digital cameras and tripods were used to film footage, and iMovie software was used to edit the footage. Still cameras were used to take photos of filming locations. A blogger was set up to share work, and software like SlideShare and YouTube were used to embed videos and presentations on the blogger. Overall, the new media technologies helped with gathering research, filming, editing, and sharing the final project work.
Q3 - Mazlum Topcu
The document discusses the use of various media technologies in the production of a music video. Social media platforms like Twitter and Instagram were used to interact with fans and share snippets of the video production process. Blogging helped plan and track progress. YouTube was used to share test shots and bloopers with audiences. Video and photo editing software like Photoshop, Camtasia, and Final Cut Pro were used to produce and refine the music video and ancillary materials. A variety of cameras, microphones, and mobile devices helped with filming and sharing files between the production team. Overall, the technologies supported planning, production, and audience engagement throughout the project.
Evaluation Question 4.
The student used various media technologies at different stages of constructing and evaluating their short film project. During construction, they used a Canon DSLR camera to take thousands of photos for their stop-frame animation. They also used red headlights, iPhoto to organize photos, iMovie to edit photos into a film, and Final Cut Pro to add a soundtrack from GarageBand. During planning, they used Google to research, YouTube to gain inspiration, their blog on Blogger to plan and share plans, and Prezi and Glogster to organize thoughts. During evaluation, they used YouTube and Facebook to distribute their film and gain feedback.
Evaluation Question 4
The document discusses the equipment and software used to create a music video for a wheelchair basketball game. This included a Canon EOS 1200D camera for high quality shots, a GoPro for point-of-view and timelapse shots, Facebook for audience feedback, and Blogger to document the entire project. Final Cut Pro was used to edit the videos, and Photoshop and InDesign were used to create promotional materials. The finished video was shared on YouTube to reach a worldwide audience.
Evaluation question six
The technologies used in constructing the product included a QUMOX SJ4000 camera for recording 1080p footage from a head-mounted perspective, mobile phones for location scouting and research, Apple iMac computers for research, editing, and using software like Final Cut Pro, Blogger for creating research blogs, Slideshare for embedding presentations, and YouTube for additional research, sharing the final product, and embedding videos in blogs. Through using these technologies, the student learned how to operate equipment like cameras and editing software, and complete the project from research to final product.
Evaluation question six
The technologies used in constructing the product included a QUMOX SJ4000 camera for recording 1080p footage, mobile phones for location scouting, Apple iMac computers for research, editing, and using software like Final Cut Pro, Blogger for creating research blogs, Slideshare for embedding presentations, and YouTube for research, sharing the final product, and embedding videos. Through extensive use of these technologies over time, the filmmakers gained proficiency in using the camera, computers, software, and websites needed to complete the project.
How did you use media technologies in the construction and research , plannin...
The document summarizes the use of various media technologies during the research, planning, production, and evaluation stages of a media project. Key technologies used included:
- Blogger and YouTube for initial research of past student work
- Digital cameras, iMovie, and Microsoft Word for planning and storyboarding
- Digital cameras and camera recorders for video production
- Final Cut Express and Photoshop for post-production editing and design work
- YouTube, Facebook, and Flip cameras to share and gather feedback on the final project
Evaluation question 4
Tumblr was used extensively throughout the project for research, planning, production, and evaluation. Key features included separating work into tags and linking to other sites like YouTube, Prezi, and Slideshare.
Google was used primarily for accessing other sites like Tumblr, YouTube, and Prezi. A Nikon D3200 camera captured footage and was versatile with different mounts, though camera sharing between classes sometimes caused delays. Computers at the student's school and home were used for various stages of work.
Premiere Pro, an advanced video editing software, was used to edit the music video. While complex, tutorials online helped with learning. Photoshop was used to create promotional materials, allowing for
Evaluation activity 6
The student learned how to use various technologies to construct their product. They used Blogger to create and update their blog, posting pictures, videos, and receiving tips from their teacher. They used iMovie on Mac computers to precisely edit video, adding titles, effects, and exporting clips. After Effects was used to create the production logo and intro with various effects. YouTube, Facebook, and Instagram were used to share the opening and collect feedback from an audience. Canon cameras on tripods were used to film higher quality footage for the opening.
Question 4 Evaluation - Jordan Payne
The document discusses the various technologies used in a music video project, including Blogger for blogging progress, an HD video camera for filming footage, Adobe Premier Pro for video editing, Adobe Photoshop for image editing, Google Maps for locating filming sites, the internet for research, Prezi for presentations, YouTube for uploading and sharing videos. These technologies helped the student produce a professional music video and related materials for their project.
Evaluationq
The document discusses the use of various online tools and programs to create an engaging blog for a course assignment. Interactive websites like Prezzi, Scribd, and Slideshare were used to add pictures, videos, and documents to make the blog more visually appealing and enjoyable for readers. Different cameras and video editing software like iMovie, After Effects, and Final Cut Pro were used to film and edit project videos. Photoshop was utilized to design promotional materials like a CD digipack and advert. Overall, a variety of digital tools helped enhance the presentation and quality of the coursework.
