Evaluation media a2
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The student received feedback from classmates who had completed the same coursework, as well as from social media platforms like Facebook and YouTube. Overall, the feedback indicated that the video was very effective at conveying the intended heavy rock genre through conventions and costumes. However, there were also issues with inconsistent camera quality between shots due to different resolutions, shaky camerawork that was sometimes excessive, and too many repetitive band shots due to a lack of narrative elements. The student learned they need to ensure consistent camera settings, use a tripod to reduce shaking, and include more narrative shots to fill space instead of repetitive band footage.
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Evaluation Question 3
Jordan Ronan created a draft video to test their equipment and posted it online for feedback. They received positive feedback on the interesting camera angles and narrative progression. Negative feedback pointed out that parts were too dark to see and the audio quality of spoken parts was poor. To address this, Jordan decided to film in daylight and remove spoken parts so sound quality depended only on music. Suggestions were also made but one to use an established song was rejected so Jordan could use their written lyrics. This feedback helped identify positives to build on, negatives to improve, and suggestions to consider for the final video.
What have you learned from your audience feedback?
The document discusses feedback received from audiences on a short film. It describes gathering feedback through online surveys, interviews with classmates, and posting the film on YouTube. The feedback helped identify what worked well and what needed improvement, such as unclear dialogue. Scenes were removed and dialogue was re-shot based on this feedback. Showing the film to audiences multiple times during editing ensured it was appealing and the plot was understood. The feedback demonstrated how crucial audience input is to creating the best short film.
Evaluation question 4
Research for the film included using Survey Monkey to create surveys, conducting a vox pop by interviewing people with a camera and microphone, and analyzing audience feedback with graphs created in Excel. Various media technologies like YouTube, Moodle, and social media were used to find tutorials on cinematography techniques.
Adobe software like Premiere Pro, After Effects, and Audition were used extensively in creating the film. Premiere Pro was used for editing, After Effects for visual effects and titles, and Audition helped enhance audio quality by removing unwanted sounds. YouTube's creator studio assisted in finding copyright-compliant music and sound effects. Overall, a wide range of media technologies supported the research, planning, and production of
Question 3
The document summarizes feedback received on a music video project from YouTube comments and a focus group.
Positive feedback praised the editing, storyline clarity, use of different locations, and bright colors used in promotional materials. Negative feedback suggested improving phone shot clarity, acting realism, reducing text on packaging, and linking promotional materials more clearly.
The comments reinforced the importance of audience feedback to identify strengths and areas for improvement. They highlighted the need for more production time on lighting, shots, and cuts to perfect technical aspects in future projects.
Evaluation question #3
Charlie Parry received feedback on their music video project from peers, teachers, and other media institutions. The feedback was mostly positive and helped identify aspects that worked well, such as the opening title sequence, a reversed shot of falling snow, and choreographed dance shots. Some criticisms included overusing one shot and an ending that did not flow well. Charlie created multiple versions of digipaks and ads to get feedback and chose the best final designs based on comments. The feedback will help Charlie's group improve planning and storyboarding for future projects.
Media evaluation
George had the initial idea of a student being late to school. Kamal then developed camera shots and angles, including establishing shots of the school, empty corridors, and clocks, which George agreed to. They have since changed shots and ideas to save time and improve the video. Collectively, they learned filming all the correct camera angles without continuity errors is difficult. Through research, they learned techniques like match on action and the 180 degree rule. Both also learned new skills using blogging and video editing software. Getting the filming correct, learning new software, and finding a fitting song were the most difficult parts.
Nicholas
The editing aspects were most important as the editing software allowed the filmmakers to compile footage and cut it down to 8 minutes. The filmmaker took control of editing due to experience and experimented with sound effects. Microsoft software like Publisher and PowerPoint were used for poster creation and evaluation tasks due to their simple nature. Survey Monkey and questionnaires were used to gather audience feedback and evaluate the film. Blogger was used to document the entire filmmaking process. The film was shot on a Canon Legria camera, which provided good quality but lacked night vision capabilities. The finished film was uploaded to YouTube to be viewed and reviewed by others.
Digitial technologies
The editing aspects were most important as the editing software allowed the filmmakers to compile footage and cut it down to 8 minutes. The filmmaker took control of editing due to experience and experimented with sound effects. Microsoft software like Publisher and PowerPoint were used for poster creation and evaluation tasks due to their simple nature. Survey Monkey and questionnaires were used to gather audience feedback and ideas. Blogger was used to document the entire filmmaking process. The film was shot on a Canon Legria camera, which provided good quality but lacked night vision capabilities. The finished film was uploaded to YouTube to be viewed and reviewed by others.
