Evaluation
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The student created an audio advertisement for a lower school based on their risk assessment and pre-production planning. They received feedback from a panel on their pitch and altered the sixth form script to include more academic information. They recorded voiceovers, sound effects, and vox pops to include a variety of student perspectives for both advertisements. The student edited their lower school advertisement individually in Adobe Audition and encountered some timing and audio issues but was overall happy with the final product. They believe their advertisement meets the needs of the client and legal/ethical requirements.
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Evaluation question 4
In the research and planning stage, Sarah used websites like Wikipedia and IMDb to research dystopian films and plan her trailer. Throughout the project, she updated her blog with her work to keep track of her progress. During production, she used equipment from her college like a DSLR camera to film her trailer. In post-production, she used Adobe Premiere to edit her footage and added effects. For her evaluation, she created a voiceover commentary with her group that they uploaded to YouTube to present their answers.
A2 Evaluation Question 4.
The document discusses the various media technologies used at different stages of a media production project. In the research stage, YouTube and Wikipedia were used to research the genre and artist. SurveyMonkey was used to create a questionnaire to understand the target audience. Facebook was used to share the questionnaire. Word was the main software used for planning and keeping track of tasks. A blog on Blogger was used to keep a diary and share posts. Google Drive was used to share documents with the group and teacher. Photoshop was the main software used to edit the production. YouTube was again used to upload the final production. DSLR cameras were used to film high quality footage. Prezi, PowerPoint and SlideShare were used to
5. production reflection
This document summarizes a student's reflections from their 6-week film production rotation. During the first few weeks, students learned camera and editing skills by filming walking sequences. They also began planning their own 60-90 second films through storyboarding, research, and audience surveys. In weeks 3-4, students focused on pre-production tasks like shot lists and risk assessments before filming. They then edited their films, adding sound effects. In the final weeks, students completed their films, gathered feedback, and evaluated their work and production process. Overall, the rotation provided hands-on experience with planning, filming, and creating short narrative films.
Question 3
The students conducted focus groups and received feedback from classmates on their music video project. Based on this feedback, they selected the song "Brimful of Asha" by Cornershop instead of more popular options like Arctic Monkeys because it better fit their vision. They incorporated colorful, psychedelic elements and dance moves to appeal to their target 16-24 year old indie audience. Additional feedback helped them refine aspects of costumes, timing, fonts, and develop a unique three-part CD package. This feedback process helped them improve their project within the constraints of limited time and technology.
Presentationscript
Our group created radio advertisements for Ringwood School to appeal to both lower school and sixth form audiences. We recorded the ads in the school's RSR studio to stay within budget. The lower school ad features a natural interaction between a mother and child to attract parents and caregivers. The sixth form ad highlights the school's success statistics in an appeal to year 11 students considering their post-GCSE options. We selected royalty-free music and sound effects to complement the ads without copyright issues. A risk assessment was conducted for locations used in recording to ensure safety. Contingency plans were also put in place in case of problems.
Presentation script
Our group created radio advertisements for Ringwood School to appeal to both lower school and sixth form audiences. We recorded the ads in the school's RSR studio to stay within budget. The lower school ad features a natural interaction between a mother and child to attract parents and caregivers. The sixth form ad highlights the school's success statistics in an appeal to year 11 students considering their post-GCSE options. We selected royalty-free music and sound effects to complement the ads without copyright issues. A risk assessment was conducted for locations used in recording to ensure safety. Contingency plans were also put in place in case of problems.
Question 3
The group learned several things from receiving audience feedback on their music video project:
1) Initial feedback helped them narrow down their song choices to Arctic Monkeys' "When the Sun Goes Down", though they ultimately went with their own preference.
2) Additional feedback helped them plan the beginning, middle, and end of the video, though their ideas changed significantly as the project developed.
3) Presenting their ideas to the class provided comments that improved aspects of the video's style and timing.
Question 3
The group learned several things from receiving audience feedback on their music video project:
1) Initial feedback helped them narrow down their song choices to Arctic Monkeys' "When the Sun Goes Down", though they ultimately went with their own preference.
