Evaluation of stop motion
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The document discusses the process of creating a stop motion animation. [1] A camera, tripod, YouTube, and Microsoft PowerPoint were used to capture and edit the animation. [2] Creativity was shown by adapting the source story and adding extra photos to lengthen the scene. [3] Existing media conventions were kept by maintaining the original narrative but adding extra photos to a bathroom scene to increase length.
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The document evaluates a stop motion project recreating the trailer for the film "The Cut". It describes using a Fugi film camera, downloading background images from online, printing out character images from YouTube, and using Microsoft PowerPoint and SlideShare to assemble and format the animation. It notes the creator found it easy to adapt the trailer to stop motion and used online research and printed images to recreate the story and characters frame-by-frame.
Filming day
The filming day was successful as the filmmakers managed to get all the necessary footage and images. They began filming in Castlefield but decided the bedroom was unsuitable so filmed in the main room instead. Jerome set up lights to properly illuminate the actors' faces. Their script guided the dialogue scenes but they also filmed freely to have more options for the trailer. It took time to get into character but they completed the filming. Despite cold conditions and lacking reference materials, they obtained all needed shots on schedule.
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The document discusses the skills the author learned to create a magazine cover and poster using Photoshop and photography. The author used tools in Photoshop like the quick selection brush, layers, and text tools to select images, arrange elements, and add text. Basic skills like zooming and adjusting color were also used. The author filmed a trailer, learning skills like adjusting manual focus, white balance, and using a tripod for steady shots while most shots were handheld.
Question 6
The document summarizes the equipment, software, and techniques used to create a student film project, as well as areas that could be improved. It discusses the presentation software, hardware including cameras, lighting and microphones, and editing software used. It also provides specific examples of shots that did not work as intended and could be improved, such as unstable dolly shots, a focus pull that was too slow, issues with audio quality, and lack of planning for slow motion shots. Areas for improvement include practicing camera techniques, ensuring proper audio quality, and planning elements like slow motion in advance.
Production logs edon
The group shot opening scenes for their film trailer on day 1. The author was responsible for lighting, using various objects and light sources to create different lighting effects for different scenes. On day 2, the group shot the remaining scenes for the trailer. The author again focused on lighting, using candles for a nighttime scene. On day 3, the group re-shot some scenes to improve acting, lighting, or shots. The author worked on lighting again for the re-shots, changing locations and light sources to improve lighting and the overall quality of the scenes.
Production logs edon
The group spent three days shooting scenes for a film trailer. On the first day, they shot opening scenes and the person responsible ensured proper lighting, whether making rooms darker or using phone light. The second day was spent shooting remaining scenes and finishing as soon as possible to allow more time for editing. Candles were used to simulate night lighting. On the third day, some scenes were re-shot to improve acting, lighting, or get better shots. The person responsible again focused on lighting, moving scenes or adjusting lighting to properly illuminate faces without shadows.
Question 7 for media
Josie reflects on what she learned from her preliminary task to her full product. For her preliminary task, her group's video lacked sound due to a microphone issue and an absent actor, so they had to add subtitles. This highlighted planning and technical difficulties. For her full product, Josie improved planning with her group and learned about different camera shots and editing software. The preliminary task helped her understand challenges and how to improve for her full product.
Preliminary Task Evaluation
Jade Craig created characters and a narrative for a mother-daughter film. She chose an antagonist mother and protagonist daughter with contrasting personalities. Jade researched techniques like denotation, connotation, and camera shots. Her group learned how to use filming equipment like tripods, boom poles, and cameras. Editing in Final Cut was difficult at first but Jade learned the software. Overall, she felt unprepared for filming due to time constraints but chose another student's similar idea for the film elements needed.
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Evauation Mini Movie
The document evaluates a stop motion project recreating the trailer for the film "The Cut". It describes using a Fugi film camera, downloading background images from online, printing out character images from YouTube, and using Microsoft PowerPoint and SlideShare to assemble and format the animation. It notes the creator found it easy to adapt the trailer to stop motion and used online research and printed images to recreate the story and characters frame-by-frame.
Filming day
The filming day was successful as the filmmakers managed to get all the necessary footage and images. They began filming in Castlefield but decided the bedroom was unsuitable so filmed in the main room instead. Jerome set up lights to properly illuminate the actors' faces. Their script guided the dialogue scenes but they also filmed freely to have more options for the trailer. It took time to get into character but they completed the filming. Despite cold conditions and lacking reference materials, they obtained all needed shots on schedule.
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The document discusses the skills the author learned to create a magazine cover and poster using Photoshop and photography. The author used tools in Photoshop like the quick selection brush, layers, and text tools to select images, arrange elements, and add text. Basic skills like zooming and adjusting color were also used. The author filmed a trailer, learning skills like adjusting manual focus, white balance, and using a tripod for steady shots while most shots were handheld.