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Evaluation Question 3
Jordan Ronan created a draft video to test their equipment and posted it online for feedback. They received positive feedback on the interesting camera angles and narrative progression. Negative feedback pointed out that parts were too dark to see and the audio quality of spoken parts was poor. To address this, Jordan decided to film in daylight and remove spoken parts so sound quality depended only on music. Suggestions were also made but one to use an established song was rejected so Jordan could use their written lyrics. This feedback helped identify positives to build on, negatives to improve, and suggestions to consider for the final video.
What have you learned from your audience feedback?
The document discusses feedback received from audiences on a short film. It describes gathering feedback through online surveys, interviews with classmates, and posting the film on YouTube. The feedback helped identify what worked well and what needed improvement, such as unclear dialogue. Scenes were removed and dialogue was re-shot based on this feedback. Showing the film to audiences multiple times during editing ensured it was appealing and the plot was understood. The feedback demonstrated how crucial audience input is to creating the best short film.
Evaluation question 4
Research for the film included using Survey Monkey to create surveys, conducting a vox pop by interviewing people with a camera and microphone, and analyzing audience feedback with graphs created in Excel. Various media technologies like YouTube, Moodle, and social media were used to find tutorials on cinematography techniques.
Adobe software like Premiere Pro, After Effects, and Audition were used extensively in creating the film. Premiere Pro was used for editing, After Effects for visual effects and titles, and Audition helped enhance audio quality by removing unwanted sounds. YouTube's creator studio assisted in finding copyright-compliant music and sound effects. Overall, a wide range of media technologies supported the research, planning, and production of
Question 3
The document summarizes feedback received on a music video project from YouTube comments and a focus group.
Positive feedback praised the editing, storyline clarity, use of different locations, and bright colors used in promotional materials. Negative feedback suggested improving phone shot clarity, acting realism, reducing text on packaging, and linking promotional materials more clearly.
The comments reinforced the importance of audience feedback to identify strengths and areas for improvement. They highlighted the need for more production time on lighting, shots, and cuts to perfect technical aspects in future projects.
Evaluation question #3
Charlie Parry received feedback on their music video project from peers, teachers, and other media institutions. The feedback was mostly positive and helped identify aspects that worked well, such as the opening title sequence, a reversed shot of falling snow, and choreographed dance shots. Some criticisms included overusing one shot and an ending that did not flow well. Charlie created multiple versions of digipaks and ads to get feedback and chose the best final designs based on comments. The feedback will help Charlie's group improve planning and storyboarding for future projects.
Media evaluation
George had the initial idea of a student being late to school. Kamal then developed camera shots and angles, including establishing shots of the school, empty corridors, and clocks, which George agreed to. They have since changed shots and ideas to save time and improve the video. Collectively, they learned filming all the correct camera angles without continuity errors is difficult. Through research, they learned techniques like match on action and the 180 degree rule. Both also learned new skills using blogging and video editing software. Getting the filming correct, learning new software, and finding a fitting song were the most difficult parts.
Nicholas
The editing aspects were most important as the editing software allowed the filmmakers to compile footage and cut it down to 8 minutes. The filmmaker took control of editing due to experience and experimented with sound effects. Microsoft software like Publisher and PowerPoint were used for poster creation and evaluation tasks due to their simple nature. Survey Monkey and questionnaires were used to gather audience feedback and evaluate the film. Blogger was used to document the entire filmmaking process. The film was shot on a Canon Legria camera, which provided good quality but lacked night vision capabilities. The finished film was uploaded to YouTube to be viewed and reviewed by others.
Digitial technologies
The editing aspects were most important as the editing software allowed the filmmakers to compile footage and cut it down to 8 minutes. The filmmaker took control of editing due to experience and experimented with sound effects. Microsoft software like Publisher and PowerPoint were used for poster creation and evaluation tasks due to their simple nature. Survey Monkey and questionnaires were used to gather audience feedback and ideas. Blogger was used to document the entire filmmaking process. The film was shot on a Canon Legria camera, which provided good quality but lacked night vision capabilities. The finished film was uploaded to YouTube to be viewed and reviewed by others.
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.
Production logs
The group filmed the opening scenes of their horror trailer on day 1 so they could film in chronological order to make uploading and editing less tedious. The documenter was responsible for choosing the setting and directing the opening scene. On day 2, they shot most of the remaining scenes so they could start editing soon, which is important for horror trailers. The documenter again directed the scenes. On day 3, after reviewing footage, they filmed extra shots to ensure they had enough professional-quality clips for their trailer. The documenter directed this additional filming.
6. evaluation sf 2017
The document summarizes the student's process for producing a short film. It describes the planning and research done using websites like IMDb and Wikipedia. It discusses the student's time management and use of equipment like cameras during filming. It also covers the editing process in Adobe Premiere and After Effects, including adding sound effects and music. Peer feedback praised aspects like the varied camera shots and building intensity, while providing suggestions for improvements like scene brightness and extending the explosion scene.