2) Additional feedback helped them plan the beginning, middle, and end of the video, though their ideas changed significantly as the project developed.
3) Presenting their ideas to the class provided comments that improved aspects of the video's style and timing.
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Evaluation question 4
In the research and planning stage, Sarah used websites like Wikipedia and IMDb to research dystopian films and plan her trailer. Throughout the project, she updated her blog with her work to keep track of her progress. During production, she used equipment from her college like a DSLR camera to film her trailer. In post-production, she used Adobe Premiere to edit her footage and added effects. For her evaluation, she created a voiceover commentary with her group that they uploaded to YouTube to present their answers.
A2 Evaluation Question 4.
The document discusses the various media technologies used at different stages of a media production project. In the research stage, YouTube and Wikipedia were used to research the genre and artist. SurveyMonkey was used to create a questionnaire to understand the target audience. Facebook was used to share the questionnaire. Word was the main software used for planning and keeping track of tasks. A blog on Blogger was used to keep a diary and share posts. Google Drive was used to share documents with the group and teacher. Photoshop was the main software used to edit the production. YouTube was again used to upload the final production. DSLR cameras were used to film high quality footage. Prezi, PowerPoint and SlideShare were used to
5. production reflection
This document summarizes a student's reflections from their 6-week film production rotation. During the first few weeks, students learned camera and editing skills by filming walking sequences. They also began planning their own 60-90 second films through storyboarding, research, and audience surveys. In weeks 3-4, students focused on pre-production tasks like shot lists and risk assessments before filming. They then edited their films, adding sound effects. In the final weeks, students completed their films, gathered feedback, and evaluated their work and production process. Overall, the rotation provided hands-on experience with planning, filming, and creating short narrative films.
Question 3
The students conducted focus groups and received feedback from classmates on their music video project. Based on this feedback, they selected the song "Brimful of Asha" by Cornershop instead of more popular options like Arctic Monkeys because it better fit their vision. They incorporated colorful, psychedelic elements and dance moves to appeal to their target 16-24 year old indie audience. Additional feedback helped them refine aspects of costumes, timing, fonts, and develop a unique three-part CD package. This feedback process helped them improve their project within the constraints of limited time and technology.
Presentationscript
Our group created radio advertisements for Ringwood School to appeal to both lower school and sixth form audiences. We recorded the ads in the school's RSR studio to stay within budget. The lower school ad features a natural interaction between a mother and child to attract parents and caregivers. The sixth form ad highlights the school's success statistics in an appeal to year 11 students considering their post-GCSE options. We selected royalty-free music and sound effects to complement the ads without copyright issues. A risk assessment was conducted for locations used in recording to ensure safety. Contingency plans were also put in place in case of problems.
Presentation script
Our group created radio advertisements for Ringwood School to appeal to both lower school and sixth form audiences. We recorded the ads in the school's RSR studio to stay within budget. The lower school ad features a natural interaction between a mother and child to attract parents and caregivers. The sixth form ad highlights the school's success statistics in an appeal to year 11 students considering their post-GCSE options. We selected royalty-free music and sound effects to complement the ads without copyright issues. A risk assessment was conducted for locations used in recording to ensure safety. Contingency plans were also put in place in case of problems.
Question 3
The group learned several things from receiving audience feedback on their music video project:
1) Initial feedback helped them narrow down their song choices to Arctic Monkeys' "When the Sun Goes Down", though they ultimately went with their own preference.
2) Additional feedback helped them plan the beginning, middle, and end of the video, though their ideas changed significantly as the project developed.
3) Presenting their ideas to the class provided comments that improved aspects of the video's style and timing.
Question 3
The group learned several things from receiving audience feedback on their music video project:
1) Initial feedback helped them narrow down their song choices to Arctic Monkeys' "When the Sun Goes Down", though they ultimately went with their own preference.
2) Additional feedback helped them plan the beginning, middle, and end of the video, though their ideas changed significantly as the project developed.
