Evaluation Q6.
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The document discusses lessons learned about camera work and editing technologies from creating a film project. It notes that using a tripod and practicing steady camera shots greatly improved footage quality. It also highlights that switching from iMovie to Final Cut Pro allowed for special effects, editing tools, and better green screening that weren't possible in iMovie and led to much improved editing.
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6. evaluation
We learned a lot about camera work and editing technologies through constructing this product. For camera work, using a tripod and practicing steady shots improved footage quality over preliminary efforts. For editing, switching to Final Cut Pro from iMovie allowed for special effects and advanced editing that weren't possible before, like better green screening used for a sniper scope effect.
6. evaluation
We learned several lessons about camera work and editing from creating a film product. For camera work, using a tripod and practicing steady camera shots improved footage quality over preliminary efforts. For editing, switching to Final Cut Pro from iMovie allowed for special effects and editing improvements, like better green screening, that weren't possible in iMovie. The editing software change was crucial for the final piece.
6. evaluation
Fred Shepherd discusses the key technologies and techniques learned through creating a film project. They improved camera work by using a tripod for steady shots and an external microphone to reduce noise. For editing, switching to Final Cut Pro from iMovie allowed for special effects and improved color filtering. Luma keying in Final Cut enabled advanced green screen effects, improving the immersive quality of the film.
Media technologies evaluation
From constructing their media product, the group learned about various editing and camera technologies. They used iMovie for editing, which allowed them to arrange footage and add audio. They also learned that cameras need to be fully charged before filming. Using a phone camera resulted in lost footage that couldn't be retrieved for the final film.
Evaluation q6
The document discusses what was learned about technologies from creating a media production. It describes considering factors like weather, background noise, and lighting when filming outdoor and indoor scenes. Using a microphone on the camera could have made voices clearer and reduced wind noise. The production used a Panasonic HC-V550 video camera, which allowed for easy zooming and panning through its 42x optical and 50x iZoom zoom, which was useful for shots like a vertical pan of a character falling.
Evaluation question 6
1) The document discusses the challenges faced and technologies used during the production of a media project. It describes issues with outdoor filming like wind interfering with audio and lighting concerns.
2) It details the specific Panasonic video camera used which had a large zoom and image stabilization, helping capture shots smoothly. Adobe Premier Pro was used for editing.
3) The author notes they had little filming knowledge initially but learned through the process, gaining comfort with technologies like camera angles and how equipment alone doesn't guarantee good shots. They now feel confident taking on similar projects.
What have you learnt about technology
I have learned a lot about camera functions like manual focus and color effects. I also gained skills in editing software like After Effects and Final Cut Pro, which helped me complete my work on time despite some technical issues. Additionally, I learned how to use a blogging platform to showcase my work through photos and videos.
Question4
iMovie and Camtasia were used to edit video footage and add special effects like green screen. [1] iMovie was used to edit main footage but Camtasia was needed for more advanced cropping and screen recording. [2] Green screen effects were added to isolate the actor and place them in new backgrounds. [3] Music was imported from the original artist and synced to video clips in iMovie to aid lip syncing for the music video.
Recommended
6. evaluation
We learned a lot about camera work and editing technologies through constructing this product. For camera work, using a tripod and practicing steady shots improved footage quality over preliminary efforts. For editing, switching to Final Cut Pro from iMovie allowed for special effects and advanced editing that weren't possible before, like better green screening used for a sniper scope effect.
6. evaluation
We learned several lessons about camera work and editing from creating a film product. For camera work, using a tripod and practicing steady camera shots improved footage quality over preliminary efforts. For editing, switching to Final Cut Pro from iMovie allowed for special effects and editing improvements, like better green screening, that weren't possible in iMovie. The editing software change was crucial for the final piece.
6. evaluation
Fred Shepherd discusses the key technologies and techniques learned through creating a film project. They improved camera work by using a tripod for steady shots and an external microphone to reduce noise. For editing, switching to Final Cut Pro from iMovie allowed for special effects and improved color filtering. Luma keying in Final Cut enabled advanced green screen effects, improving the immersive quality of the film.