Evaluation
The document summarizes the production process for a student's short film project. It describes the research conducted, including primary research with surveys and secondary research on film ratings. Planning involved forms like a call sheet, risk assessment, and shot list. Filming went well with good time management. Editing was positive and new skills were learned. Feedback was positive about effects, angles, and storyline clarity, with suggestions to improve focus, camera stability, and audio quality.
Evaluation Question 3
Through receiving feedback from peers on four designs of a digipack cover and magazine advertisement, as well as comments on a Facebook page, the document author learned that a simpler design was most effective. Feedback also helped improve the color correction and text alignment. Posting the final music video resulted in positive comments praising the CGI sequences, showing that spectacle works well for music videos of songs for James Bond openings.
Evaluation obama
Tom Fearon chose to recreate a portrait of Barack Obama because it seemed like an easy subject to capture. He had a classmate take his photo in front of a plain wall. While the process was straightforward, the results were blurry and from a different angle than the original photo. This made it difficult to edit the recreation to match the high quality of the original portrait. Overall, Tom was not pleased with his recreation and felt he could have done better with a different subject.
Media Studies Evaluation
This document contains a media studies evaluation of a student's film opening for a dance film. It summarizes the ways the opening does and does not follow film conventions. It represents characters like dancers and judges as stereotypes. The film would likely be distributed on DVD to audiences like teenage girls, dancers, and low-budget film fans. The student learned skills like using filmmaking software, camera angles, and addressing audiences. They improved at camerawork and editing from an earlier preliminary task.
Evaluation – question 4
The document discusses the use of various media technologies in the planning, production, and evaluation stages of a coursework project. Blogger was used to document the process and receive feedback. Prezi helped with planning by spreading out ideas visually. Wordle was brief but eye-catching. Mobile phones assisted with planning, production, and communication. A digital camera captured high-quality footage but had battery life issues. Adobe Premier Elements smoothly edited video but required chronological editing. Photoshop professionally edited photos. Google provided research, while YouTube offered inspiration and feedback. Facebook facilitated event planning and communication.
Evaluation question 3
Thomas Faulkner's coursework evaluation summarizes feedback received on a music video created for the band Bombay Bicycle Club. Surveys conducted on Survey Monkey showed that viewers rated the video's professionalism and narrative clarity positively, thought the costumes and locations were suitable for the indie genre, but felt the editing could be improved. Feedback on YouTube and Facebook also noted issues with lip syncing and editing continuity that could be enhanced. The evaluation identifies areas like lip syncing, editing smoothness, and color matching that Thomas can focus on improving for future videos.
Media Evaluation
The document summarizes a group's process of researching horror genre conventions in films, trailers, posters and magazines. They used this research to create their own horror trailer, poster and magazine. They gathered feedback and made changes to improve their products, such as adding more images to the poster. The group used various software and took photos and created storyboards. Conducting research, testing prototypes, and getting audience feedback helped them create effective horror marketing materials.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Audience feedback
The document discusses getting feedback on a music video project from students, teachers, and others through questionnaires and YouTube views. Feedback indicated that the location and lip syncing were positives, but that the video would benefit from including a male character and having multiple storylines to better match the song. If making the video again, the creator would address these weaknesses and also improve the editing to create a more effective final product.
Audience feedback
The document discusses getting feedback on a music video project from students, teachers, and others using questionnaires and YouTube views. Feedback indicated that the location and lip syncing were positives, but that the video would benefit from including a male character and having multiple storylines to better match the song. If making the video again, the creator would address these weaknesses and also improve the editing to create a more effective final product.
Evaluation
This document contains responses to evaluation questions about a student film project. For question 3, the students describe their film as an independent rom-com with stereotypical scenes and characters, meaning it has a low budget without special effects. For question 6, the students discuss lessons learned in filming, editing, and producing their opening scene. They gained experience with equipment, editing software, organizing scenes, and uploading files, despite initial difficulties.
Evaluation Q2-7
The media product is a low-budget thriller film that subverts some common thriller conventions. It features a female teenage killer rather than the usual male killer, giving the female character more power. The target audience is adults aged 15-30, especially those interested in thriller films. To attract this audience, the film leaves many plot points unanswered and uses social media to gather feedback on how to improve.
Feedback From Pitch
The document summarizes feedback received on a pitch for a video project and how the team addressed each issue:
1) Concerns about seeing characters at night were addressed by filming in well-lit areas and using a flashlight to illuminate characters.
2) Questions about how to include mask animations were initially addressed by considering papier-mâché masks or animation, but they ultimately removed the mask scenes.
3) Effects of drugs on a character were illustrated through close-ups, faster editing, point-of-view shots with blurring to imply worsening condition over the night.
