Evaluation q6
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OpalThis document discusses what was learned about technologies from constructing a product. It describes undergoing training to learn how to use equipment like cameras and Adobe Premiere Pro for editing video. Skills learned include editing clips together, adding transitions, visual effects, audio, and titles. Hands-on experience shooting footage from different angles and uploading edited sequences taught the importance of attention to detail. The training highlighted how technology has advanced production processes even for low budget independent works.
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Adobe premiere
The document discusses the author's experience learning to use Adobe Premiere. They found it difficult at first but learned new skills over time by practicing, asking other students and teachers questions, and experimenting with tools. Specifically, the author learned how to import clips, edit clips on the timeline by cutting and overlapping audio, add transitions between clips, apply visual effects to clips, and export finished videos from the program.
Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
What have you learnt about technologies from the process of constructing this...
The document discusses the technologies used to construct a film project. A Sony camera was used for filming and allowed for precise zooming and close-up shots. Adobe Premiere Pro was used for editing on a Mac, which was initially challenging but became easier with practice. Premiere Pro allowed cutting clips, adding transitions, layering scenes, converting to black and white, and importing music. YouTube was used to research music, upload the finished film, and add annotations. Blogger let the filmmakers document the construction process with a diary, photos, and videos.
How did you use new media technologies in the construction and research, plan...
The document lists various media technologies used at different stages of a project, including computers for research and editing, tripods for filming, FireWire and USB to transfer footage and files, tape for recording, video cameras for filming and uploading to Adobe Premiere Pro, headphones for listening, and Adobe Premiere Pro and Photoshop for editing. It also discusses using Publisher for layouts, PowerPoint for presentations, YouTube for research, Incompetech for royalty-free music, Slideshare to upload work, and WordPress to create a blog. The technologies helped develop skills like editing photos, changing colors and speeds in video, and creating professional presentations and blogs.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Media tech
The document discusses the technologies used to create a video project. It describes using Final Cut Pro for video editing, including tools for cutting, selecting, and adding audio. GarageBand was also used to add music, but a different song was found online. Other technologies discussed include using an iMac computer to access Final Cut Pro and the internet, a camera to record video clips, a tripod to get steady shots, and various websites used for research, presentations, and storing files such as YouTube, Prezi, PowerPoint Online, SlideShare, OneDrive, and Mahara.
Evaluation - Question 4
The document describes how various media technologies were used at different stages of a project. Photoshop and Adobe Premiere Pro were used for editing videos and images, learning skills like cutting, color adjustments, and changing speed. PowerPoint was used for research, evaluation, and pitching, learning how to create effective presentations. YouTube, Incompetech, and Slideshare were used for research and sourcing royalty-free music. Wordpress was used to create a blog to share work.
What have you learned about the technologies from the process of constructing...
The document discusses the technologies learned during the construction of an opening for a film. They experimented with different camera techniques before finding the best shot required the camera to be further away from the actors. They also learned how to keep the camera steady without a squeaky tripod. While the video editing software Adobe Premier initially seemed complex, seeking help from teachers made it easier to edit and add effects to the opening. Adding voiceovers required learning how to incorporate audio on the timeline. Uploading files to Tumblr was initially difficult for some, and the school internet not always cooperating made uploads challenging but working from home helped overcome this.
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Adobe premiere
The document discusses the author's experience learning to use Adobe Premiere. They found it difficult at first but learned new skills over time by practicing, asking other students and teachers questions, and experimenting with tools. Specifically, the author learned how to import clips, edit clips on the timeline by cutting and overlapping audio, add transitions between clips, apply visual effects to clips, and export finished videos from the program.
Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
What have you learnt about technologies from the process of constructing this...
The document discusses the technologies used to construct a film project. A Sony camera was used for filming and allowed for precise zooming and close-up shots. Adobe Premiere Pro was used for editing on a Mac, which was initially challenging but became easier with practice. Premiere Pro allowed cutting clips, adding transitions, layering scenes, converting to black and white, and importing music. YouTube was used to research music, upload the finished film, and add annotations. Blogger let the filmmakers document the construction process with a diary, photos, and videos.
How did you use new media technologies in the construction and research, plan...
The document lists various media technologies used at different stages of a project, including computers for research and editing, tripods for filming, FireWire and USB to transfer footage and files, tape for recording, video cameras for filming and uploading to Adobe Premiere Pro, headphones for listening, and Adobe Premiere Pro and Photoshop for editing. It also discusses using Publisher for layouts, PowerPoint for presentations, YouTube for research, Incompetech for royalty-free music, Slideshare to upload work, and WordPress to create a blog. The technologies helped develop skills like editing photos, changing colors and speeds in video, and creating professional presentations and blogs.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Media tech
The document discusses the technologies used to create a video project. It describes using Final Cut Pro for video editing, including tools for cutting, selecting, and adding audio. GarageBand was also used to add music, but a different song was found online. Other technologies discussed include using an iMac computer to access Final Cut Pro and the internet, a camera to record video clips, a tripod to get steady shots, and various websites used for research, presentations, and storing files such as YouTube, Prezi, PowerPoint Online, SlideShare, OneDrive, and Mahara.