Question 6
The document summarizes the equipment, software, and techniques used to create a student film project, as well as areas that could be improved. It discusses the presentation software, hardware including cameras, lighting and microphones, and editing software used. It also provides specific examples of shots that did not work as intended and could be improved, such as unstable dolly shots, a focus pull that was too slow, issues with audio quality, and lack of planning for slow motion shots. Areas for improvement include practicing camera techniques, ensuring proper audio quality, and planning elements like slow motion in advance.
Production logs edon
The group shot opening scenes for their film trailer on day 1. The author was responsible for lighting, using various objects and light sources to create different lighting effects for different scenes. On day 2, the group shot the remaining scenes for the trailer. The author again focused on lighting, using candles for a nighttime scene. On day 3, the group re-shot some scenes to improve acting, lighting, or shots. The author worked on lighting again for the re-shots, changing locations and light sources to improve lighting and the overall quality of the scenes.
Production logs edon
The group spent three days shooting scenes for a film trailer. On the first day, they shot opening scenes and the person responsible ensured proper lighting, whether making rooms darker or using phone light. The second day was spent shooting remaining scenes and finishing as soon as possible to allow more time for editing. Candles were used to simulate night lighting. On the third day, some scenes were re-shot to improve acting, lighting, or get better shots. The person responsible again focused on lighting, moving scenes or adjusting lighting to properly illuminate faces without shadows.
Question 7 for media
Josie reflects on what she learned from her preliminary task to her full product. For her preliminary task, her group's video lacked sound due to a microphone issue and an absent actor, so they had to add subtitles. This highlighted planning and technical difficulties. For her full product, Josie improved planning with her group and learned about different camera shots and editing software. The preliminary task helped her understand challenges and how to improve for her full product.
Preliminary Task Evaluation
Jade Craig created characters and a narrative for a mother-daughter film. She chose an antagonist mother and protagonist daughter with contrasting personalities. Jade researched techniques like denotation, connotation, and camera shots. Her group learned how to use filming equipment like tripods, boom poles, and cameras. Editing in Final Cut was difficult at first but Jade learned the software. Overall, she felt unprepared for filming due to time constraints but chose another student's similar idea for the film elements needed.
Fun education stop_motion_animation_global_learning_conference2
This document describes a project using stop motion animation in education. It discusses four phases of creating stop motion animations - research, preparation, making the animation, and presenting the final product. Stop motion animation was used to teach 12 school subjects and helped engage students through an active role in the creative process. The project promotes multi-model teaching and motivates students by allowing them to direct and produce their own animations.
Sophie stop motion animation
Sophie Paige Griffiths was assigned a summer stop motion animation task. She was tasked with creating a short stop motion animation over the summer break. The assignment required her to plan, storyboard, film and edit a short stop motion film using materials and objects available to her at home.
Stop motion powerpoint
Eadweard Muybridge invented the zoopraxiscope in 1877, which was considered the first movie projector. It used a glass disc with sequential images of a moving subject that gave the illusion of motion when spun rapidly, based on the persistence of vision principle. This inspired further developments in early moving image technology and stop motion animation by pioneers like Willis O'Brien and Ray Harryhausen, who physically manipulated models to create animated films through the technique of photographing small movements frame by frame.
Stop Motion
1.Stop-Motion Workshop
2.Do you remember those days ...
of childhood when we played with sand bread
3.Do you remember those days ...
of childhood when we played with Mud
4.Do you remember those days ...
of childhood when we played with Dol,Puppets
5.What is Stop-Motion ?
6. Stop-Motion is.....
7.History of Stop-Motion Animation
8.Appeal of the Medium
9.The Beginning of Stop-Motion Animation
10.The Role Of Stop-Motion in Animation Industry
Feature Films
Games
Television
Commercials
Educational Films
Advertisements
Medical
11.What are the Different Types of Stop-Motion Animation?
1.Puppet Animation,
2.Clay Animation,
3.Pixilation,
4.Sand Animation,
5.Cutout Animation,
6.Toy Animation
12.Puppet Animation
13.Clay Animation
Animation done using clay is called Claymation
Mostly it is been done by plasticine
(Plastic clay which does not dry off)
It is the art of making clay figures move, talk, sing, dance or whatever you imagine.
Figures and props are molded from clay and are then used to tell a story. Using stop motion photography or
a series of still pictures taken with a digital camera, the frames are then run together to produce an animation.
14.Pixilation
Pixilation (from pixilated) is a stop motion technique where live actors are used as a frame-by-frame subject in an animated film,
by repeatedly posing while one or more frame is taken and changing pose slightly before the next frame or frames.