4) Concerns about depicting drug use to under-18 audiences were addressed by using it
Mv production assignment evaluation form 2020
The document summarizes the student's process of creating a video project. Their research went well but planning was impacted by limited actors. Time management required rescheduling after splitting filming across two days. Camera quality varied between the iPhone and GoPro. Editing went well except some filters lowered resolution. Feedback noted the interesting concept but suggested a longer video and better transitions. The student agreed better presets were needed but disagreed the structure lacked clarity.
2. Research MV
The document discusses various production techniques that could be researched and tested for a music video project, including 3D motion tracking to place a video inside a frame, duplicating an actor through green screening, and revealing another actor through camera rotation. It also covers conventions of hip hop music videos and experiments with editing to the beat. The student has chosen to try something different from a typical Eminem video by using a brighter setting and cutting footage to the rhythm of the music.
Audience feedback
The author created a music video and gathered feedback on it through questionnaires, showing it to students and teachers, and posting it on YouTube. They received both positive and negative feedback. Positives included that viewers liked the location and the lip syncing was good. Negatives were that the video lacked a male character and additional storylines or props could have made it better. If remaking the video, the author would address these weaknesses to improve it.
Question 7
The document discusses what the author learned from their preliminary task to their full product. They found that doing research beforehand helped generate initial ideas. The preliminary task helped them learn camera and editing skills in iMovie. Specifically, they learned to use a tripod, film outside for better lighting and sound, and vary camera angles and proximity for visual interest. The full product incorporated these lessons through improved lighting, sound, storyboarding, and varied shots.
Presentación de literatura
El documento resume las características y corrientes principales del vanguardismo en Europa y México en el siglo XX. Algunos de los movimientos vanguardistas más influyentes fueron el futurismo, el cubismo, el expresionismo, el dadaísmo y el surrealismo. En México, el vanguardismo buscó romper con el estilo posmodernista y crear algo nuevo, como se ve en los poemas de Xavier Villaurrutia.
Ppw romanticismo
El romanticismo fue un movimiento artístico y literario que se desarrolló entre 1830-1850. Se caracterizó por una atmósfera de revoluciones y por obras como Caminante sobre el mar de nubes de Caspar Friedrichel y La matanza de Quios de De la Croix, que reflejaban la naturaleza, las emociones y el nacionalismo.
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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.
Production logs
The group filmed the opening scenes of their horror trailer on day 1 so they could film in chronological order to make uploading and editing less tedious. The documenter was responsible for choosing the setting and directing the opening scene. On day 2, they shot most of the remaining scenes so they could start editing soon, which is important for horror trailers. The documenter again directed the scenes. On day 3, after reviewing footage, they filmed extra shots to ensure they had enough professional-quality clips for their trailer. The documenter directed this additional filming.
6. evaluation sf 2017
The document summarizes the student's process for producing a short film. It describes the planning and research done using websites like IMDb and Wikipedia. It discusses the student's time management and use of equipment like cameras during filming. It also covers the editing process in Adobe Premiere and After Effects, including adding sound effects and music. Peer feedback praised aspects like the varied camera shots and building intensity, while providing suggestions for improvements like scene brightness and extending the explosion scene.
Evaluation
The document summarizes the production process for a student's short film project. It describes the research conducted, including primary research with surveys and secondary research on film ratings. Planning involved forms like a call sheet, risk assessment, and shot list. Filming went well with good time management. Editing was positive and new skills were learned. Feedback was positive about effects, angles, and storyline clarity, with suggestions to improve focus, camera stability, and audio quality.
Evaluation Question 3
Through receiving feedback from peers on four designs of a digipack cover and magazine advertisement, as well as comments on a Facebook page, the document author learned that a simpler design was most effective. Feedback also helped improve the color correction and text alignment. Posting the final music video resulted in positive comments praising the CGI sequences, showing that spectacle works well for music videos of songs for James Bond openings.
Evaluation obama
Tom Fearon chose to recreate a portrait of Barack Obama because it seemed like an easy subject to capture. He had a classmate take his photo in front of a plain wall. While the process was straightforward, the results were blurry and from a different angle than the original photo. This made it difficult to edit the recreation to match the high quality of the original portrait. Overall, Tom was not pleased with his recreation and felt he could have done better with a different subject.
Media Studies Evaluation
This document contains a media studies evaluation of a student's film opening for a dance film. It summarizes the ways the opening does and does not follow film conventions. It represents characters like dancers and judges as stereotypes. The film would likely be distributed on DVD to audiences like teenage girls, dancers, and low-budget film fans. The student learned skills like using filmmaking software, camera angles, and addressing audiences. They improved at camerawork and editing from an earlier preliminary task.