Evaluation - Question 4
The document describes how various media technologies were used at different stages of a project. Photoshop and Adobe Premiere Pro were used for editing videos and images, learning skills like cutting, color adjustments, and changing speed. PowerPoint was used for research, evaluation, and pitching, learning how to create effective presentations. YouTube, Incompetech, and Slideshare were used for research and sourcing royalty-free music. Wordpress was used to create a blog to share work.
What have you learned about the technologies from the process of constructing...
The document discusses the technologies learned during the construction of an opening for a film. They experimented with different camera techniques before finding the best shot required the camera to be further away from the actors. They also learned how to keep the camera steady without a squeaky tripod. While the video editing software Adobe Premier initially seemed complex, seeking help from teachers made it easier to edit and add effects to the opening. Adding voiceovers required learning how to incorporate audio on the timeline. Uploading files to Tumblr was initially difficult for some, and the school internet not always cooperating made uploads challenging but working from home helped overcome this.
As media evaluation (1) [autosaved]
The document discusses the technologies and software the student learned to use in creating their final product. They used Motion to create titles and credits, GarageBand to create opening and closing music featuring loops and animal sounds, and YouTube to export and share their videos. The student also gained experience using Final Cut Pro to edit their production, experimenting with effects and transitions. They assisted with operating a digital camera, tripod, boom pole and microphone during filming.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the author used to create their product and what they learned from each one. They learned about horror movies and genres from researching on IMDb. YouTube taught them how to upload videos and manage them. Prezi helped them create slideshows with animations and embedded music. Blogging showed them how to create and publish blog posts. Using a tripod helped stabilize camera shots. A video camera taught them how to operate different than a normal camera. An iMac computer enabled them to produce higher quality work. Adobe Premier Pro allowed them to edit videos and add sound. A sound website helped them find horror music for their film without copyright issues.
Question 6
Alice learned several new technologies in creating her media product. She gained experience using a professional camera and tripod for filming, and learned about features like zoom, focus, and recording controls. For editing, she used Final Cut Express to trim clips, add effects, and change aspects like color and speed. This allowed her to make stylistic choices that enhanced the mood and atmosphere. She also learned how to find and embed music and sound effects from online sources. Finally, she used Photoshop to design a poster advertising her product, learning graphic design skills like incorporating standard information and experimenting with fonts and colors to fit the horror genre.
Evaluation question 6
The document discusses what the author learned about technologies from constructing a product using a handycam, tripod, and Mac computer. The author found the camera and tripod straightforward to use but found the Mac more challenging as it was different than computers they had used before. They learned how to edit video clips on the Mac by shortening, splitting, adjusting light/darkness, and adding sound. However, the author also learned technology can be unreliable as their iMovie project was lost when they had to let someone else use the Mac, requiring them to re-upload and re-edit clips and losing some that were deleted from the camera, teaching them to always back up files.
Quesiton 6
When constructing this project, the author learned several techniques for using a camera including zooming, different camera angles and shots, and auto focus. They also learned how to transfer footage to Final Cut Pro editing software. Final Cut Pro allowed the author to rearrange and edit clips, add audio effects, titles and color corrections to create their dream-like film. Additionally, the author used online presentation tools like Blogger, Slideshare, Prezi and Emaze to host and embed their coursework in engaging formats.
Gabbi powerpoint
The document discusses the technologies and processes used to create a thriller film. It describes using a HD camera that was easier than a DV camcorder and had better battery life and quality. Recording sound was easy but composing music in Garage Band was difficult initially. LiveType was easy to use for titles while Final Cut Express was challenging at first but became easier with practice. The group storyboarded ideas and took still images to edit in sequence on Final Cut Express. They uploaded the final thriller to YouTube, Twitter, and Blogger to get feedback.
Question 6.
The document discusses the various technologies the author learned about while completing their AS Media course. They learned how to properly use a Canon camera, understanding settings like shutter speed and how they impact footage. The author also learned about SD cards and how they provide additional storage and portability compared to built-in camera hard drives. Finally, the author discusses learning how to use editing software like Final Cut Pro, experimenting with editing footage, adding effects, transitions, sound, and text to create a thriller opening for their course.
What have you learnt about technologies
AS Media Evaluation - Question 6 - What have you learn about technologies from the process of constructing the product?
Q6
The document discusses the challenges faced by the author and their group when using various technologies for their film project. They had issues with cameras not focusing properly or batteries dying quickly, requiring multiple filming sessions. When editing in Premiere Pro, computer updates caused the software to lose video files, requiring them to restart editing from scratch. Over time, video clips slowed down and stopped loading, wasting lesson time. Exported files had distorted sound and inconsistent volume levels in clips. While Photoshop worked well for logo design, Premiere Pro proved unreliable and caused many setbacks. The author learned that when technology fails, alternative solutions are needed to avoid restarting work.
Question 6evaluation
The document discusses Lucy Elliott's experience using various software and tools for a school project. It summarizes that Final Cut Express, YouTube, Garage Band, Blogger, and the school camera each had benefits and limitations. Final Cut Express allowed editing but was difficult to learn initially. YouTube provided tutorials and inspiration but lacked copyrighted content. Garage Band enabled custom music but required assistance. Blogger organized files but uploads became disorganized. The camera captured quality images when settings were correct. The key lessons were to save regularly, explore all features, and watch tutorials to improve skills and outputs.