Question 4
The document discusses the equipment and software used to create a music video. It describes:
1) Using a DSLR camera and HD camera to film scenes and capture quality footage. Features like optical zoom and ISO controls were utilized.
2) Equipment like a tripod, steady mount, and Bluetooth speaker helped stabilize shots and cue actors.
3) Improvising lighting by using phone flashes to illuminate a character's face against an urban background.
4) Editing software like Final Cut Pro to merge clips, add effects like blurring, and ensure audio and video were synchronized.
How did we use media technologies in the construction and research, planning ...
The document discusses the various media technologies used at different stages of a coursework project. A Canon D600 video camera was used to record high quality footage, which was then transferred to a computer via card readers. Google Blogger was used to document the project online with tags and embedded links. Social media allowed partners to communicate and plan meetings. The internet provided research resources, inspiration from past work, and access to sites like YouTube and Blogger. Photoshop and Adobe Premiere Pro were used for image and video editing, with Photoshop used to design packaging and ads, and Premiere Pro to construct music videos with fast cuts and filters.
Question 6 Sophie Tizit
The document discusses the technologies used to create a media product. It describes using a reflector to improve lighting, and a Canon EOS 600D camera to film scenes, which took practice to learn how to focus. A tripod was used to keep the camera steady. Mac computers were used for editing as they are more suitable for media needs, though switching from Windows took adjustment. A microphone and iPhone were used for recording audio and taking photos. YouTube provided helpful "How To" videos for learning software like Final Cut and Wix. Wix was initially complex but became easier with practice. Final Cut Express was used for editing but rendering took a long time.
Evaluation part 6 (1)
The document discusses the various hardware, software, and online tools used to complete a film project. A video camera was used to film scenes because it provided high-quality footage compared to a phone camera. A tripod was also used to keep the camera steady during shots. Macs and Chromebooks were used for research and editing an initial draft of the film opening using Premiere Pro software. Photoshop was used to create a production logo, while After Effects was used to animate the logo despite being a difficult program. Google, Bing, Slideshare, and Prezi were online tools employed for research and creating presentations, and Art of the Title provided inspiration by exploring other film openings.
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Foxes began living in urban environments in the 1950s as rabbits decreased due to disease and cities grew, enclosing countryside. Foxes are omnivorous and eat mostly scavenged food like meat, bones and bread. In cities without mange, the main cause of death for urban foxes is being hit by cars. Wild foxes typically live 2 years on average but can live up to 15 years in captivity. Foxes are sometimes a nuisance by fouling gardens or disturbing sleep with noise, but rarely damage bins or kill pets. Non-lethal control methods are more effective than lethal methods at addressing fox problems.
Fox research
Foxes began living in urban environments after a disease killed many rabbits in the 1950s, forcing foxes to move closer to cities. Foxes are omnivorous and eat a variety of foods including small mammals, birds, invertebrates, and human-provided foods. In cities, foxes typically only live 2 years on average due to being hit by cars, though some methods to control fox populations through lethal means like shooting and trapping have proven ineffective. Foxes may enter gardens to find food sources like insects, fish, or animal bones in compost. Non-lethal deterrents like repellents, securing rubbish and pets, and using bright lights or hanging CDs can help address fox issues in
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This document outlines a marketing plan for a produce stall including prototyping a logo, website layout, and promotional materials like posters and stickers by February 15th. The final marketing materials will include designing the stall layout with boxes and produce, paper and fabric bags with tags, promotional posters, and a website with layout, literature, images and charities. Stickers will also be placed on fruits to promote the stall and its causes.
The beauty of food
This document outlines a project to create soups and smoothies from "ugly" fruits and vegetables that would otherwise go to waste due to supermarkets' strict cosmetic standards. It estimates that 20-40% of UK produce and over half of all global food is lost this way. The project aims to make soups and smoothies from these foods for a Green Week event using recyclable packaging, with supporting documentary footage. It provides example recipes and lists next steps like testing recipes, packaging, and contacting organizations for advice. The overall goal is to inform consumers about food waste and encourage buying "ugly" produce to pressure supermarkets into stocking them.
Even slower
This document discusses the benefits of slow, low-carbon travel. It notes that aviation emissions are a large and growing source of emissions that could undermine other climate efforts if not addressed. However, alternatives like high-speed rail can provide comparable travel times to short-haul flights while emitting far less carbon and costing similar amounts. The document advocates promoting these lower-impact options as part of shifting to a more sustainable transportation system overall.
Final pitch
This document outlines a proposal for a music video for the song "I Want You Like Candy." It will tell an interwoven narrative story and feature live band performance elements. The narrative will reference Britney Spears' "Hit Me Baby One More Time" video and show a girl's school experience and candy cravings. During performances, candy will crawl over the band members to amplify the song's lyrics. The video will use various camera techniques and locations like a stage, bedroom, and classroom to visually engage viewers.