Evaluation – question 4
The document discusses the use of various media technologies in the planning, production, and evaluation stages of a coursework project. Blogger was used to document the process and receive feedback. Prezi helped with planning by spreading out ideas visually. Wordle was brief but eye-catching. Mobile phones assisted with planning, production, and communication. A digital camera captured high-quality footage but had battery life issues. Adobe Premier Elements smoothly edited video but required chronological editing. Photoshop professionally edited photos. Google provided research, while YouTube offered inspiration and feedback. Facebook facilitated event planning and communication.
Evaluation question 3
Thomas Faulkner's coursework evaluation summarizes feedback received on a music video created for the band Bombay Bicycle Club. Surveys conducted on Survey Monkey showed that viewers rated the video's professionalism and narrative clarity positively, thought the costumes and locations were suitable for the indie genre, but felt the editing could be improved. Feedback on YouTube and Facebook also noted issues with lip syncing and editing continuity that could be enhanced. The evaluation identifies areas like lip syncing, editing smoothness, and color matching that Thomas can focus on improving for future videos.
Media Evaluation
The document summarizes a group's process of researching horror genre conventions in films, trailers, posters and magazines. They used this research to create their own horror trailer, poster and magazine. They gathered feedback and made changes to improve their products, such as adding more images to the poster. The group used various software and took photos and created storyboards. Conducting research, testing prototypes, and getting audience feedback helped them create effective horror marketing materials.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Audience feedback
The document discusses getting feedback on a music video project from students, teachers, and others through questionnaires and YouTube views. Feedback indicated that the location and lip syncing were positives, but that the video would benefit from including a male character and having multiple storylines to better match the song. If making the video again, the creator would address these weaknesses and also improve the editing to create a more effective final product.
Audience feedback
The document discusses getting feedback on a music video project from students, teachers, and others using questionnaires and YouTube views. Feedback indicated that the location and lip syncing were positives, but that the video would benefit from including a male character and having multiple storylines to better match the song. If making the video again, the creator would address these weaknesses and also improve the editing to create a more effective final product.
Evaluation
This document contains responses to evaluation questions about a student film project. For question 3, the students describe their film as an independent rom-com with stereotypical scenes and characters, meaning it has a low budget without special effects. For question 6, the students discuss lessons learned in filming, editing, and producing their opening scene. They gained experience with equipment, editing software, organizing scenes, and uploading files, despite initial difficulties.
Evaluation Q2-7
The media product is a low-budget thriller film that subverts some common thriller conventions. It features a female teenage killer rather than the usual male killer, giving the female character more power. The target audience is adults aged 15-30, especially those interested in thriller films. To attract this audience, the film leaves many plot points unanswered and uses social media to gather feedback on how to improve.
Feedback From Pitch
The document summarizes feedback received on a pitch for a video project and how the team addressed each issue:
1) Concerns about seeing characters at night were addressed by filming in well-lit areas and using a flashlight to illuminate characters.
2) Questions about how to include mask animations were initially addressed by considering papier-mâché masks or animation, but they ultimately removed the mask scenes.
3) Effects of drugs on a character were illustrated through close-ups, faster editing, point-of-view shots with blurring to imply worsening condition over the night.
4) Concerns about depicting drug use to under-18 audiences were addressed by using it
Mv production assignment evaluation form 2020
The document summarizes the student's process of creating a video project. Their research went well but planning was impacted by limited actors. Time management required rescheduling after splitting filming across two days. Camera quality varied between the iPhone and GoPro. Editing went well except some filters lowered resolution. Feedback noted the interesting concept but suggested a longer video and better transitions. The student agreed better presets were needed but disagreed the structure lacked clarity.
2. Research MV
The document discusses various production techniques that could be researched and tested for a music video project, including 3D motion tracking to place a video inside a frame, duplicating an actor through green screening, and revealing another actor through camera rotation. It also covers conventions of hip hop music videos and experiments with editing to the beat. The student has chosen to try something different from a typical Eminem video by using a brighter setting and cutting footage to the rhythm of the music.
Audience feedback
The author created a music video and gathered feedback on it through questionnaires, showing it to students and teachers, and posting it on YouTube. They received both positive and negative feedback. Positives included that viewers liked the location and the lip syncing was good. Negatives were that the video lacked a male character and additional storylines or props could have made it better. If remaking the video, the author would address these weaknesses to improve it.
Question 7
The document discusses what the author learned from their preliminary task to their full product. They found that doing research beforehand helped generate initial ideas. The preliminary task helped them learn camera and editing skills in iMovie. Specifically, they learned to use a tripod, film outside for better lighting and sound, and vary camera angles and proximity for visual interest. The full product incorporated these lessons through improved lighting, sound, storyboarding, and varied shots.
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Presentación de literatura
El documento resume las características y corrientes principales del vanguardismo en Europa y México en el siglo XX. Algunos de los movimientos vanguardistas más influyentes fueron el futurismo, el cubismo, el expresionismo, el dadaísmo y el surrealismo. En México, el vanguardismo buscó romper con el estilo posmodernista y crear algo nuevo, como se ve en los poemas de Xavier Villaurrutia.