The actor becomes a kind of living stop motion puppet. This technique is often used as a way to blend live actors
with animated ones in a film, such as in The Secret Adventures of Tom Thumb by the Bolex Brothers,
which used the technique to compelling and eerie effect.
15.Sand Animation
is also known as sand art
an artist creates a series of images using sand
Using your HANDS to draw in sand on a lit
glass surface, called a light table.
Artists use positive and negative space.
Artist perform in front of an audience.
The performances
are usually a
story line.
16.Cutout Animation
Cutout animation is a unique technique for producing animations using flat characters,
props and backgrounds cut from materials such as paper, card,
stiff fabric or even photographs.
17.Toy Animation
12.The Stop-Motion Industry
The Production Pipeline
The Idea
Concept Art and Design
Storyboarding
Sound Recording and Exposure Sheets
Story Reel
Desidning and Building Puppets and Sets
Animation
Post-Production
13.Mniature Worlds on Small Screen
Stop-Motion on the Small Screen
14.Feature Presentations
15.Opportunities
Jobs in Pre Production:
Production Designer
Storyboard Supervisor
Designer Storyboard Artist
Art Director
Character Designer
Set Designer
Prop Designer
Design Assistants
16.Creating Animation/What You Need
Cameras
Film
Video
Digital SLR Cameras
Web Cams
Tripod
17.Computer and Capture Card
18.Software
19.Set
20.Lights
18.Supplies
Basic Animation
Timing and Spacing
The Problem of Gravity
The Bouncing Ball
Overlaping Action and Follow-Through
The Animated Vine
Bouncing Ball With Pigtails
Anticipation,Action,Reaction
The 80-Frame Morph
Basic Performance
Building Puppets
Character Design
Evolution of a Character With Doll Armatures
Ball-and-Socket Armatures
Wire Armatures
Building a Simle Latex Methods
Latex Build-up Puppets
Clay Puppets
Other Techniques
Puppet Animation
Posing
Walking
Action Analysic
Facial Expressions
Blinks
Dialogue
Motion Blur
Sets and Props
Setting the Stage
Securing the Set
Interior Sets
Exterior Sets
Alternative Set Methods
Chroma-Key Compositing
Props
Showing Your Stuff
Making a Film
Ideas and Film Types
Narrative Fims
Objects With Personality
Characterization Films
Abstract Films
Storyboarding and Editing
Shots
Angles
Camera Moves
Composition
Lighting
Editing
Getting it made
format
sound
Titles
Schedules
Distribution
Demo Reels
Personal Web Sites
Internet
www.Stopmoshorts.com
www.atomfils.com
www.ifilm.com
Festivals
Spi
Students Love Stop Motion Animation
1) The document discusses how stop motion animation can help students better learn and demonstrate their understanding of concepts.
2) Stop motion animation is described as the technique of photographing objects and putting the photographs together as frames of a movie to give the objects the appearance of movement.
3) The document provides tips for creating stop motion animation projects, including using a studio, small movements between frames, and keeping the camera stationary. Students are challenged to create their own stop motion animation.
Edtech101report
Motion Media is defined as graphics that use video and/or animation to create the illusion of motion or a transforming appearance. Early motion media devices included the thaumatrope, phenakistoscope, stroboscope, zoetrope, and praxinoscope - toys from the 19th century that used persistence of vision to create the illusion of movement. Modern motion media includes video, animation, and combinations of the two. Video uses recorded moving images while animation creates motion through rapid display of sequentially different static images. Motion media has various applications in education by making lessons more engaging and accessible through video-based materials, interactive videos, and video conferences.
History of animation
The document traces the origins and evolution of animation from early animation toys like the thaumatrope and zoetrope in the 1820s-1860s, to flipbooks and early stop-motion animation using cut-out drawings and clay figures in the late 19th century. It then discusses key developments like the first animated film in 1906, the growing popularity and sophistication of cartoons in the 1920s-1940s, and the transition to computer generated imagery starting in the late 1970s and its increasing prominence today.
Technologies used
The document discusses the process of creating a stop motion animation using various technologies. The creator used a digital camera on a tripod to take photos of plastic cartoon eyes and matchsticks arranged on a cardboard background to create the animation frame by frame. They uploaded the finished animation to YouTube and embedded it in a blog for secure storage and professional presentation. Resources were limited to the available cameras, tripods, and time slots for equipment use, but the creator was able to complete the animation successfully within these constraints.
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New Media Technologies
The document discusses the use of various new media technologies in the construction and evaluation of a coursework project. Blogger was used to create an online portfolio to document the entire project process through notes, images, videos and surveys. A GoPro camera was used to capture moving footage from a motorbike to include in a trailer. Photoshop was used to design a magazine cover and film poster, allowing the use of filters, fonts, images and effects. iMovie was used to edit video footage and include music to create a film trailer. A Nikon camera was used to film varied shots for the trailer using a tripod in different locations and angles.