Media technologies evaluation
From constructing their media product, the group learned about various editing and camera technologies. They used iMovie for editing, which allowed them to arrange footage and add audio. They also learned that cameras need to be fully charged before filming. Using a phone camera resulted in lost footage that couldn't be retrieved for the final film.
Evaluation q6
The document discusses what was learned about technologies from creating a media production. It describes considering factors like weather, background noise, and lighting when filming outdoor and indoor scenes. Using a microphone on the camera could have made voices clearer and reduced wind noise. The production used a Panasonic HC-V550 video camera, which allowed for easy zooming and panning through its 42x optical and 50x iZoom zoom, which was useful for shots like a vertical pan of a character falling.
Evaluation question 6
1) The document discusses the challenges faced and technologies used during the production of a media project. It describes issues with outdoor filming like wind interfering with audio and lighting concerns.
2) It details the specific Panasonic video camera used which had a large zoom and image stabilization, helping capture shots smoothly. Adobe Premier Pro was used for editing.
3) The author notes they had little filming knowledge initially but learned through the process, gaining comfort with technologies like camera angles and how equipment alone doesn't guarantee good shots. They now feel confident taking on similar projects.
What have you learnt about technology
I have learned a lot about camera functions like manual focus and color effects. I also gained skills in editing software like After Effects and Final Cut Pro, which helped me complete my work on time despite some technical issues. Additionally, I learned how to use a blogging platform to showcase my work through photos and videos.
Question4
iMovie and Camtasia were used to edit video footage and add special effects like green screen. [1] iMovie was used to edit main footage but Camtasia was needed for more advanced cropping and screen recording. [2] Green screen effects were added to isolate the actor and place them in new backgrounds. [3] Music was imported from the original artist and synced to video clips in iMovie to aid lip syncing for the music video.
Question 6- What have you learnt about technologies from the process of const...
Using a Canon HD camera enabled filming in good quality with basic features like zooming and playback. A tripod was essential for steady shots and a professional look. Blogger was used to chronologically record production progress. iMovie allowed non-linear editing and previewing of sequences to check quality. YouTube was used to upload cuts and embed videos on the blogger. Adobe After Effects was difficult to learn but enabled creating titles resembling 'The Matrix' through tutorials.
Evaluation Question 6
The document discusses various pieces of equipment used to film a thriller opening for a media project. It describes the camera, which was the main tool for capturing footage and how techniques like panning, the 180 degree rule, and match on action were advanced from a preliminary to final project. It also discusses the benefits of the tripod for steady shots and different angles, and how lighting was used effectively with gels to create tension through different colors and define features. A flip camera was used for interviews and gaining audience feedback due to its ease of use, though it had limitations for long shots.
Technologies used to create my product Media Eval Question 6
The document discusses the various equipment used to create a media production. It describes how a skateboard was used to film a panning shot following a girl up stairs. A Sony camcorder was the primary camera used for filming due to its good image quality and compatibility with editing software. The document also mentions using a printer to overlay an image in a book, and having to use a Panasonic camcorder instead of the Sony at times, which required converting the video format. An iPhone was used to take pictures for a blog of the location and protagonist.
Evaluation question 6
The document discusses several issues encountered during the process of editing a film using Final Cut Pro. Firstly, it was difficult to edit footage filmed against a green background due to imperfections caused when using a green screen. Secondly, using ambient lighting rather than high key lighting caused the video quality to suffer. Finally, shots filmed at angles required mirror images to also be filmed at opposite angles, and transitions between dark and light areas exceeded the camera's ability to refocus quickly.
Technology
The document summarizes the technology used to shoot and edit a video project. A college-supplied Canon video camera was used for filming, which had advantages like zoom and image stabilization but lacked HD resolution. Still photos were taken with a Panasonic Lumix camera that had good zoom and clarity. An Apple Mac computer helped edit the project in Final Cut Express and Photoshop, though Final Cut Pro may have been preferable and some uploading issues were encountered.