Ppw romanticismo
El romanticismo fue un movimiento artístico y literario que se desarrolló entre 1830-1850. Se caracterizó por una atmósfera de revoluciones y por obras como Caminante sobre el mar de nubes de Caspar Friedrichel y La matanza de Quios de De la Croix, que reflejaban la naturaleza, las emociones y el nacionalismo.
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The document discusses several vodkas produced by N.R.G. Kolos Corporation. It summarizes that the company was founded in 1992 and produces high quality vodka using natural ingredients and purified water from a national park. In 2008, they built the world's largest water filter using a unique purification method. Their vodkas include Godfather, an ultra premium vodka packaged in a decorative bottle, No Problem, which is exceptionally soft through multi-level filtering, and H2O, the purest vodka that does not cause hangovers. They also produce Gurmanoff vodka, which comes in a souvenir package including appetizers and a glass for a traditional Russian feast.
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Similar to Evaluation media a2
Evaluation 3
The document discusses various ways the author received feedback on creative works from audiences, including pitching ideas to classmates, receiving feedback from students in a similar course, and sharing work on social media. This feedback helped improve projects by highlighting what audiences liked and disliked and suggesting constructive changes. At each stage of production, from initial ideas to the final short film, feedback was gathered and revisions were made based on audience recommendations.
Evaluation question 3
The document discusses feedback received from an audience on a film project. It provides examples of feedback received on various elements of the film production:
- Feedback on the sound mixing and clarity of dialogue led to improvements in those areas.
- Feedback that the narrative was unclear and confusing resulted in rearranging footage and deleting some to make the story easier to follow.
- Many of the shots were reported as shaky, so a stabilizer was used and extra care was taken to improve shot continuity.
- Feedback on the film poster revealed small changes like symmetry and positioning could make a big difference, so those elements were adjusted.
- Feedback showed the "talking point box" on a magazine was
Zac Bigley Evaluation tasks 1 - 4
The document provides feedback from various stages of creating a music video production. It discusses feedback received on the initial treatment, rough cut, and final version from both the class and teacher. The feedback was generally positive and provided suggestions for improvements. It also describes using various media technologies like video cameras, computers, editing software, and social media in the construction, research, planning and evaluation of the project.
Zac Bigley Evaluation
The document provides feedback from various stages of creating a music video production. It discusses feedback received on the initial treatment, rough cut, and final version from both the class and teacher. The feedback was generally positive and provided suggestions for improvements. It also describes using various media technologies like video cameras, computers, editing software, and social media in the construction, research, planning and evaluation of the project.
Question 3
The student received feedback on their film project at various stages:
1. An initial focus group provided positive feedback and helped narrow their ideas to focus on guilt, stemming from scenarios like letting down a team or losing a family member.
2. When they showed a rough cut, feedback praised the tone, shots, and music but noted some scenes were out of focus or hard to hear. They addressed most issues except an out of focus scene.
3. Feedback on print products liked the review layout and suggested a full-body shot for the poster, which they did not end up using. Later feedback said the poster text needed to be clearer.
4. Overall feedback was positive with some noting needs for
Question 3
The filmmakers received feedback on their film from an audience questionnaire and video interviews. The audience found the story line confusing but liked the overall idea. To address this, the filmmakers simplified the plot. They also posted a rough cut online and received feedback to make the story clearer, such as adding voiceovers. After completing the final cut while implementing this feedback, they posted it online again and received a positive comment, showing their improvements addressed the audience's initial concerns.
Quesrion five of media evaluation
The document discusses audience feedback that was received on a film project. An online feedback form was created and distributed on Facebook and through the film's YouTube link. The feedback suggested that the opening title sequence was too short and the story was intangible. However, the filmmakers intended for the lighting to convey different emotions. Positive feedback was also received, with viewers saying they would watch it again and found it interesting.
Audience feedback
The document discusses different ways the author gained audience feedback on a video project. They showed the video to a small audience and collected questionnaires to get comments. Feedback included praise for lip syncing and shots/editing, but also criticisms like needing more props and settings. The video was also posted on social media, which provided additional feedback, such as praise for the color scheme but also comments about needing more storylines or characters. Overall the author learned they could have improved the video by taking the constructive criticism into account, like adding more mise en scene and characters.
What have you learned from your audience feedback
Through receiving feedback from various sources, the document discusses ways to improve a music video and album package production. Feedback was obtained from pitching ideas to classmates, a BTEC group, and an online survey. The feedback highlighted that the concept was understood but there were issues with lip syncing and shaky camera footage. Further positive feedback was received from uploading the music video to Facebook. Overall the feedback helped identify strengths and weaknesses to improve the project.