3) Presenting their ideas to the class provided comments that improved aspects of the video's style and timing.
Evidence
The group took turns recording parts for their advert using Adobe Audition software. They used a production plan to stay on schedule and a risk assessment to identify hazards in the recording studio. Working as a team allowed them to finish tasks on time and practice their pitch effectively. Areas for improvement include distributing jobs more evenly, practicing their presentation more, making the adverts more enthusiastic, and including both male and female actors.
Reflection media
Katie's group worked well together on their music video project. They divided tasks according to each member's strengths, with Anneka editing in Adobe Premier due to her experience. The group contributed ideas and gave feedback to improve their work. They planned the video by researching similar artists, coming up with ideas and creating a storyboard and shooting schedule. When filming, they had to consider risks, weather, lighting and storyboard angles. Overall the group collaboration was successful and allowed them to meet deadlines.
Evaluation
Our media products used typical conventions of dance music videos through bright colors and effects. We developed the convention of including the DJ in the video, which is uncommon. During production, we researched conventions but unintentionally challenged displaying scantily clad women, instead focusing on expression and fun. New media technologies helped at all stages, from research on YouTube and Wikipedia to construction using Final Cut Pro and evaluation through Facebook.
Evalution question 4 A2 level Media
Sade used various media technologies throughout the research, planning, construction, and evaluation of her music video project. She researched music video conventions on YouTube but avoided Wikipedia due to reliability issues. During planning, she tested shots on phones and edited footage on Final Cut Pro. To construct the video and accompanying materials, she edited footage and added effects on Final Cut Pro and edited images on Fireworks. For evaluation, she gathered audience feedback in person, on YouTube, and through Excel charts.
Group Reflection
Katie Dunning's group worked well together on their music video project. They divided tasks based on strengths, with Anneka editing in Adobe Premier due to her experience. The group planned a retro-style music video featuring a female star. They researched similar artist videos for inspiration on locations and camera angles. The group considered their target audience when researching, using bright colors and props. They used Adobe Premier to edit, Photoshop for images, and Wix to create their website. The group had to consider risks, weather, lighting quality, and storyboard-planned angles during filming.
Evaluation pp
1) The document discusses an evaluation of a group's advanced media production portfolio which included a short documentary film about eating disorders and supporting research and planning tasks.
2) They analyzed successful short films and documentaries to inform conventions and techniques for their own film, such as using personal interviews and statistics to raise awareness and prompt emotion.
3) Audience feedback indicated the film was effective at increasing awareness of eating disorders and forming an emotional connection through the personal interview style, though some noted issues with camerawork and sound quality.
Evaluation q3
The document discusses different methods used to gather audience feedback during the production of a student music video. A survey was distributed to classmates to get early feedback on video ideas. Social media, like Facebook, was then used to share drafts and get comments on what to improve. Some friends also provided verbal feedback, but it was limited since they did not want to criticize. The most helpful feedback came from the teacher, who pointed out specific issues and solutions. In the future, the group would get feedback from a wider audience and follow their storyboard more closely to film more efficiently.
A2 Coursework - Question 4
The document discusses the group's process for researching and planning their media coursework project. They used various technologies at different stages of the process, including computers and editing software to collect, organize and analyze research materials. They also used cameras, surveys, blogs and communication platforms like Facebook Messenger to collaborate and incorporate feedback at different stages of planning and production.
Evaluation question 4
The group used various media technologies at each stage of their project. In research, they used IMDb to research films, SurveyMonkey to collect audience data, and the BBFC website to research ratings. In planning, they used Calendar and iMessage to coordinate, and PowerPoint to present plans. They constructed their trailer using Final Cut Pro X for editing, Photoshop for ancillary tasks, and music from Bensound. They evaluated using social media for audience feedback and presenting on Prezi, Slides, PowerPoint, and PowToon.