Q4
The student used various new media technologies at different stages of their short film project. In the construction stage, they used a Panasonic camera to film and iMovie to edit. Microsoft Publisher was used to design the film poster. In the research stage, they relied heavily on online resources like YouTube, Google, Wikipedia, and Blogger. Planning was done mostly with traditional methods. For evaluation, the student created audio and video files to upload to YouTube and used PowerPoint, SlideShare and their blog to receive and share feedback.
Stop motion evaluation
The document describes how the author used stop motion animation to create two videos. They used a digital camera on a tripod to take photos and uploaded them to PowerPoint to create a smooth animation. Coming up with narrative ideas and moving props subtly between shots without them becoming out of sync were challenging. The author decided on themes based on current media trends and ease of using a single prop. Weather limitations affected lighting consistency between photos.
Evaluation Question 4
The document summarizes the various technologies used by the author throughout their coursework. This includes using the internet for research, Wikipedia for genre definitions, YouTube to analyze music videos, Microsoft Word for note-taking, a phone to take photos as evidence, and WordPress as their blog site. Editing software like Adobe Premiere Elements was used to edit a music video. Various websites were utilized to present work creatively, such as Makebeliefscomix for comic strips and Prezi for presentations. Photoshop and Quark were used to design ancillary tasks like a digipak and poster. The author concludes that this wide range of technologies allowed them to create high quality, professional work appealing to their target audience
Evaluation Question 4
The student used various media technologies throughout their coursework, including the internet for research, WordPress for blogging, and Adobe Premiere Elements and Photoshop for editing video and photos. Video cameras and photography equipment were used to film and take photos. Websites like Wikipedia, YouTube, and Makebeliefscomix helped explain concepts. Presentation software like Prezi and posters created with Glogster and SlideShare displayed work. The wide range of technologies allowed the student to demonstrate their work in multiple ways and create professional-looking media products that would appeal to audiences.
Evaluation question 4
The document discusses the various technologies and tools used during the construction, research, planning, and evaluation stages of a project. During construction, Canon DSLR cameras were used for photography and Photoshop was used to edit images for the digipak and poster. For research, the internet (Google), social media sites, and DSLR cameras were used. Planning involved using Paint Tool Sai, a Wacom tablet, and Sony Vegas to create a storyboard and animatic. Evaluation used iMacs, Photo Booth, Final Cut Pro, YouTube, and PowerPoint.
Evaluation: Question 4
The document discusses the use of new media technologies in different stages of a project. In construction, Photoshop was used to edit images for a poster and magazine cover, and InDesign was used to design the poster and magazine cover. A DSLR camera was used to film high quality footage. In research and planning, YouTube, IMDb, Google, and magazines were used to analyze trailers, find relevant movies, find reference images, and identify design conventions. In evaluation, Facebook was used to gather feedback through surveys, SlideShare was used to embed PowerPoints in a blog, and Prezi was used to create an aesthetically pleasing presentation showcasing the work.
Software hardware and online tools
From constructing this project, Sophia has learned about various hardware, software, and online tools. She used an iMac to edit the film opening which helped develop her editing skills. A tripod and video camera were used to film steady shots and high quality footage. iMovie, Movie Maker, Photoshop, Microsoft Word and PowerPoint were tools used to edit, create logos, and present tasks. Online tools like YouTube, Blogger, Freesound, Google, and Art of the Title helped with uploading videos, organizing work, finding music, researching issues, and analyzing other film openings. Overall, the project expanded Sophia's technical knowledge and skills.
Evaluation Question 4
Brandon Murphy used new media technologies extensively in researching, planning, constructing, and evaluating his project. In the research stage, he used Google to research film theory and analyzed films on YouTube. He used Prezi and Slideshare to organize his research. To construct his film, he used a Canon DSLR camera and iMovie to edit, adding effects and titles. He created ancillary products like a poster and film review using Photoshop. He uploaded the final film to YouTube and used social media to evaluate feedback and gauge audience response by displaying the film on a smartboard for focus groups.
Media pp question 1
The document discusses how the media product uses, develops, and challenges conventions of real media. It uses similar formatting and stylistic choices as magazines like Total Film but also develops elements like using a darker, manipulated image on the cover. The trailer uses techniques seen in other media like reviews and captions but challenges conventions with unique elements like changing footage to nightvision and ending on a static screen. Overall, it borrows layouts and techniques from real media but also develops and challenges conventions with its own creative adaptations.