Show project presentation
The student researched different types of webisodes and shows to inform their project. They found that webisodes are typically shorter and comedic, so decided their show would have this format. The class split into two groups to work more effectively. The student took on roles like director, camera operator, and filling in for the production manager. Their group planned, filmed, and distributed several short comedic webisodes about students in detention via YouTube. They gained feedback through YouTube statistics and interviews to improve their show. The project improved the student's filmmaking skills and taught them about online production processes.
Show project presentation
The student researched different types of webisodes and shows to inform their project. They found that webisodes are typically shorter and comedic, so decided their show would have this format. The class split into two groups to work more effectively. The student took on roles like director, camera operator, and filling in for the production manager. Their group planned, filmed, edited and distributed short comedic webisodes about students in detention via social media. They gained feedback through online views and comments. Overall the project improved the student's filmmaking skills and taught them about online production processes.
Question 3
The document summarizes feedback received from an audience on a music video and other promotional materials.
Positive feedback noted that the editing worked well with cuts on the beat, the storyline was clear, and different locations were used effectively. Comments praised the bright colors and overlapping images used in promotional materials.
Some constructive criticism addressed shots of a phone that could have been clearer and acting performances that seemed unrealistic at times. Suggestions were also made to simplify graphic design elements like reducing text.
Going forward, the document notes that more time would be spent on lighting, shots and production quality based on the lessons learned from both positive and negative audience feedback.
Matthew Turnbull Evaluation for Extended Project
Matthew created a documentary about a local mountain biking team as his extended project. He experienced several challenges along the way, including difficulties filming, editing issues, and not being able to interview team members as planned. While his final outcome was similar to his original idea of documenting the team's locations and history, it lacked some intended details and interviews. He received generally positive feedback from audiences, with some suggestions to improve the music, add more subtitles, and include a concluding commentary. For future projects, Matthew would plan more filming time, structure the documentary differently, and stick closer to his project plan.
Elena evaluation question 3
The document discusses feedback received on a rough cut of a music video:
- Feedback was generally positive but also provided constructive criticism to improve aspects like using more varied shots, adding transitions and effects, and potentially reshoots.
- Editing pace matched the song well but could be more organized, and a star persona was effectively communicated.
- Advice to maintain quality of lip-synching and footage matching the song was received, which helped strengthen weak areas to create a higher quality final product.
Trailer evaluation q3
The document discusses audience feedback received on a film trailer. It describes using Survey Monkey to collect feedback from a diverse range of viewers on YouTube, finding that the trailer appealed to both male and female young to middle-aged audiences. Most feedback was positive, though some noted inconsistent lighting and shaky camera work at times. The filmmaker addresses negative feedback and is pleased overall with the learning experience.
Question 3
The document summarizes feedback received from an audience focus group and YouTube comments on a music video. The feedback was mostly positive, praising elements like the editing, storyline, use of locations, and design of related promotional materials. Some constructive criticism addressed issues like grainy phone shots, unrealistic acting, and busy graphic design. Going forward, the creator will focus on improving lighting, shots, and spending more time on production elements for future projects.
Media evaluation question 3
The document discusses what the author has learned from audience feedback on their horror film project. They received feedback at various stages of production through surveys and focus groups. This helped them improve elements like the film title, increase sympathy for characters, and add more horror elements. When a teacher noted the original title was too similar to a James Bond film, they changed it based on more feedback. Overall, the author learned incorporating audience perspectives helped strengthen their film and make it more appealing to target viewers.
Task 3 evaluation
The document discusses feedback received from audiences on a film project at different stages of production. It describes getting feedback on a rough cut to gauge the structure and pacing. Minor issues like spelling errors were identified. Additional feedback was solicited near completion on the trailer, poster, and magazine cover. Feedback was generally positive but provided ideas on lighting, fonts, and empty space to improve the projects.
Evaluation task 3
Feedback is important for filmmakers to improve their films and attract larger audiences. The document discusses how filmmakers use test screenings and marketing pitches to get feedback from their target demographics on whether audiences enjoy the film. The feedback is then used to make changes to better suit the target audience. The document also discusses how the filmmakers created an online survey and showed early cuts of their teaser trailer to classmates to collect feedback, which helped them identify areas for improvement and make changes to elements like sound, inclusion of a release date, and voiceover. Overall, receiving feedback from similar audiences to their target was essential for creating the best possible final marketing products.
Feedback presentation
The document provides feedback from classmates, friends on social media, YouTube comments, and the teacher on a student's rough cut of a music video. The feedback was largely positive, praising the creative theme, good lip syncing, varied shots, professional look, and how the editing suited the genre and music. Some feedback suggested softening the color of fire scenes and brightening the lipstick in phone scenes. The student was happy with the feedback validating their creative choices.