Question 6 Media CW
From producing this project, the student learned about various video and audio equipment, including a Canon camcorder, tripod, dolly, Bose microphones and boom pole. They also gained experience using editing software Final Cut Pro, though found it more complex than their usual software Sony Vegas. Overall, the project exposed the student to new technologies and they now have a better understanding of the equipment needed to produce video content.
Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
Action Plan
The document outlines an action plan for filming and promoting a movie with deadlines and notes on each task. Props will be prepared by August 1st with no issues foreseen. The movie poster will be completed after promotional photos are taken and edited by September 1st. Filming scenes at school may be impacted by weather in October. Filming at a house and cafe will take place in December with no problems expected. Trailer production and editing is scheduled from January to February with sufficient time allotted to complete each task.
Preliminary task evaluation
We encountered problems with continuity, camera stability, and insufficient footage in our preliminary task. To improve for our main task, we will mark actor and prop positions, shoot in a park to blend markers, practice steadier filming, and record each shot multiple times to get the best take.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Evaluation question 6
The document discusses several technological platforms used for an opening sequence project including the Canon D600 camera, iPhone 5C, PowerPoint, GarageBand, Prezie, and Apple iMac.
For the Canon D600 camera, it allowed for high quality footage but took time to learn settings. The iPhone 5C was easy to use and portable but had a small screen. PowerPoint was familiar but repetitive. GarageBand enabled original music creation but was difficult to learn. Prezie provided an engaging presentation structure but required internet access. The iMac was fast but took time to adjust to from other operating systems.
Equipment and software
The document discusses the equipment and software that will be used to create a trailer, including Adobe Premiere Pro for editing, an Apple iMac computer, Livetype for titles, a Panasonic camera for filming, iMovie initially for organizing footage, an 8GB memory card for storage, and a Velbon tripod for stabilized shots. It provides details on how each tool will aid the project or what capabilities it provides for editing, filming, or organizing the content to produce a high quality trailer.
6
The students used a Mac to import footage that was recorded using a Canon DSLR 70D camera. This camera provided clear, professional-looking footage. A tripod was also used to keep shots steady and consistent, making the shots appear more professional. iMovie was used to edit the footage and create an opening, and its simple interface made editing easier.
Question 5
The document discusses technologies and skills learned from creating a title sequence for the film "EXLR8". It describes learning how to operate a camera, such as focusing, creating lens blur effects, and holding the camera steady. Editing in Sony Vegas took a long time due to rendering minutes of footage. Research involved managing websites, embedding codes, and using the internet to find locations and pictures.
Bilal and mahir
We learned about several technologies from creating a media product. We used Final Cut Pro to edit video by adding music, cropping clips, and inserting text. Motion helped create animated opening credits and 3D intro text easily. A Canon MD205 camera captured footage, which was easy to transfer to a Mac and stabilize shots using a tripod and stabilizer.
Evaluation q6
The document discusses the technologies used in creating a project, including a camera, tripod, sound equipment, and Adobe Premiere Pro. It describes learning how to properly use and adjust camera settings to get the best shots. A tripod was used to get steady shots and allow for panning and craning. Sound equipment includes a microphone, boom pole, and wind protection devices, though they were not used. Adobe Premiere Pro was used to edit clips together and color correct scenes for continuity.
Production schedule
The production schedule outlines the equipment, location, crew, and actors needed to film an ident titled "E4 Ident" for client Miss Moore. A Mac, Ideal Park location, Manfrotto tripod, camera, and actors x2 are required for the stop animation project. Crew roles include a camera man, sound specialist, lighting specialist, director, and producer to film, record audio, set lighting, direct filming, and promote the ident.