Own artist
The music video will feature a girl band of schoolgirls who are in a rock band. It will have originality through the use of crazy colors not typically seen in rock videos. Creativity may come from stop motion animation or animation software to create a series of clips. The video will use narrative, conceptual, and performance elements to amplify and illustrate the song lyrics. It will feature the band members as schoolgirls to give them a star persona. The genre is pop rock, featuring bright colors and punk-inspired costumes. It may reference the Japanese pop/rock band Scandal who also take on a schoolgirl persona while playing soft rock.
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6:个人职称评审加20分
7:个人信誉贷款加10分
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留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版加拿大多伦多大学毕业证（uoft毕业证书）如何办理
一模一样【微信：A575476】【加拿大多伦多大学毕业证（uoft毕业证书）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKATanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9
Explore the exquisite art of Tanjore Painting, known for its vibrant colors, gold foil work, and traditional themes. Discover its cultural significance today!
Heart Touching Romantic Love Shayari In English with Images
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
原版制作(UNITO毕业证书)都灵大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(UNITO毕业证书)都灵大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(BC毕业证)波士顿学院毕业证如何办理
BC毕业证学历书【微信95270640】办理波士顿学院毕业证成绩单（Q微信95270640）毕业证学历认证OFFER专卖国外文凭学历学位证书办理澳洲文凭|澳洲毕业证,澳洲学历认证,澳洲成绩单 澳洲offer,教育部学历认证及使馆认证永久可查 ,国外毕业证|国外学历认证,国外学历文凭证书 BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，专业为留学生办理毕业证、成绩单、使馆留学回国人员证明、教育部学历学位认证、录取通知书、Offer、
专业为留学生办理波士顿学院波士顿学院本科学位证成绩单【100%存档可查】留学全套申请材料办理。本公司承诺所有毕业证成绩单成品全部按照学校原版工艺对照一比一制作和学校一样的羊皮纸张保证您证书的质量！
如果你回国在学历认证方面有以下难题请联系我们我们将竭诚为你解决认证瓶颈
1所有材料真实但资料不全无法提供完全齐整的原件。【如：成绩单丶毕业证丶回国证明等材料中有遗失的。】
2获得真实的国外最终学历学位但国外本科学历就读经历存在问题或缺陷。【如：国外本科是教育部不承认的或者是联合办学项目教育部没有备案的或者外本科没有正常毕业的。】
3学分转移联合办学等情况复杂不知道怎么整理材料的。时间紧迫自己不清楚递交流程的。
如果你是以上情况之一请联系我们我们将在第一时间内给你免费咨询相关信息。我们将帮助你整理认证所需的各种材料.帮你解决国外学历认证难题。
国外波士顿学院波士顿学院本科学位证成绩单办理方法：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询波士顿学院波士顿学院本科学位证成绩单）；
2开始安排制作波士顿学院毕业证成绩单电子图；
3波士顿学院毕业证成绩单电子版做好以后发送给您确认；
4波士顿学院毕业证成绩单电子版您确认信息无误之后安排制作成品；
5波士顿学院成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经过山娃老家门口山娃拒绝父亲送说往车上一躺就等着下车决无丢失的道理有手机在身联系也方便再说他都岁了还有大半车的小伙伴相伴他不怕在父亲千叮咛万嘱咐中山娃依依不舍地爬上车朝窗外不住地挥手别了父亲别了父亲的城别了我的暑假生活我的城市生活望着窗外挥舞的房
My storyboard for a sword fight scene with lightsabers
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Heart Touching Romantic Love Shayari In English with Images
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My storyboard for a sword fight scene with lightsabers
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Evaluation
- 1. Question 4 How did you use media technology in the construction, research, planning and evaluation
- 3. We used the camera during out take of the performance for the music video.
- 4. We used the camera after words to take the picture for the digi pack and the poster.This photo was taken from the high resolution camera This photo was taken from the low resolution camera Sometimes the camera just doesn’t work because of the batteries.
- 7. We used final cut during the construction, to edit our final video.
- 11. After the video we also used photoshop during our ancillary task to create the poster and the digi pack. it could be difficult for the beginners because of lots of features in photoshop.
- 13. During construction to log what we are doing and put little sample of what we did today
- 15. We used slide share during the stage of planning. We created a powerpoint presentation to present our ideas.
- 16. In evaluation task I had to upload the question 3 which was on powerpoint so I used slideshareYou can upload it to slideshare and open it up any where you like so you don’t need a physical copy with you. You can upload it on blogger so ever thing is organised in to one space.
- 18. We used facebook to contact out band which were going to perform for us.
- 20. After the video was finished we posted it on youtube.
- 22. We contacted our artist through g-mail, we asked them for the lyrics to the song.