Question 4
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a project. Photoshop, Adobe Premier, cameras, smartphones, YouTube, Google, Blogger, Survey Monkey, Slideshare, LinkedIn, Microsoft Word, and PowerPoint were used at various stages. Photoshop and cameras were used to construct packaging and film footage. Research involved online searches, surveys, and analyzing footage. Planning utilized online research, document creation, and communication. Evaluation presented findings through online platforms and gathered audience feedback.
Evaluation Part Two
The group created a range of ancillary texts like a digipack and magazine advertisement to promote the artist Belle Rose and increase her fan base. Feedback from questionnaires showed that viewers responded positively to the natural beauty theme and camera work in the music video but that additional locations could have improved engagement. Various media technologies were used at each stage of research, planning, production, and distribution to make the project accessible across platforms and evaluate effectiveness.
G24 advanced portfolio 2
The document discusses a student's media project on teenage pregnancy. The student created a documentary about how society views teenage pregnancy, combining interviews with real pregnant teenagers sharing their experiences. She also created a radio trailer and newspaper advertisement to promote the documentary. The newspaper ad featured an image of an unhappy pregnant teenager that was also used in the documentary. The student used various software like Photoshop, Final Cut Pro, and online tools like blogs and social media to research, plan, create, and promote her multi-media project examining the complex issue of teenage pregnancy.
Media evaluations keval this one
The document provides an evaluation of a media studies project creating a product aimed at teenagers. It discusses the planning, research, production timeline, conventions used, stereotypes challenged, similarities to other films, intended audiences, distribution plans, technologies learned, and audience feedback received. Research included surveys of the target audience to determine preferred genres. Conventions like setting and costumes were included, while stereotypes of Indian teens were subverted. Distribution through cinemas internationally was considered best to reach audiences and reduce piracy.
A2 Evaluation Question 4
The document discusses the various media technologies used by Charlotte Simcox at each stage of constructing and evaluating her music video project. She used her IMac computer throughout for software like Microsoft Word, Prezi, and iMovie. She also used YouTube for research, planning, construction, and evaluation. Other technologies used included Slideshare, PowerPoint, Facebook, a USB, Blogger, Google, and Prezi. The document provides details on how each technology was used and its benefits and limitations.
How did you use new technologies in the
The group used various technologies at different stages of their music video project. In production, they used a digital camera to film and iMovie to edit. They added effects and transitions in iMovie. For their poster and CD cover, they used Fireworks to create synergy between the main character's eyes used on both. In research, they used the internet and programs like Google and Photoshop. They conducted audience research through surveys and a flip camera. They created a storyboard animatic to plan filming. For evaluation, they used Prezi and Slideshare to present and embedded their final video on YouTube and their blog.
Media tech final
The document discusses the use of new media technologies throughout the research, planning, construction, and evaluation stages of a music video project. In the research stage, various websites like Wikipedia, YouTube, and artist websites were used to gather information. During planning, storyboards and animatics were created using camera, iMovie, and YouTube. Construction involved using cameras, iMovie, Photoshop, and InDesign to film footage and create packaging designs. Technologies like iMovie, cameras, and editing software helped improve skills like syncing video to music and using visual effects.
Media tech
The document discusses the use of new media technologies throughout the research, planning, construction, and evaluation stages of a music video project. In the research stage, various websites like Wikipedia, YouTube, and artist websites were used to gather information. During planning, storyboards and animatics were created using software like iMovie. In construction, cameras, iMovie, Photoshop, and InDesign were used to film footage, edit videos, design graphics, and more. Technologies helped expand skills like editing to sync with music. Evaluation found skills were extended through experimenting with technologies like effects in iMovie.
Media tech
The document discusses the use of new media technologies throughout the research, planning, construction, and evaluation stages of a music video project. Various websites, software programs, and equipment were used at each stage, including Wikipedia for initial research, iMovie and Panasonic cameras for editing footage, and YouTube to share and analyze other videos. Overall, the author found their existing technical skills were extended through experimenting with new functions of familiar software and presenting work in different formats online.