Analyze
The document discusses various technologies used in a film production project, including the Canon 500D camera, Blogger, Final Cut Pro, Soundcloud, presentation tools like Prezi and PicMonkey, and YouTube. The Canon 500D provided high quality images but took some time to learn settings. Blogger was used to document the project and learn HTML and blog layout/design. Final Cut Pro, though more complex than iMovie, produced a smoother final product. Soundcloud was used to find background music. Presentation tools added visual interest to blog posts. YouTube provided high quality video embedding and broadcasting.
Evaluation q4 how did you use media technologies
Carmen Katema used various media technologies throughout the planning, research, and evaluation stages of her project. She used YouTube to research music videos in the synthpop genre for inspiration and to identify conventions of the genre. Final Cut Express was used to edit her main video product after gaining experience editing a practice video. Blogger allowed her to document her progress for her teacher. Google was primarily used for research, such as finding appropriate props and researching record labels and advertising styles. Photoshop was used to edit ancillary texts and experiment with fonts. Filming equipment like a camera, tripod, and dolly were used to film her music video.
Evaluation 6
The document discusses the author's experience learning new technologies while taking a media studies course. They had to learn how to use a Mac, including copying and pasting. They also learned screenshot shortcuts and how to adapt quickly using Google. They were introduced to programs like YouTube, Blogger, Final Cut Express, and GarageBand and spent time familiarizing themselves with each through trial and error. When filming, they had to learn camera settings and considerations like using a tripod versus handheld shots. They recommend the Canon 600D camera to others due to its image quality and ease of use.
techno
Through constructing this media product, the author learned about various technologies:
Blogger taught them how to creatively present content with features like videos and Prezis. Flip cameras were useful for uploading footage directly to computers. Sony DV cameras provided higher quality video and audio but took longer to upload. The Canon EOS500d had even higher resolution. Editing software like Final Cut Pro and iMovie were challenging to learn but allowed editing and exporting footage as well as adding elements like text and music. YouTube was used to upload and annotate videos to explain how they fit genre conventions.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
Evaluation 6
The document discusses the process of editing a title sequence using various software and hardware. It describes using Final Cut Pro software to edit individual clips into a professional-looking video. Blogger was used to create a blog to document the process and store information. Slideshare and YouTube were used to upload blog posts and share work. A camera and tripod were used to film the title sequence, with the tripod enabling stable shots and camera movement. The process provided an opportunity to learn new editing, filming, and presentation skills.
Question 4
The student used various media technologies throughout the project. In the planning stage, they used the internet to research the band and song, finding information on YouTube and MySpace. They contacted the band through MySpace to request song usage. Facebook was used to organize actors and schedule shoots. Digital cameras captured footage, which was edited in Adobe Premiere Pro. Photoshop was used to design print materials like the digipak and advert. Completed work was shared on YouTube, their blog, and Facebook to gather audience feedback on various platforms. While software provided creative tools, some like Adobe OnLocation had issues that slowed down the process.
Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned:
1) The importance of camera angles and movement on the atmosphere of a film.
2) How to properly use a digital camera, including recording, zooming, replaying footage, and taking photos.
3) That editing takes significantly more time than initially planned and more time needs to be allotted for editing in the future.
4) Various skills around filming, such as adjusting exposure, brightness, saturation and sound; cutting and trimming clips; and adding titles and effects.
Technology
The student learned how to use various technologies including a Sony 1080p camera, iPhone, tripod, Final Cut Pro, Garage Band, and several websites.
With the camera, the student learned touch focus and playback features. Using a tripod, the student learned how to stabilize shots and adjust camera height.
In Final Cut Pro, the student learned how to edit clips, add effects and transitions, favorite clips, and share work. In Garage Band, the student learned how to import audio, use the timing bar to sync sound, and adjust volume levels.
Several websites like YouTube, Mahara, SlideShare, Freesound, and Prezi were used. The student learned how to
5 e model evaluate_sip_8
This lesson focuses on assessment and evaluation. Students will create a PowerPoint presentation on their matchbox car experiment. They will then conduct peer assessments of other groups' presentations. Finally, students will review what they have learned over the past 8 lessons using a KWL chart and discuss the key concepts with the class. The matchbox car experiment and class discussion will be evaluated formatively based on rubrics and students' ability to answer questions.
Carmen
El documento resume cuatro herramientas digitales para la educación: Issuu permite crear revistas en línea; Vindel ofrece cuadernos digitales interactivos; Quizbox crea cuestionarios de respuesta múltiple de forma sencilla; y Class Tools incluye juegos educativos que los estudiantes pueden personalizar.