Evaluation Question Four
The document describes the various technologies used at different stages of creating a music video project. In construction, a Canon DSLR camera, tripods, and lighting equipment were used to film footage. iMovie was used to edit the footage, applying filters, cutting frames, and slowing footage. Pixlr.com was used to edit images for the digipak and magazine advert. Research involved using websites like Google, Will.I.Am's social media, and Prezi and PowerPoint for presentations. Planning included storyboarding, creating an animatic in iMovie, and using Pixlr.com. Evaluation presentations used Blogger, YouTube, Prezi, PowerPoint, and Slideshare.
Media a2 eval
The document discusses various media technologies used at different stages of creating a short film. Survey Monkey and Blogger were used to plan with questionnaires and document the process. Microsoft PowerPoint, Publisher, and Word were used to create presentations, posters, and reviews. Adobe Premier Elements 9 was used to edit footage. A Nikon camera captured images and a Canon Legria camcorder filmed footage, though it had limitations. A tripod supported stable camerawork. Photoshop, PicMonkey, YouTube, and FontSpace were also utilized.
Evaluation 4
The document discusses the use of various media technologies during the research, planning, and production stages of a coursework project. During research, the individual explored websites like YouTube and used search engines to find existing media products. Planning involved creating a storyboard using Post-It notes and using Google Calendar to organize filming. Production utilized a DSLR camera, video camera, Photoshop, InDesign, and Premiere Pro to capture and edit images, film footage, and create a poster, magazine, and trailer.
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Fun education stop_motion_animation_global_learning_conference2
This document describes a project using stop motion animation in education. It discusses four phases of creating stop motion animations - research, preparation, making the animation, and presenting the final product. Stop motion animation was used to teach 12 school subjects and helped engage students through an active role in the creative process. The project promotes multi-model teaching and motivates students by allowing them to direct and produce their own animations.
Sophie stop motion animation
Sophie Paige Griffiths was assigned a summer stop motion animation task. She was tasked with creating a short stop motion animation over the summer break. The assignment required her to plan, storyboard, film and edit a short stop motion film using materials and objects available to her at home.
Stop motion powerpoint
Eadweard Muybridge invented the zoopraxiscope in 1877, which was considered the first movie projector. It used a glass disc with sequential images of a moving subject that gave the illusion of motion when spun rapidly, based on the persistence of vision principle. This inspired further developments in early moving image technology and stop motion animation by pioneers like Willis O'Brien and Ray Harryhausen, who physically manipulated models to create animated films through the technique of photographing small movements frame by frame.
Stop Motion
1.Stop-Motion Workshop
2.Do you remember those days ...
of childhood when we played with sand bread
3.Do you remember those days ...
of childhood when we played with Mud
4.Do you remember those days ...
of childhood when we played with Dol,Puppets
5.What is Stop-Motion ?
6. Stop-Motion is.....
7.History of Stop-Motion Animation
8.Appeal of the Medium
9.The Beginning of Stop-Motion Animation
10.The Role Of Stop-Motion in Animation Industry
Feature Films
Games
Television
Commercials
Educational Films
Advertisements
Medical
11.What are the Different Types of Stop-Motion Animation?
1.Puppet Animation,
2.Clay Animation,
3.Pixilation,
4.Sand Animation,
5.Cutout Animation,
6.Toy Animation
12.Puppet Animation
13.Clay Animation
Animation done using clay is called Claymation
Mostly it is been done by plasticine
(Plastic clay which does not dry off)
It is the art of making clay figures move, talk, sing, dance or whatever you imagine.
Figures and props are molded from clay and are then used to tell a story. Using stop motion photography or
a series of still pictures taken with a digital camera, the frames are then run together to produce an animation.
14.Pixilation
Pixilation (from pixilated) is a stop motion technique where live actors are used as a frame-by-frame subject in an animated film,
by repeatedly posing while one or more frame is taken and changing pose slightly before the next frame or frames.
The actor becomes a kind of living stop motion puppet. This technique is often used as a way to blend live actors
with animated ones in a film, such as in The Secret Adventures of Tom Thumb by the Bolex Brothers,
which used the technique to compelling and eerie effect.
15.Sand Animation
is also known as sand art
an artist creates a series of images using sand
Using your HANDS to draw in sand on a lit
glass surface, called a light table.
Artists use positive and negative space.
Artist perform in front of an audience.
The performances
are usually a
story line.
16.Cutout Animation
Cutout animation is a unique technique for producing animations using flat characters,
props and backgrounds cut from materials such as paper, card,
stiff fabric or even photographs.