Media eval
Our documentary challenged conventions by being a factual, non-scripted piece about student interests made by students. It included unplanned, spontaneous footage of a protest unlike staged reality shows. Feedback varied with younger viewers responding positively and older viewers more negatively due to the subject matter. We targeted students by basing filming on student interviews and a protest, and promoting on Channel 4 which is popular with students. Through creating the documentary, we developed skills in camera work, editing software, and working collaboratively in a group.
Evaluation four
The document discusses the use of media technologies in the production of two courseworks - an AS film opening and an A2 music video.
For research, the author used YouTube, Tumblr, and blogs to analyze thriller and electropop genres. Research was compiled into PowerPoints and documents.
For production of the music video, the author used Photoshop, Pixlr, iMovie, and Final Cut Pro X. Planning involved MindMeister, PowerPoints, and hand-drawn storyboards. The final products were uploaded to YouTube and the author's blog.
Hardware included a Sony camcorder, Nikon DSLR, and phone cameras. The author's skills in research, planning
Lo3 (images for digipak and evidence)
The student took photos for a digipak without using a tripod so they could easily change angles and positions. Safety precautions were taken like wearing a neck strap, avoiding dangerous equipment, being aware of steps and hazards, and finishing before dark. The photos were taken in a stable location away from the water's edge.
Lo2 (recce, risk, l and e)
This document discusses the risks, permission requirements, and legal/ethical issues involved in photographing a model for an album cover at Hightown Lakes.
The risks identified include the model or photographer falling into the water, stepping on fishing hooks or wires, and dropping the camera. Solutions proposed are keeping a safe distance from water, wearing proper footwear, and using a camera strap. Contact details are needed for emergency responders.
A permission letter must be obtained from the model's parent. Copyright and intellectual property laws, slander/libel, royalties, offensive content, and public interest standards could impact the album cover design.
Several regulatory music industry bodies are outlined, including their roles in
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Similar to Evaluation
Evidence
The group took turns recording parts for their advert using Adobe Audition software. They used a production plan to stay on schedule and a risk assessment to identify hazards in the recording studio. Working as a team allowed them to finish tasks on time and practice their pitch effectively. Areas for improvement include distributing jobs more evenly, practicing their presentation more, making the adverts more enthusiastic, and including both male and female actors.
Reflection media
Katie's group worked well together on their music video project. They divided tasks according to each member's strengths, with Anneka editing in Adobe Premier due to her experience. The group contributed ideas and gave feedback to improve their work. They planned the video by researching similar artists, coming up with ideas and creating a storyboard and shooting schedule. When filming, they had to consider risks, weather, lighting and storyboard angles. Overall the group collaboration was successful and allowed them to meet deadlines.
Evaluation
Our media products used typical conventions of dance music videos through bright colors and effects. We developed the convention of including the DJ in the video, which is uncommon. During production, we researched conventions but unintentionally challenged displaying scantily clad women, instead focusing on expression and fun. New media technologies helped at all stages, from research on YouTube and Wikipedia to construction using Final Cut Pro and evaluation through Facebook.
Evalution question 4 A2 level Media
Sade used various media technologies throughout the research, planning, construction, and evaluation of her music video project. She researched music video conventions on YouTube but avoided Wikipedia due to reliability issues. During planning, she tested shots on phones and edited footage on Final Cut Pro. To construct the video and accompanying materials, she edited footage and added effects on Final Cut Pro and edited images on Fireworks. For evaluation, she gathered audience feedback in person, on YouTube, and through Excel charts.
Group Reflection
Katie Dunning's group worked well together on their music video project. They divided tasks based on strengths, with Anneka editing in Adobe Premier due to her experience. The group planned a retro-style music video featuring a female star. They researched similar artist videos for inspiration on locations and camera angles. The group considered their target audience when researching, using bright colors and props. They used Adobe Premier to edit, Photoshop for images, and Wix to create their website. The group had to consider risks, weather, lighting quality, and storyboard-planned angles during filming.
Evaluation pp
1) The document discusses an evaluation of a group's advanced media production portfolio which included a short documentary film about eating disorders and supporting research and planning tasks.
2) They analyzed successful short films and documentaries to inform conventions and techniques for their own film, such as using personal interviews and statistics to raise awareness and prompt emotion.