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As media evaluation (1) [autosaved]
The document discusses the technologies and software the student learned to use in creating their final product. They used Motion to create titles and credits, GarageBand to create opening and closing music featuring loops and animal sounds, and YouTube to export and share their videos. The student also gained experience using Final Cut Pro to edit their production, experimenting with effects and transitions. They assisted with operating a digital camera, tripod, boom pole and microphone during filming.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the author used to create their product and what they learned from each one. They learned about horror movies and genres from researching on IMDb. YouTube taught them how to upload videos and manage them. Prezi helped them create slideshows with animations and embedded music. Blogging showed them how to create and publish blog posts. Using a tripod helped stabilize camera shots. A video camera taught them how to operate different than a normal camera. An iMac computer enabled them to produce higher quality work. Adobe Premier Pro allowed them to edit videos and add sound. A sound website helped them find horror music for their film without copyright issues.
Question 6
Alice learned several new technologies in creating her media product. She gained experience using a professional camera and tripod for filming, and learned about features like zoom, focus, and recording controls. For editing, she used Final Cut Express to trim clips, add effects, and change aspects like color and speed. This allowed her to make stylistic choices that enhanced the mood and atmosphere. She also learned how to find and embed music and sound effects from online sources. Finally, she used Photoshop to design a poster advertising her product, learning graphic design skills like incorporating standard information and experimenting with fonts and colors to fit the horror genre.
Evaluation question 6
The document discusses what the author learned about technologies from constructing a product using a handycam, tripod, and Mac computer. The author found the camera and tripod straightforward to use but found the Mac more challenging as it was different than computers they had used before. They learned how to edit video clips on the Mac by shortening, splitting, adjusting light/darkness, and adding sound. However, the author also learned technology can be unreliable as their iMovie project was lost when they had to let someone else use the Mac, requiring them to re-upload and re-edit clips and losing some that were deleted from the camera, teaching them to always back up files.
Quesiton 6
When constructing this project, the author learned several techniques for using a camera including zooming, different camera angles and shots, and auto focus. They also learned how to transfer footage to Final Cut Pro editing software. Final Cut Pro allowed the author to rearrange and edit clips, add audio effects, titles and color corrections to create their dream-like film. Additionally, the author used online presentation tools like Blogger, Slideshare, Prezi and Emaze to host and embed their coursework in engaging formats.
Gabbi powerpoint
The document discusses the technologies and processes used to create a thriller film. It describes using a HD camera that was easier than a DV camcorder and had better battery life and quality. Recording sound was easy but composing music in Garage Band was difficult initially. LiveType was easy to use for titles while Final Cut Express was challenging at first but became easier with practice. The group storyboarded ideas and took still images to edit in sequence on Final Cut Express. They uploaded the final thriller to YouTube, Twitter, and Blogger to get feedback.
Question 6.
The document discusses the various technologies the author learned about while completing their AS Media course. They learned how to properly use a Canon camera, understanding settings like shutter speed and how they impact footage. The author also learned about SD cards and how they provide additional storage and portability compared to built-in camera hard drives. Finally, the author discusses learning how to use editing software like Final Cut Pro, experimenting with editing footage, adding effects, transitions, sound, and text to create a thriller opening for their course.
What have you learnt about technologies
AS Media Evaluation - Question 6 - What have you learn about technologies from the process of constructing the product?
Q6
The document discusses the challenges faced by the author and their group when using various technologies for their film project. They had issues with cameras not focusing properly or batteries dying quickly, requiring multiple filming sessions. When editing in Premiere Pro, computer updates caused the software to lose video files, requiring them to restart editing from scratch. Over time, video clips slowed down and stopped loading, wasting lesson time. Exported files had distorted sound and inconsistent volume levels in clips. While Photoshop worked well for logo design, Premiere Pro proved unreliable and caused many setbacks. The author learned that when technology fails, alternative solutions are needed to avoid restarting work.
Question 6evaluation
The document discusses Lucy Elliott's experience using various software and tools for a school project. It summarizes that Final Cut Express, YouTube, Garage Band, Blogger, and the school camera each had benefits and limitations. Final Cut Express allowed editing but was difficult to learn initially. YouTube provided tutorials and inspiration but lacked copyrighted content. Garage Band enabled custom music but required assistance. Blogger organized files but uploads became disorganized. The camera captured quality images when settings were correct. The key lessons were to save regularly, explore all features, and watch tutorials to improve skills and outputs.
Analyze
The document discusses various technologies used in a film production project, including the Canon 500D camera, Blogger, Final Cut Pro, Soundcloud, presentation tools like Prezi and PicMonkey, and YouTube. The Canon 500D provided high quality images but took some time to learn settings. Blogger was used to document the project and learn HTML and blog layout/design. Final Cut Pro, though more complex than iMovie, produced a smoother final product. Soundcloud was used to find background music. Presentation tools added visual interest to blog posts. YouTube provided high quality video embedding and broadcasting.
Evaluation q4 how did you use media technologies
Carmen Katema used various media technologies throughout the planning, research, and evaluation stages of her project. She used YouTube to research music videos in the synthpop genre for inspiration and to identify conventions of the genre. Final Cut Express was used to edit her main video product after gaining experience editing a practice video. Blogger allowed her to document her progress for her teacher. Google was primarily used for research, such as finding appropriate props and researching record labels and advertising styles. Photoshop was used to edit ancillary texts and experiment with fonts. Filming equipment like a camera, tripod, and dolly were used to film her music video.