Evaluation question 6
The document discusses various technologies used over the course of a project, including Mac computers, Canon cameras, Windows computers, camera tripods, Final Cut Express, YouTube, Garage Band, and USB flash drives. For each technology, the author outlines the pros and cons discovered while using them. Overall, the technologies allowed the group to extract media, edit videos, create music, upload content, and transfer files between computers for their work.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Evaluation - Question 6
The document discusses the technologies used to construct a product. A Mac was used to import footage that was recorded using a Canon DSLR 70D camera, which provided clear, professional-looking footage. A tripod was used to keep shots steady and professional. iMovie was used to easily edit the footage into an opening through its simple interface, allowing the footage to be easily reviewed.
Evaluation q6
The group gained significant experience with camerawork and editing technologies through constructing their final product. They learned that a tripod produced smoother footage than a handheld camera. Editing in Final Cut Pro rather than iMovie allowed for more advanced sound, lighting, and other effects. For future projects, they would use a higher quality microphone and capture more footage to have more editing options.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
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Question 6- What have you learnt about technologies from the process of const...
Using a Canon HD camera enabled filming in good quality with basic features like zooming and playback. A tripod was essential for steady shots and a professional look. Blogger was used to chronologically record production progress. iMovie allowed non-linear editing and previewing of sequences to check quality. YouTube was used to upload cuts and embed videos on the blogger. Adobe After Effects was difficult to learn but enabled creating titles resembling 'The Matrix' through tutorials.
Evaluation Question 6
The document discusses various pieces of equipment used to film a thriller opening for a media project. It describes the camera, which was the main tool for capturing footage and how techniques like panning, the 180 degree rule, and match on action were advanced from a preliminary to final project. It also discusses the benefits of the tripod for steady shots and different angles, and how lighting was used effectively with gels to create tension through different colors and define features. A flip camera was used for interviews and gaining audience feedback due to its ease of use, though it had limitations for long shots.
Technologies used to create my product Media Eval Question 6
The document discusses the various equipment used to create a media production. It describes how a skateboard was used to film a panning shot following a girl up stairs. A Sony camcorder was the primary camera used for filming due to its good image quality and compatibility with editing software. The document also mentions using a printer to overlay an image in a book, and having to use a Panasonic camcorder instead of the Sony at times, which required converting the video format. An iPhone was used to take pictures for a blog of the location and protagonist.
Evaluation question 6
The document discusses several issues encountered during the process of editing a film using Final Cut Pro. Firstly, it was difficult to edit footage filmed against a green background due to imperfections caused when using a green screen. Secondly, using ambient lighting rather than high key lighting caused the video quality to suffer. Finally, shots filmed at angles required mirror images to also be filmed at opposite angles, and transitions between dark and light areas exceeded the camera's ability to refocus quickly.
Technology
The document summarizes the technology used to shoot and edit a video project. A college-supplied Canon video camera was used for filming, which had advantages like zoom and image stabilization but lacked HD resolution. Still photos were taken with a Panasonic Lumix camera that had good zoom and clarity. An Apple Mac computer helped edit the project in Final Cut Express and Photoshop, though Final Cut Pro may have been preferable and some uploading issues were encountered.
Question 6 Media CW
From producing this project, the student learned about various video and audio equipment, including a Canon camcorder, tripod, dolly, Bose microphones and boom pole. They also gained experience using editing software Final Cut Pro, though found it more complex than their usual software Sony Vegas. Overall, the project exposed the student to new technologies and they now have a better understanding of the equipment needed to produce video content.
Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
Action Plan
The document outlines an action plan for filming and promoting a movie with deadlines and notes on each task. Props will be prepared by August 1st with no issues foreseen. The movie poster will be completed after promotional photos are taken and edited by September 1st. Filming scenes at school may be impacted by weather in October. Filming at a house and cafe will take place in December with no problems expected. Trailer production and editing is scheduled from January to February with sufficient time allotted to complete each task.
Preliminary task evaluation
We encountered problems with continuity, camera stability, and insufficient footage in our preliminary task. To improve for our main task, we will mark actor and prop positions, shoot in a park to blend markers, practice steadier filming, and record each shot multiple times to get the best take.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Evaluation question 6
The document discusses several technological platforms used for an opening sequence project including the Canon D600 camera, iPhone 5C, PowerPoint, GarageBand, Prezie, and Apple iMac.