17.Toy Animation
12.The Stop-Motion Industry
The Production Pipeline
The Idea
Concept Art and Design
Storyboarding
Sound Recording and Exposure Sheets
Story Reel
Desidning and Building Puppets and Sets
Animation
Post-Production
13.Mniature Worlds on Small Screen
Stop-Motion on the Small Screen
14.Feature Presentations
15.Opportunities
Jobs in Pre Production:
Production Designer
Storyboard Supervisor
Designer Storyboard Artist
Art Director
Character Designer
Set Designer
Prop Designer
Design Assistants
16.Creating Animation/What You Need
Cameras
Film
Video
Digital SLR Cameras
Web Cams
Tripod
17.Computer and Capture Card
18.Software
19.Set
20.Lights
18.Supplies
Basic Animation
Timing and Spacing
The Problem of Gravity
The Bouncing Ball
Overlaping Action and Follow-Through
The Animated Vine
Bouncing Ball With Pigtails
Anticipation,Action,Reaction
The 80-Frame Morph
Basic Performance
Building Puppets
Character Design
Evolution of a Character With Doll Armatures
Ball-and-Socket Armatures
Wire Armatures
Building a Simle Latex Methods
Latex Build-up Puppets
Clay Puppets
Other Techniques
Puppet Animation
Posing
Walking
Action Analysic
Facial Expressions
Blinks
Dialogue
Motion Blur
Sets and Props
Setting the Stage
Securing the Set
Interior Sets
Exterior Sets
Alternative Set Methods
Chroma-Key Compositing
Props
Showing Your Stuff
Making a Film
Ideas and Film Types
Narrative Fims
Objects With Personality
Characterization Films
Abstract Films
Storyboarding and Editing
Shots
Angles
Camera Moves
Composition
Lighting
Editing
Getting it made
format
sound
Titles
Schedules
Distribution
Demo Reels
Personal Web Sites
Internet
www.Stopmoshorts.com
www.atomfils.com
www.ifilm.com
Festivals
Spi
Students Love Stop Motion Animation
1) The document discusses how stop motion animation can help students better learn and demonstrate their understanding of concepts.
2) Stop motion animation is described as the technique of photographing objects and putting the photographs together as frames of a movie to give the objects the appearance of movement.
3) The document provides tips for creating stop motion animation projects, including using a studio, small movements between frames, and keeping the camera stationary. Students are challenged to create their own stop motion animation.
Edtech101report
Motion Media is defined as graphics that use video and/or animation to create the illusion of motion or a transforming appearance. Early motion media devices included the thaumatrope, phenakistoscope, stroboscope, zoetrope, and praxinoscope - toys from the 19th century that used persistence of vision to create the illusion of movement. Modern motion media includes video, animation, and combinations of the two. Video uses recorded moving images while animation creates motion through rapid display of sequentially different static images. Motion media has various applications in education by making lessons more engaging and accessible through video-based materials, interactive videos, and video conferences.
History of animation
The document traces the origins and evolution of animation from early animation toys like the thaumatrope and zoetrope in the 1820s-1860s, to flipbooks and early stop-motion animation using cut-out drawings and clay figures in the late 19th century. It then discusses key developments like the first animated film in 1906, the growing popularity and sophistication of cartoons in the 1920s-1940s, and the transition to computer generated imagery starting in the late 1970s and its increasing prominence today.
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Similar to Evaluation of stop motion
Technologies used
The document discusses the process of creating a stop motion animation using various technologies. The creator used a digital camera on a tripod to take photos of plastic cartoon eyes and matchsticks arranged on a cardboard background to create the animation frame by frame. They uploaded the finished animation to YouTube and embedded it in a blog for secure storage and professional presentation. Resources were limited to the available cameras, tripods, and time slots for equipment use, but the creator was able to complete the animation successfully within these constraints.
A2 media evaluation
The document describes the media products created by Jake Hobday for an assignment. It discusses the use of conventions in the trailer, magazine, and poster he created for a horror film project. It also covers the feedback received from audiences on his trailer, and how he used various media technologies in constructing, researching, planning and evaluating his media products.
New Media Technologies
The document discusses the use of various new media technologies in the construction and evaluation of a coursework project. Blogger was used to create an online portfolio to document the entire project process through notes, images, videos and surveys. A GoPro camera was used to capture moving footage from a motorbike to include in a trailer. Photoshop was used to design a magazine cover and film poster, allowing the use of filters, fonts, images and effects. iMovie was used to edit video footage and include music to create a film trailer. A Nikon camera was used to film varied shots for the trailer using a tripod in different locations and angles.
Q4
The student used various new media technologies at different stages of their short film project. In the construction stage, they used a Panasonic camera to film and iMovie to edit. Microsoft Publisher was used to design the film poster. In the research stage, they relied heavily on online resources like YouTube, Google, Wikipedia, and Blogger. Planning was done mostly with traditional methods. For evaluation, the student created audio and video files to upload to YouTube and used PowerPoint, SlideShare and their blog to receive and share feedback.
Stop motion evaluation
The document describes how the author used stop motion animation to create two videos. They used a digital camera on a tripod to take photos and uploaded them to PowerPoint to create a smooth animation. Coming up with narrative ideas and moving props subtly between shots without them becoming out of sync were challenging. The author decided on themes based on current media trends and ease of using a single prop. Weather limitations affected lighting consistency between photos.