Evaluation 6
The document discusses the author's experience learning new technologies while taking a media studies course. They had to learn how to use a Mac, including copying and pasting. They also learned screenshot shortcuts and how to adapt quickly using Google. They were introduced to programs like YouTube, Blogger, Final Cut Express, and GarageBand and spent time familiarizing themselves with each through trial and error. When filming, they had to learn camera settings and considerations like using a tripod versus handheld shots. They recommend the Canon 600D camera to others due to its image quality and ease of use.
techno
Through constructing this media product, the author learned about various technologies:
Blogger taught them how to creatively present content with features like videos and Prezis. Flip cameras were useful for uploading footage directly to computers. Sony DV cameras provided higher quality video and audio but took longer to upload. The Canon EOS500d had even higher resolution. Editing software like Final Cut Pro and iMovie were challenging to learn but allowed editing and exporting footage as well as adding elements like text and music. YouTube was used to upload and annotate videos to explain how they fit genre conventions.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
Evaluation 6
The document discusses the process of editing a title sequence using various software and hardware. It describes using Final Cut Pro software to edit individual clips into a professional-looking video. Blogger was used to create a blog to document the process and store information. Slideshare and YouTube were used to upload blog posts and share work. A camera and tripod were used to film the title sequence, with the tripod enabling stable shots and camera movement. The process provided an opportunity to learn new editing, filming, and presentation skills.
Question 4
The student used various media technologies throughout the project. In the planning stage, they used the internet to research the band and song, finding information on YouTube and MySpace. They contacted the band through MySpace to request song usage. Facebook was used to organize actors and schedule shoots. Digital cameras captured footage, which was edited in Adobe Premiere Pro. Photoshop was used to design print materials like the digipak and advert. Completed work was shared on YouTube, their blog, and Facebook to gather audience feedback on various platforms. While software provided creative tools, some like Adobe OnLocation had issues that slowed down the process.
Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned:
1) The importance of camera angles and movement on the atmosphere of a film.
2) How to properly use a digital camera, including recording, zooming, replaying footage, and taking photos.
3) That editing takes significantly more time than initially planned and more time needs to be allotted for editing in the future.
4) Various skills around filming, such as adjusting exposure, brightness, saturation and sound; cutting and trimming clips; and adding titles and effects.
Technology
The student learned how to use various technologies including a Sony 1080p camera, iPhone, tripod, Final Cut Pro, Garage Band, and several websites.
With the camera, the student learned touch focus and playback features. Using a tripod, the student learned how to stabilize shots and adjust camera height.
In Final Cut Pro, the student learned how to edit clips, add effects and transitions, favorite clips, and share work. In Garage Band, the student learned how to import audio, use the timing bar to sync sound, and adjust volume levels.
Several websites like YouTube, Mahara, SlideShare, Freesound, and Prezi were used. The student learned how to
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What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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As sete maravilhas do mundo moderno incluem: a cidade maia de Chichen Itzá no México, o sítio arqueológico de Petra na Jordânia, o mausoléu Taj Mahal na Índia, a Grande Pirâmide de Gizé no Egito, o Coliseu em Roma, a estátua do Cristo Redentor no Rio de Janeiro e as ruínas incas de Machu Picchu no Peru.
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This document provides an analysis of the didactic reflection for a lesson plan on flip flops to be presented to trainees. It includes an analysis of the curriculum, content, learning objectives, and conditions. Specifically, it discusses that the lesson will focus on the JK flip flop, T-type flip flop, and master-slave flip flop. It will utilize various teaching methods like lectures, group work, and worksheets. The classroom environment and trainees are also analyzed to help design an effective lesson for the 20 trainees of mixed understanding levels.
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Evaluation 6
The document discusses the various technologies the author learned during the process of creating a film project. Specifically, the author learned how to use a digital camera on a tripod to get steady shots, as well as editing software like GarageBand and Premiere Pro to create soundtracks, add effects, and edit video. While it took some time to learn the software, tutorials helped and the author was able to create transitions and titles. The author also learned how to upload videos to YouTube and blogs to share their work and analyze other film openings.
Question 6
We learned how to use various technologies throughout the process of creating our horror film opening sequence project. We used Tumblr to document our progress, Slideshare to embed documents, different cameras and sound equipment for filming, YouTube for research and finding audio clips, and Premiere Pro for editing. In Premiere Pro we learned skills like layering audio, adjusting volume, adding video effects, sequencing footage, including titles, and exporting the final video. We also uploaded and shared our finished opening sequence on YouTube, and used it to get feedback and make improvements.
Question 4
The document discusses the stages of research, planning, construction, and evaluation for a music video project. In the research stage, the group analyzed professional and amateur music videos on YouTube and Google to understand conventions. For planning, they created a storyboard and drafted their idea. They filmed footage using a Sony camera, but had issues, so re-filmed with a Canon camera. They edited in Adobe Premiere Pro. For ancillary tasks like a digipak and poster, they used Photoshop. New technologies increased skills and the quality of their evaluations.
Question 4
The document discusses how the author used various technologies in researching, planning, constructing, and evaluating a documentary project about teenage employment.
For research, the author used the internet to find statistics, archive footage on YouTube, and potential interview subjects. Microsoft Word and Excel were used to create questionnaires and analyze feedback.