3) Audience feedback indicated the film was effective at increasing awareness of eating disorders and forming an emotional connection through the personal interview style, though some noted issues with camerawork and sound quality.
Evaluation q3
The document discusses different methods used to gather audience feedback during the production of a student music video. A survey was distributed to classmates to get early feedback on video ideas. Social media, like Facebook, was then used to share drafts and get comments on what to improve. Some friends also provided verbal feedback, but it was limited since they did not want to criticize. The most helpful feedback came from the teacher, who pointed out specific issues and solutions. In the future, the group would get feedback from a wider audience and follow their storyboard more closely to film more efficiently.
A2 Coursework - Question 4
The document discusses the group's process for researching and planning their media coursework project. They used various technologies at different stages of the process, including computers and editing software to collect, organize and analyze research materials. They also used cameras, surveys, blogs and communication platforms like Facebook Messenger to collaborate and incorporate feedback at different stages of planning and production.
Evaluation question 4
The group used various media technologies at each stage of their project. In research, they used IMDb to research films, SurveyMonkey to collect audience data, and the BBFC website to research ratings. In planning, they used Calendar and iMessage to coordinate, and PowerPoint to present plans. They constructed their trailer using Final Cut Pro X for editing, Photoshop for ancillary tasks, and music from Bensound. They evaluated using social media for audience feedback and presenting on Prezi, Slides, PowerPoint, and PowToon.
Question 4
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a project. Photoshop, Adobe Premier, cameras, smartphones, YouTube, Google, Blogger, Survey Monkey, Slideshare, LinkedIn, Microsoft Word, and PowerPoint were used at various stages. Photoshop and cameras were used to construct packaging and film footage. Research involved online searches, surveys, and analyzing footage. Planning utilized online research, document creation, and communication. Evaluation presented findings through online platforms and gathered audience feedback.
Evaluation Part Two
The group created a range of ancillary texts like a digipack and magazine advertisement to promote the artist Belle Rose and increase her fan base. Feedback from questionnaires showed that viewers responded positively to the natural beauty theme and camera work in the music video but that additional locations could have improved engagement. Various media technologies were used at each stage of research, planning, production, and distribution to make the project accessible across platforms and evaluate effectiveness.
G24 advanced portfolio 2
The document discusses a student's media project on teenage pregnancy. The student created a documentary about how society views teenage pregnancy, combining interviews with real pregnant teenagers sharing their experiences. She also created a radio trailer and newspaper advertisement to promote the documentary. The newspaper ad featured an image of an unhappy pregnant teenager that was also used in the documentary. The student used various software like Photoshop, Final Cut Pro, and online tools like blogs and social media to research, plan, create, and promote her multi-media project examining the complex issue of teenage pregnancy.
Media evaluations keval this one
The document provides an evaluation of a media studies project creating a product aimed at teenagers. It discusses the planning, research, production timeline, conventions used, stereotypes challenged, similarities to other films, intended audiences, distribution plans, technologies learned, and audience feedback received. Research included surveys of the target audience to determine preferred genres. Conventions like setting and costumes were included, while stereotypes of Indian teens were subverted. Distribution through cinemas internationally was considered best to reach audiences and reduce piracy.
A2 Evaluation Question 4
The document discusses the various media technologies used by Charlotte Simcox at each stage of constructing and evaluating her music video project. She used her IMac computer throughout for software like Microsoft Word, Prezi, and iMovie. She also used YouTube for research, planning, construction, and evaluation. Other technologies used included Slideshare, PowerPoint, Facebook, a USB, Blogger, Google, and Prezi. The document provides details on how each technology was used and its benefits and limitations.
How did you use new technologies in the
The group used various technologies at different stages of their music video project. In production, they used a digital camera to film and iMovie to edit. They added effects and transitions in iMovie. For their poster and CD cover, they used Fireworks to create synergy between the main character's eyes used on both. In research, they used the internet and programs like Google and Photoshop. They conducted audience research through surveys and a flip camera. They created a storyboard animatic to plan filming. For evaluation, they used Prezi and Slideshare to present and embedded their final video on YouTube and their blog.