Evaluation Question 4
The document summarizes the various technologies used by the author throughout their coursework. This includes using the internet for research, Wikipedia for genre definitions, YouTube to analyze music videos, Microsoft Word for note-taking, a phone to take photos as evidence, and WordPress as their blog site. Editing software like Adobe Premiere Elements was used to edit a music video. Various websites were utilized to present work creatively, such as Makebeliefscomix for comic strips and Prezi for presentations. Photoshop and Quark were used to design ancillary tasks like a digipak and poster. The author concludes that this wide range of technologies allowed them to create high quality, professional work appealing to their target audience
Evaluation Question 4
The student used various media technologies throughout their coursework, including the internet for research, WordPress for blogging, and Adobe Premiere Elements and Photoshop for editing video and photos. Video cameras and photography equipment were used to film and take photos. Websites like Wikipedia, YouTube, and Makebeliefscomix helped explain concepts. Presentation software like Prezi and posters created with Glogster and SlideShare displayed work. The wide range of technologies allowed the student to demonstrate their work in multiple ways and create professional-looking media products that would appeal to audiences.
Evaluation question 4
The document discusses the various technologies and tools used during the construction, research, planning, and evaluation stages of a project. During construction, Canon DSLR cameras were used for photography and Photoshop was used to edit images for the digipak and poster. For research, the internet (Google), social media sites, and DSLR cameras were used. Planning involved using Paint Tool Sai, a Wacom tablet, and Sony Vegas to create a storyboard and animatic. Evaluation used iMacs, Photo Booth, Final Cut Pro, YouTube, and PowerPoint.
Evaluation: Question 4
The document discusses the use of new media technologies in different stages of a project. In construction, Photoshop was used to edit images for a poster and magazine cover, and InDesign was used to design the poster and magazine cover. A DSLR camera was used to film high quality footage. In research and planning, YouTube, IMDb, Google, and magazines were used to analyze trailers, find relevant movies, find reference images, and identify design conventions. In evaluation, Facebook was used to gather feedback through surveys, SlideShare was used to embed PowerPoints in a blog, and Prezi was used to create an aesthetically pleasing presentation showcasing the work.
Software hardware and online tools
From constructing this project, Sophia has learned about various hardware, software, and online tools. She used an iMac to edit the film opening which helped develop her editing skills. A tripod and video camera were used to film steady shots and high quality footage. iMovie, Movie Maker, Photoshop, Microsoft Word and PowerPoint were tools used to edit, create logos, and present tasks. Online tools like YouTube, Blogger, Freesound, Google, and Art of the Title helped with uploading videos, organizing work, finding music, researching issues, and analyzing other film openings. Overall, the project expanded Sophia's technical knowledge and skills.
Evaluation Question 4
Brandon Murphy used new media technologies extensively in researching, planning, constructing, and evaluating his project. In the research stage, he used Google to research film theory and analyzed films on YouTube. He used Prezi and Slideshare to organize his research. To construct his film, he used a Canon DSLR camera and iMovie to edit, adding effects and titles. He created ancillary products like a poster and film review using Photoshop. He uploaded the final film to YouTube and used social media to evaluate feedback and gauge audience response by displaying the film on a smartboard for focus groups.
Media pp question 1
The document discusses how the media product uses, develops, and challenges conventions of real media. It uses similar formatting and stylistic choices as magazines like Total Film but also develops elements like using a darker, manipulated image on the cover. The trailer uses techniques seen in other media like reviews and captions but challenges conventions with unique elements like changing footage to nightvision and ending on a static screen. Overall, it borrows layouts and techniques from real media but also develops and challenges conventions with its own creative adaptations.
Evaluation Question Four
The document describes the various technologies used at different stages of creating a music video project. In construction, a Canon DSLR camera, tripods, and lighting equipment were used to film footage. iMovie was used to edit the footage, applying filters, cutting frames, and slowing footage. Pixlr.com was used to edit images for the digipak and magazine advert. Research involved using websites like Google, Will.I.Am's social media, and Prezi and PowerPoint for presentations. Planning included storyboarding, creating an animatic in iMovie, and using Pixlr.com. Evaluation presentations used Blogger, YouTube, Prezi, PowerPoint, and Slideshare.
Media a2 eval
The document discusses various media technologies used at different stages of creating a short film. Survey Monkey and Blogger were used to plan with questionnaires and document the process. Microsoft PowerPoint, Publisher, and Word were used to create presentations, posters, and reviews. Adobe Premier Elements 9 was used to edit footage. A Nikon camera captured images and a Canon Legria camcorder filmed footage, though it had limitations. A tripod supported stable camerawork. Photoshop, PicMonkey, YouTube, and FontSpace were also utilized.