Construction involved using an HD video camera on a tripod for interviews and b-roll footage. A digital camera captured stills. Adobe Photoshop designed the print ad and Adobe Premiere Pro edited the documentary, adding titles, transitions, and effects.
Evaluation platforms included Prezi, Smore, SlideSnack, SlideServe, YouTube, and SlideShare to present
Evaluation question 6
Throughout the process of creating their film opening, the document discusses several technologies the students used and what they learned from using each one. They used Macs to edit and research for the film, learning how to use the software. Blogger was used to track progress and share updates, where they learned to create and post blogs. Premiere Pro was used to edit the film, where they picked up skills like using in and out points. Live Type was used to add titles, teaching how to insert fonts and animations. Facebook helped with group communication and YouTube provided tutorials and a way to upload videos. Overall, the students gained experience with various software through completing this project.
Question 6 powerpoint
The document discusses the technologies used during the process of creating a film product. It describes using presentation software like Prezi and PowerPoint during research and planning. It also discusses using digital cameras, tripods, and smartphones for filming and developing skills like camera angles and composition. Audio equipment like microphones, acoustic guitars, and music recording apps were used to capture diegetic and non-diegetic sounds. Movie editing software was used to edit the footage and improve editing skills with experience. Limitations in sound equipment, camera quality, and lighting are also described.
Question 4
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the student learned during the process of creating a thriller opening called "Payback". They learned how to use a Kodak camcorder to record professional footage, including how to improve sound and add effects. They also learned the importance of using a tripod to keep shots steady and allow panning. For editing, they used iMovie and learned basic and advanced editing tools. Additional media technologies like Prezi, Blogger, and SlideShare were used to present their work, and they learned how to use these platforms to link accounts, import different file formats, and upload content.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the students learned during the process of creating a thriller opening called "Payback". They learned how to use a Kodak camcorder to record professional footage, including adding audio and effects. Using a tripod was also important for steady shots and allowed panning. The students learned to edit using iMovie, starting with basic tools and progressing to advanced features like color alteration and effects. Additional media technologies like Prezi, Blogger, and SlideShare were used to present work in an interactive way and link all elements together in one place.
Media evaluation q6
The document discusses the tools and resources used to create an opening media sequence. An iPad was used to record higher quality voiceovers than a film camera. A tripod was used to film shots for the sequence and keep the camera steady. Footage was filmed on a camera with a spare battery. Macs were used to edit the footage using GarageBand and FinalCutPro. Websites like Epidemic Sound provided copyright-free sounds, SlideShare hosted presentations for embedding in journals, and Prezi offered an animated alternative to PowerPoint presentations.
Evaluation Question 4
The document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of a music video project. YouTube, Google, WhatsApp, Word, and Moodle were used in the research and planning stages to analyze other music videos, search for resources, communicate within the group, and create production documents. A Canon DSLR camera, lighting equipment, and a tripod were used to film footage, while Adobe Premiere and After Effects were used to edit the video. Photoshop was used to construct print materials for the project. Overall, the group learned new skills through experimenting with the various technologies at each stage of the project.
Evaluation question Six
The student learned to use many new technologies throughout the process of creating a film opening, including Wikipedia for research, Blogger to document progress, YouTube to find inspiration and source materials, Microsoft Word for planning, royalty free websites to find music, digital cameras to collect evidence, a camcorder for filming, SD cards to store footage, Photoshop for images and the logo, and iMovie for editing. Some technologies like Blogger, camcorders, and iMovie required learning new skills. Overall, the technologies were crucial for completing the project to a high quality professional standard.
Evaluation Question Six: What have you learnt about technologies from the pro...
The student learned to use various technologies throughout the process of creating a film opening. They used Wikipedia for research, Blogger to document their progress, YouTube to find inspiration and source footage, Microsoft Word for planning documents, royalty free websites to find music, a digital camera to take photos as evidence, a camcorder to film, an SD card to store footage, Photoshop to create mockups and a logo, and iMovie to edit the final product together. While familiar with some technologies, the student became more proficient in technologies they were previously unfamiliar with, such as Blogger, royalty free websites, and iMovie, and learned the importance of technology in creating high quality media.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
Media studies evaluatioin question 6
The document discusses what the author has learned through creating a title sequence for a film project.
The author learned how to use editing software like Final Cut Pro to edit shots, add transitions, sound effects, and titles. They also learned how to fix lighting and audio issues during post-production.
Creating a blog to document the process taught the author how to share information and media online. They also learned how to use presentation software like Slideshare to organize research and how to upload videos to YouTube.
Through the project, the author gained experience with video equipment like cameras, tripods, and microphones. They also improved their skills in group collaboration, direction, and editing techniques.
Technologies
The document discusses the skills and technologies the author learned while creating a film opening for a media product, including Final Cut Pro, Photoshop, cameras, microphones, and GarageBand. The author gained experience with editing techniques in Final Cut Pro, learned to create transparent logos and graphics in Photoshop, improved cinematography skills using a Canon camera, learned how to use a separate microphone for audio recording, and was introduced to sound recording software through GarageBand despite initial difficulties. Overall, working on the media product helped the author develop new technical abilities and improve the quality of their work.