Media tech final
The document discusses the use of new media technologies throughout the research, planning, construction, and evaluation stages of a music video project. In the research stage, various websites like Wikipedia, YouTube, and artist websites were used to gather information. During planning, storyboards and animatics were created using camera, iMovie, and YouTube. Construction involved using cameras, iMovie, Photoshop, and InDesign to film footage and create packaging designs. Technologies like iMovie, cameras, and editing software helped improve skills like syncing video to music and using visual effects.
Media tech
The document discusses the use of new media technologies throughout the research, planning, construction, and evaluation stages of a music video project. In the research stage, various websites like Wikipedia, YouTube, and artist websites were used to gather information. During planning, storyboards and animatics were created using software like iMovie. In construction, cameras, iMovie, Photoshop, and InDesign were used to film footage, edit videos, design graphics, and more. Technologies helped expand skills like editing to sync with music. Evaluation found skills were extended through experimenting with technologies like effects in iMovie.
Media tech
The document discusses the use of new media technologies throughout the research, planning, construction, and evaluation stages of a music video project. Various websites, software programs, and equipment were used at each stage, including Wikipedia for initial research, iMovie and Panasonic cameras for editing footage, and YouTube to share and analyze other videos. Overall, the author found their existing technical skills were extended through experimenting with new functions of familiar software and presenting work in different formats online.
Media eval
Our documentary challenged conventions by being a factual, non-scripted piece about student interests made by students. It included unplanned, spontaneous footage of a protest unlike staged reality shows. Feedback varied with younger viewers responding positively and older viewers more negatively due to the subject matter. We targeted students by basing filming on student interviews and a protest, and promoting on Channel 4 which is popular with students. Through creating the documentary, we developed skills in camera work, editing software, and working collaboratively in a group.
Evaluation four
The document discusses the use of media technologies in the production of two courseworks - an AS film opening and an A2 music video.
For research, the author used YouTube, Tumblr, and blogs to analyze thriller and electropop genres. Research was compiled into PowerPoints and documents.
For production of the music video, the author used Photoshop, Pixlr, iMovie, and Final Cut Pro X. Planning involved MindMeister, PowerPoints, and hand-drawn storyboards. The final products were uploaded to YouTube and the author's blog.
Hardware included a Sony camcorder, Nikon DSLR, and phone cameras. The author's skills in research, planning
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This document discusses the risks, permission requirements, and legal/ethical issues involved in photographing a model for an album cover at Hightown Lakes.
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The document provides evidence of the filmmaking process, including setting up a tripod, using a script to direct actors, filming scenes, organizing footage into folders by act and scene for easy locating during editing, and reviewing footage and renaming files to prepare for editing.
Evidence of filming and footage
The document provides evidence of the filmmaking process, including setting up a tripod, using a script to direct actors, filming scenes, organizing footage into folders by act and scene for easy access during editing, and reviewing footage while renaming files to prepare for editing.
Legal, ethical and permission report done
This document provides information about the legal, ethical and permission considerations for a short film project. It includes a table summarizing what copyrighted content is being used, who owns it, whether permission is required, and any impacts. Permission has been obtained from all actors and their parents through signed consent forms. The film will be rated PG and therefore cannot include inappropriate or offensive content. Permission will need to be requested to use the song "Bang Bang" as it is copyrighted. Overall the document demonstrates the student has properly obtained permissions and considered legal and ethical issues for their short film.
Storyboards
This storyboard document outlines 25 scenes depicting Anna giving Abbie a makeover, including cutting and styling her hair, applying makeup, and trying on different outfits. The scenes progress from wide shots showing both characters to increasingly close details of their faces and interactions. They include Anna brushing, cutting and braiding Abbie's hair while Abbie reacts, Anna doing Abbie's makeup and picking out clothes, and finally a montage of Abbie modeling different outfits.