For the Canon D600 camera, it allowed for high quality footage but took time to learn settings. The iPhone 5C was easy to use and portable but had a small screen. PowerPoint was familiar but repetitive. GarageBand enabled original music creation but was difficult to learn. Prezie provided an engaging presentation structure but required internet access. The iMac was fast but took time to adjust to from other operating systems.
Equipment and software
The document discusses the equipment and software that will be used to create a trailer, including Adobe Premiere Pro for editing, an Apple iMac computer, Livetype for titles, a Panasonic camera for filming, iMovie initially for organizing footage, an 8GB memory card for storage, and a Velbon tripod for stabilized shots. It provides details on how each tool will aid the project or what capabilities it provides for editing, filming, or organizing the content to produce a high quality trailer.
6
The students used a Mac to import footage that was recorded using a Canon DSLR 70D camera. This camera provided clear, professional-looking footage. A tripod was also used to keep shots steady and consistent, making the shots appear more professional. iMovie was used to edit the footage and create an opening, and its simple interface made editing easier.
Question 5
The document discusses technologies and skills learned from creating a title sequence for the film "EXLR8". It describes learning how to operate a camera, such as focusing, creating lens blur effects, and holding the camera steady. Editing in Sony Vegas took a long time due to rendering minutes of footage. Research involved managing websites, embedding codes, and using the internet to find locations and pictures.
Bilal and mahir
We learned about several technologies from creating a media product. We used Final Cut Pro to edit video by adding music, cropping clips, and inserting text. Motion helped create animated opening credits and 3D intro text easily. A Canon MD205 camera captured footage, which was easy to transfer to a Mac and stabilize shots using a tripod and stabilizer.
Evaluation q6
The document discusses the technologies used in creating a project, including a camera, tripod, sound equipment, and Adobe Premiere Pro. It describes learning how to properly use and adjust camera settings to get the best shots. A tripod was used to get steady shots and allow for panning and craning. Sound equipment includes a microphone, boom pole, and wind protection devices, though they were not used. Adobe Premiere Pro was used to edit clips together and color correct scenes for continuity.
Production schedule
The production schedule outlines the equipment, location, crew, and actors needed to film an ident titled "E4 Ident" for client Miss Moore. A Mac, Ideal Park location, Manfrotto tripod, camera, and actors x2 are required for the stop animation project. Crew roles include a camera man, sound specialist, lighting specialist, director, and producer to film, record audio, set lighting, direct filming, and promote the ident.
Evaluation question 6
The document discusses various technologies used over the course of a project, including Mac computers, Canon cameras, Windows computers, camera tripods, Final Cut Express, YouTube, Garage Band, and USB flash drives. For each technology, the author outlines the pros and cons discovered while using them. Overall, the technologies allowed the group to extract media, edit videos, create music, upload content, and transfer files between computers for their work.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Evaluation - Question 6
The document discusses the technologies used to construct a product. A Mac was used to import footage that was recorded using a Canon DSLR 70D camera, which provided clear, professional-looking footage. A tripod was used to keep shots steady and professional. iMovie was used to easily edit the footage into an opening through its simple interface, allowing the footage to be easily reviewed.
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Question 6- What have you learnt about technologies from the process of const...
Question 6- What have you learnt about technologies from the process of const...
Technologies used to create my product Media Eval Question 6
Technologies used to create my product Media Eval Question 6
What have you learnt about technologies from constructing
What have you learnt about technologies from constructing
Similar to Evaluation Q6.
Evaluation q6
The group gained significant experience with camerawork and editing technologies through constructing their final product. They learned that a tripod produced smoother footage than a handheld camera. Editing in Final Cut Pro rather than iMovie allowed for more advanced sound, lighting, and other effects. For future projects, they would use a higher quality microphone and capture more footage to have more editing options.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
What have you learnt from technologies from the process of construction the p...
The document discusses the technologies used to create a film project. It summarizes the experiences with:
1) Using iMacs with Final Cut Express and After Effects software for editing, which provided easy controls but had speed and exporting issues.