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More from Connor Preece
Storyboardsdsfsdfs
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Media evaluation pt 4
1. The document discusses the various media technologies used at different stages of a group project to create a music video, including using cameras, editing software, and online platforms for planning, gathering feedback, and sharing the final video.
2. Editing software like Premiere Pro was used to edit footage and add effects to create a high quality music video, while Adobe Photoshop helped design promotional materials.
3. Online surveys, interviews, social media, and video platforms like YouTube were utilized at different stages for research, feedback, and sharing the final project.
Media evaluation pt 2
The combination of the band's main album and ancillary texts is effective. A dark theme was maintained throughout different products, using black colors and dark lighting. The album cover featured on a magazine advert reinforces recognition of the band and album. Some similarities between the music video and ancillary texts help connect them, like lyrics printed on the album digi-pack. Shots from the music video were also used on the digi-pack to maintain consistency and allow connections between products without being directly told.
Media evaluation pt1
Our media product follows many conventions of existing media such as music videos, album artwork, and advertisements. The music video for "Nightmare" by Avenged Sevenfold uses typical camerawork, editing techniques, and genre characteristics seen in other rock and metal music videos. These include wide shots of the band playing together, close-ups of musicians, and relating the visuals to lyrics. The accompanying digipak and magazine ad also implement conventions like album track listings, band photos, and social media integration to appear professional and familiar to the target audience. While conforming to expectations, the narrative challenges some conventions by not providing resolution or safety for the protagonist.
Media evaluation pt1
Our media product follows many conventions of existing media such as music videos, album artwork, and advertisements. The music video for "Nightmare" by Avenged Sevenfold uses typical camerawork found in rock/metal videos such as wide shots of the band playing and close-ups of guitarists playing back-to-back. The video also includes a narrative storyline that builds fear and suspense through the use of lighting, editing techniques, and costumes/makeup inspired by horror films. The album digipak and magazine advertisement similarly implement recognizable design elements from Avenged Sevenfold and other bands to appear authentic.
Media evaluation pt1
Our media product follows many conventions of existing media such as music videos, album artwork, and advertisements. It includes shots of the band playing that are commonly found in rock/metal music videos. The narrative portion uses camerawork and editing techniques from horror films to create fear and suspense. The album design incorporates elements from the source artist Avenged Sevenfold, such as their logo and font, to make it recognizable to fans. Social media integration in the advertisement also reflects real media trends. Overall, the product aims to appear professional and realistic by adopting conventions from other real media products within the genre.
Proposal/Pitch
This document appears to be an original technical drawing or blueprint. However, without more context around the content and purpose of the drawing, it is difficult to provide a meaningful high-level summary in 3 sentences or less. The document itself contains no written descriptions or details.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Evaluation media a2
- 1. Evaluation Q3: What have you learned from your audience feedback? We were given feedback from the students in our class who had carried out the same coursework and also from social networks such as Facebook. We also used YouTube to upload the video that we created in the hope for comments to also get some feedback. The following feedback is from students in the class who were asked what was effective and what was ineffective: The paper based versions are diffuclt to read but here is a quick run down to what the audience thought was effective and what was ineffective: Effective: Conventions were very well followed in relation to the genre. What was meant by this is that from the beginning to the end the audience understood that it was a video based around the heavy rock genre Costume was very fitting to the genre (This was planned in very early stages of the coursework and has clearly worked due to this) The costume was recognizable to the genre
- 2. Ineffective: Although we tried our best in editing, the quality change was still noticeable which had happened as a mistake when filming in different resolutions. (To prevent this in the future we will have to make sure that the camera settings are both exactly the same) The use of the camera in certain shots was considered “shaky” by people saying that it sometimes added to the genre but also seemed quite excessive. (This could be avoided by using a tripod) The audience also criticized the fact that there is to many band shots throughout the video, this was due to lack of narrative shots. The song was also very long so the space had to be filled by repeated band shots. To prevent this in the future I would take more shots based around narrative and back them up in this case. We also received feedback through the upload to YouTube, but not as much due to the video not showing up on search results due to its low popularity. Although we do have over 100 views of current this is a good sign that the video is being promoted and hopefully enjoyed. We had similar results when posting the video to Facebook, minimal feedback but the feedback that was given was very similar to the media students; shaky camera, lack of narrative shots, faulty camera etc. Overall the postaive feedback consisted of fitting the genre very well with use of conventions within the genre and the mise on scene in general was very well matched with the genre. For example people knew that the location was meant to be eerie, we also got many compliments on the editing such as the intro, the audience were claming it to be “Spooky” or “It creates suspense” which was the goal we had in mind. In terms of negative comments it was everything to do with how we handled the camera hardware and we have no been taught how to overcome this in the future. The only other thing was lack of shots within the narrative segment of the music video and this was also down to having different settings on the camera and not including the shots because it seemed out of place.