Storyboards
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Learners recce for production work done
Learners are conducting location scouting to find suitable indoor or outdoor spaces for a film production. The document analyzes several potential locations - stairwells, corridors, locker areas, toilets, entrance ways, outdoor areas, classrooms and homes - listing hazards and risks for each, such as slippery surfaces, collisions with people or objects, tripping hazards, and other dangers. Floor plans and camera angles are provided to aid planning and ensure a safe production.
Production schedule (to blog)
1. The document outlines the filming and editing schedule for a student production project taking place from January to April.
2. It details the dates, times, locations, crew, costumes, and equipment needed for filming scenes and editing phases.
3. Post-production editing will take place in the media room and involve editing each scene using a Sony camera, SD cards, computer and headphones over several dates from late February to mid-March.
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Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Evaluation
- 1. Evaluation – LowerSchool AudioAdvert The audioadvertI createdwas the lowerschool advert. Once we haddone the recce and risk assessment,we were abletoknowwhere we couldrecordandgetthe bestvoxpopsandsoundsfor boththe lowerschool and sixthformadverts. The pre-productiontaskswere achievable becausewe workedina team.Once we had evaluated the recce andriskassessment,we splituptasksto do individuallytosave time andwhichallowedustoinputourownwork.We all uploadedour recce photos,I completedthe riskassessment,Robyndidthe productionplanandJosie didthe production schedule.Once we haddone this,we uploadedthemontoourblogsaswell ason to our Powerpoint presentation forourpitch. We presentedourpitch toa panel,wholistenedtoourideasandgave usfeedbackonour audio adverts.We wentback to our feedback,of whichmentionedthatwe should alterthe SixthForm scriptto make it more academically-informative.We currently hadvoxpopswithstudentsexplaining theiropinions onthe school social life, sowe changedone voxpoptodescribe the helpfulness of creatingtheirpersonal statementfor university.Thisgave ourvoxpopsavariety of different commentsthatnow bestdefinedalife atRingwoodSixthForm. Nowthat the pitchwas done,we startedrecordingourvoxpops,voiceoversandsoundeffectsfor our adverts. Togetherwe foundsoundseffectsforthe lowerschool advert,suchasrunning onthe field,paintbrush noisesin anart class andsounds fromthe library.We thenall tookon responsibilitytofindappropriate voiceoverstobestsuitouradverts.I recorded a familymemberto do the voiceovertalkingaboutthe openeveningsandinformationaboutthe lowerschool,forthe lowerschool advert. Once we had all our recordingsthere wasstill afew lefttodo.Howeverwe were able toworkwith whatwe hadand go and start editingourownadvertsindividually.Ididthe lowerschool advert. I didn’thave loadsof experience usingAdobe Audition butonce Iknew the basicsI reallyenjoyed makingitbecause I wasable to cut and copyand add differenttracksto create an audioadvertI was happywith. There were some issueswithtimingssuchasIwouldsometimesfinditdifficulttocut the musiccorrectly,some audiofileswere deletedandIhadto cut parts of the voiceovertomake it thirtysecondsandto allowtime forthe voxpopsandsoundeffectstobe noticed. Overall these issueswere sorted. I thinkmyadvertmet the needsof the clientaswe all createdan approximate designof the ideas we had whenpitchingtothe panel.We have takenintoaccountthe likesanddislikesof the client for example havinga‘parent’talkaboutthe lowerschool. Ourcontentiscorrect as the form and style of our advertswere plannedandeditedfromourideaswe hadpitchedtothe panel. My advert has metthe legal andethical requirementsbecausewe hadnoswearing,violenceorcopy-written music. I believe thatouradvertswouldbe suitable foracommercial radiostationbecause. Ifelt workingasa groupwas a strengthand ourbrief allowed ustocomplete tasksasa group andinput and develop ourown plansaswell aswork individuallytodelegate taskswhichhelpedus complete tasksefficiently. Once all of ourgroupworkwas finalised we couldthenworkalone tocreate our ownaudioadvertwhichwas goodso we coulddemonstrate ourownskills.