Question 4 evaluation
The document discusses the technologies used in the production of a music video. A video camera was used to record footage for the music video. Adobe Premiere was used to edit the footage and add effects like transitions, chroma keying, and time remapping. Photoshop was used to design ancillary materials like the CD back cover, allowing the addition of effects like glows, outlines, and blurs. YouTube and Blogger were used for uploading videos, presentations, and displaying work online during the planning and research stages.
question6
The document summarizes the key technologies used during the filming process of a student film project. It discusses the use of different cameras including the main filming camera (a Nikon D3200), a flip camera for behind-the-scenes footage, and a Panasonic Lumix for still photos. It also covers the importance of lighting, microphones, and planning with a storyboard and location photos. The document emphasizes that using different technologies together allowed for high-quality filming and easier organization of the project.
Evaluation question 6
We learned several technologies through creating our group blog and video project. We used a blog to organize our work and track progress, and Youtube to research other films, access tutorials, and upload our own video constructions. Prezi allowed us to convey research and planning in a non-linear format. Adobe programs like Premiere Pro, After Effects, and Live Type were used to import clips, add sound, edit video, and create logos and credits for our finished video. Apple Macs provided access to necessary programs and websites. Finally, we learned to use a Sony camera and microphone by conducting test shoots and recordings.
Question 6
The document discusses technologies used in creating a product. It summarizes the learning experiences and drawbacks of using Garage Band, iTunes, Final Cut, handheld cameras, tripods, and WordPress. For Garage Band, the individual learned how to import video and sounds to create a professional soundtrack, though searching functions lacked accuracy. iTunes allowed importing sounds but had annoying login pop-ups. Final Cut effectively taught editing skills but sometimes crashed without reason. Handheld cameras helped achieve a thriller style but had lower image quality than other cameras. Tripods enabled smooth filming but were difficult to carry. WordPress taught blogging basics like attaching files but embedding images proved confusing.
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What have you learnt about technologies from the process of constructing this...
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Lyric analysis
The song lyrics describe a woman begging her partner not to leave after an argument. In the chorus sung in Hindi, she pleads "beautiful don't go" and "beloved o beloved" expressing her pain over his departure. In the verses, she apologizes for things said in anger during their fight. She asks for forgiveness and a chance to work things out, describing their love as strong and important to her. The repeating chorus and personal lyrics portray her desperate plea for another chance to make up.
Evaluation q5
The document summarizes how the opening sequence of a film attracted and addressed its target audience. It established the thriller genre through its spooky soundtrack. It featured a main character around age 15-20 to appeal to that demographic. Darkened frames, contrasting editing, and unsettling props like an anonymous letter threatened the protagonist and created psychological tension, establishing the conventions of the thriller genre. The setting of the protagonist's ordinary middle-class house also aimed to address middle-class audiences. A variety of camera angles and fluid editing kept viewers interested in following the seemingly normal teenage girl's daily routine, despite ominous non-diegetic sounds hinting things may take a darker turn.
Evaluation q4
The target audience for the media product would be 15-20 year olds. This is because the film contains elements of horror and violence like a character being dragged away, and research found the subgenre attracts this age group. Additionally, the characters are around the same age so audiences can relate to them and their routines of going to parties and using common technologies. Seeing everyday items of a similar-aged protagonist would make the plot more accessible to 15-20 year olds as it may mirror their normal lives and increase fear it could happen to them too.
Evaluation q3
Lions Gate Entertainment should distribute the media product because it is a large company known for distributing psychological thrillers and romance films similar to "The Secret" in cinemas, on DVD, and through digital distribution. Lions Gate has successfully distributed franchises like Saw and horror films like Drag Me to Hell. Their distribution of comparable genres and positive reviews for similar films suggests Lions Gate could successfully market and profit from the media product by reaching the intended target audience.
Evaluation q2
The media product represents teenage girls ages 15 and older through its main character, a teenage girl who unknowingly dates a serial killer. It reinforces stereotypes of girls being talkative through her phone conversations and caring about appearances by looking in the mirror. The narrative focuses on a middle-class family as shown through the large suburban house. The casual dialogue represents younger generations. It aims to appeal to diverse audiences by including multi-racial characters. Overall, it represents a range of social groups to attract a large audience.
Evaluation q1
The document discusses how the media product uses and develops conventions of the thriller genre. It describes several common conventions including elaborate narratives that lead the audience down false paths, climaxes with the protagonist in danger, and themes of loss of identity or struggle. The media product challenges conventions by using an upbeat protagonist rather than an anxious one. It also incorporates the common thriller techniques of voyeurism and darkened frames. Researching other thriller films helped accurately represent the genre and keep audiences engaged.