Evaluation 4
The document discusses the use of various media technologies during the research, planning, and production stages of a coursework project. During research, the individual explored websites like YouTube and used search engines to find existing media products. Planning involved creating a storyboard using Post-It notes and using Google Calendar to organize filming. Production utilized a DSLR camera, video camera, Photoshop, InDesign, and Premiere Pro to capture and edit images, film footage, and create a poster, magazine, and trailer.
Evaluation q4
The document describes the various media technologies used during the construction, research, planning, and evaluation stages of a project. During construction, the author used a digital video camera, iMovie editing software, and an iMac computer to film, edit, and gather feedback on video shots. For ancillary texts, the author took photos using a digital camera and edited them using iPhoto and photo editing software on the iMac. During research, the author used websites like IMDB, Wikipedia, YouTube, Facebook, and Twitter to conduct research and audience surveys. For planning, the author used PowerPoint, Blogger, SlideShare, and YouTube. For evaluation, the author used PowerPoint to present work in an engaging way rather than
Media a2 eval
The document discusses various media technologies used at different stages of creating a short film. Survey Monkey and Blogger were used in the planning and evaluation stages to create feedback questionnaires and document the process. Microsoft PowerPoint, Publisher, and Word were used for presentations, posters, and reviews. Adobe Premier Elements 9 was used to edit film shots and add effects. A Nikon camera was used to take photos of props, costumes, and locations. A Canon Legria camcorder captured footage, though it had issues with battery life and low light. A tripod supported the camcorder for steady shots.
Q4
The filmmaker used several new media technologies at different stages of their film project. During construction, they used a Panasonic camera to film and iMovie to edit. For print materials like posters and reviews, they used Publisher, PowerPoint, and YouTube. Research involved YouTube, Google, Wikipedia, and uploading interviews to YouTube. Planning was done traditionally with paper, but photos were taken and uploaded to Blogger. Evaluation included an iMovie director's commentary, PowerPoint, and Wordle from YouTube and Facebook feedback.
EVALUATION: Question 4
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. During construction, the group used a Canon DSLR camera to film and a tripod, edited footage using Final Cut Pro, and designed packaging using Photoshop. Online research utilized Google, YouTube, Twitter, and SoundCloud. Planning involved creating presentations in PowerPoint and Prezi. Evaluation employed Adobe Premiere, Prezi, blogs, and PowerPoint to analyze audience response and relate the projects to conventions.
Evaluation question 4
The document discusses how new media technologies were used at various stages of constructing, researching, planning and evaluating a comedy film trailer project. In research, the internet was used to search Wikipedia, Google, YouTube and find images. PowerPoint was used to analyze existing trailers. In planning, YouTube and a stills camera were used to scout locations and create a storyboard. During construction, a video camera was used to film the trailer, which was then edited in iMovie and a script was written in Word. InDesign was used to create a poster and magazine cover. YouTube, iMovie and the internet were used to add music. In evaluation, YouTube comments, PowerPoint, Word and online images were referenced. A blog documented
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The video was critiqued for not flowing well, being just okay but needing improvement, and having an effect that did not work well. Additionally, parts of the video were seen as boring because the viewer had to wait for the next scene to appear.
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This short document contains three words: "My music", "video", and "Storyboard". It appears to be a brief outline or list related to creating a music video, as it mentions both music and a storyboard, which is used in planning video productions. The three words together suggest planning or brainstorming ideas for a music video project.
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Evaluation of stop motion
- 1. Evaluation of stop motion Alice Boden
- 2. Question 1. – technologies used •I used my camera to capture my stop animation, along with a tripod to keep the camera steady and produce the best pictures possible. •I used YouTube to print screen the pictures of the characters so then I could cut round them and place them into the film with various backgrounds. •I used Microsoft PowerPoint to upload my pictures, so I could then edit it and add timings so it became a smooth running film. •Slide share was then used to upload it onto my blog.
- 3. Question 2. – being creative I was able to adapt ‘the cut’ story to make the scene I was working on more interesting and add extra photos to lengthen and also adapt the story to show I was creative. I worked within a group and we each produced a short film with different ideas, and the uploaded them together and it became like a soap trailer advertising ‘the cut’. We didn’t have any problems within the filming of our stop animation as we filmed it in the morning when we had natural light, which was an advantage towards us as the pictures came out realistically.
- 4. Question 3. – existing media conventions I kept the narrative the same as the scene we chose was the character in the bathroom washing his face, I just added extra photos such as the hands moving in and out of the sink repeatedly to add length. The mise-en- scene in this scene I chose was the bathroom, I printed different backgrounds off so that i could use them to place the characters on, such as the sink and the bathroom tiles.