Panic room
The document provides a summary of shots from the film "Panic Room". It analyzes several establishing and character introduction shots that set up the setting and power dynamics. The shots of the city help establish a normal environment before sinister music foreshadows danger. Wide shots introduce the three main characters, a mother and daughter looking to buy a new house. Later shots make the real estate agent showing the house seem more powerful by placing him higher and closer to the camera compared to the smaller, more distant women. The inside of the new house seems eerie with closed blinds, an old build, and grand size, setting up the perfect thriller environment. A point-of-view shot riding a scooter through the dark house
Psycho
The document provides an analysis of the opening scenes of the film Psycho. It discusses how the title and music set expectations of a psychological thriller. The establishing shot shows Phoenix, Arizona and pans to a hotel room with blinds drawn, hinting at something suspicious. A two-shot shows a woman in bed and a man getting dressed, using an ordinary situation to draw in viewers. Camera angles are used to portray the power dynamics between the characters and create sensuality. The woman seems tense about their secret relationship while the man is more relaxed.
Se7en
The opening sequence of Se7en establishes the main character as a respected detective through shots of him getting dressed professionally and having a neat workspace. A murder has taken place, shown by a body on the floor, setting up the crime thriller genre. The detective examines the crime scene authoritatively while another detective looks on weakly. When a third detective arrives, it is clear they will work together to uncover a mystery. Elements like the low camera angles, bad weather, and diegetic sound make the setting feel realistic as the detectives investigate the crime.
Se7en
The opening sequence of Se7en establishes the main character as a dedicated detective through shots of him getting dressed in an expensive suit and having a neat, organized desk. A murder has taken place, shown by a dead body on the floor, confirming the film is a crime thriller. The detective is respected and experienced, shown as he examines the crime scene in the shadows. Unclear sounds and images are used to confuse the audience and build mystery around the plot involving time and numbers.
Se7en
The opening sequence of Se7en establishes the main character as a respected detective through shots of him getting dressed professionally and having a neat workspace. A murder has taken place, shown by a body on the floor, setting up the crime thriller genre. The detective examines the crime scene authoritatively while another detective looks on weakly. When a third detective arrives, it is clear they will work to uncover a mystery. Camera angles and lighting are used to portray the detectives' power and strength as they investigate worse things to come.
Se7en
The opening sequence of Se7en establishes the main character as a respected detective through shots of him getting dressed professionally and having a neat workspace. A murder has taken place, shown by a body on the floor, setting up the crime thriller genre. The detective examines the crime scene authoritatively while another detective looks on weakly. When a third detective arrives, it is clear they will work to uncover a mystery. The sequence uses camera angles, lighting, and diegetic sound to set a dark, realistic tone and build intrigue around the detective and the crimes he must solve.
Hide and seek
The document provides a detailed summary and analysis of the opening sequence of the thriller film "Hide and Seek". It analyzes how various shots are used to set up characters, establish tension and foreshadow future events. Key details include the ominous tone set by the color scheme and music. Shots show an innocent young girl at play and her seemingly happy family, but clues suggest the mother is hiding something that will spin out of control. The sequence builds tension through slow pacing and a lack of sound before revealing the mother's death, traumatizing the family.
Hide and seek
The document provides a detailed summary and analysis of the opening sequence of the thriller film "Hide and Seek". It analyzes how the opening establishes key elements through visual techniques like color palette, character expressions, shots of the daughter, mother and father. It shows the daughter as happy and carefree, while hinting that the mother is hiding something through her body language and drinking. The tension builds as the husband searches the house for his wife, finding her dead body in a pool of blood in the bathroom. The ending shot shows the daughter witnessing this, suggesting her innocence will be lost.
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Leveraging Generative AI to Drive Nonprofit Innovation
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Evaluation q6
- 1. Evaluation Q6. What have you learnt about technologies from the process of constructing this product? With producing our products we go the chance to experiment with a variety of technologies and this helped us develop our skills for the future. Before officially starting our filming for our tasks, we were given a whole day to accustom ourselves with the equipment we were going to use, as well as producing our Animatic. We went to the Southwark City Learning centre to have an introduction and lesson on how to edit on Adobe Premiere Pro. We then edited a selection of clips which showed a woman making a cup of tea. We went through the variety of frames and chose the ones we thought would assemble together pleasantly and we were taught how to order them chronologically, or how to cut the clip down so its shorter. Furthermore, when we decided an order to put the clips in, we were showed how to include transitions for example ‘Dip to black’ this as a result makes the sequence more continuous. We were also shown how to add visual effects and music to it. This was done by importing the sound file which we wanted from ITunes and dragging it onto the audio file under the video. Also we were taught how to add titles to show what the clip was about. A very important technique I learnt was how to adjust the sound on the music if we wanted to fade the sound in and out of the clips, this I thought would definitely help us later for our filming for when we had dialogue and we didn’t want the soundtrack to drown it out. Our next task was to go off into groups and we had to create a short sequence of clips with the camera and equipment. This was a very good experience for us because we got to use the equipment for the first time, and it taught us how we have to shoot the same frame from different angles so later we have a wider choice to choose from to put into the sequence. We then uploaded onto Adobe Premiere Pro. and edited it separately. We added soundtracks, transitions and even changed the frames to black and white. Overall throughout our training sessions, it taught us a lot about how to construct our product, and that you have to pay attention to detail when editing, for example you have to check the frames carefully to make sure that no other equipment is in it, for example the boom pole.
- 2. I also learnt how vastly technology has developed over the years and has drastically changed the process of productions, which also included independent ones which now have access to a wider variety of equipment and even though it may be low budget, the results are still efficient.