2) Learning skills like combining audio clips in Final Cut Express but finding the software layout inefficient.
3) Learning color correction and fading techniques in Final Cut Express, but finding the processes complicated.
4) Collecting sound effects from Final Cut Pro but having difficulty tracking multiple sound tracks.
5) Using a Sony camcorder and joby tripod that provided useful features but also had limitations.
6) Exploring After Effects capabilities like
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Evaluation question 6 finished
The student used a Panasonic digital camcorder and Velbon tripod to record footage for their film sequence. While the camcorder worked well and captured high-quality 1080p footage, its battery life was short. The tripod proved invaluable for stabilizing shots, especially on uneven ground. Apple iMac computers and editing software like Final Cut Express HD and Sony Vegas helped with editing the produced media.
Evaluation question 6
The document discusses various technologies and equipment used to construct a thriller opening, including:
- A Canon DSLR camera which allowed for high quality filming but had limited battery life.
- A tripod which kept the camera steady and enabled smooth panning shots but could be stiff.
- Editing software like Final Cut Pro, iMovie, and Blogger which were used to professionally edit footage and document the process despite some being difficult for beginners.
- An iMac which had high quality software and auto-save features that prevented lost work when the computer crashed.
Evaluation Activity 6
The document discusses the technologies used in producing a media project, including a microphone, DSLR camera, camera lens, and lighting equipment. It describes the strengths and weaknesses of each technology. It also discusses the challenges faced during production and how they were overcome. Post-production software like Final Cut Pro was used to edit footage and address issues like ambient sound and lighting adjustments. Overall, the document reflects on the learning experiences around various media technologies during the project's production and editing stages.
Evaluation Activity 6
The document discusses the technologies used to produce a media project, including a microphone, DSLR camera, camera lens, and lighting equipment. It then analyzes the strengths and weaknesses of each technology. It describes challenges faced during production and how they were overcome. Key lessons learned include how to manually adjust camera settings to improve quality, how ambient sound can be removed during editing, and how the editing process allows raw footage to be transformed. Documentation tools like Blogger, YouTube, Prezi and Mindmeister are also analyzed in terms of their strengths and weaknesses. Overall, the document reflects on the technologies used and lessons learned during the media production and documentation process.
Re do presontation
I have learned several skills related to filmmaking and editing through this project. I learned how to use Canon DSLR cameras, adjust settings like focus and zoom, and deal with issues like random shots or short battery life. I also gained experience using Final Cut Pro video editing software, which allowed me to easily arrange and modify clips, though one file started at 20 seconds. Additionally, I learned how to use other programs like Blogger for sharing work, Prezi for creating presentations, and PowerPoint, though some programs had limitations like requiring internet access or risk of losing unsaved work.
Evaluation Activity 6
The document summarizes the equipment used and lessons learned from creating a film project. It describes the strengths and weaknesses of equipment like microphones, tripods, cameras, and lighting. It discusses challenges in filming, such as limitations of certain equipment, and how they were addressed during editing in Final Cut Pro. Key lessons highlighted include how editing fixes production issues and shapes raw footage into the final product.
Evaluation question 6.
During the process of creating a film product, the author and their group learned about various technologies through experimentation with different hardware and software. They progressed from using basic cameras and editing software to more advanced DSLR cameras, external microphones, and industry standard software like Adobe After Effects and Premiere Pro. This allowed them to improve their technical skills and create a higher quality final product with a variety of shots and enhanced audio and visual elements. The group also learned how to effectively use social media and blogs to engage audiences and gather feedback during the pre-production stage.
Evaluation Part 4
The document discusses the production of a music video for the song "You Lost Me" by Christina Aguilera. It describes the use of iMovie '09 for video editing, including techniques like beat marking, ken burns effect, stabilization, and colorization. It also discusses using Serif PagePlus 11 to create ancillary materials like a digipak and advert. Canon cameras were used for video and still photography. Issues with lighting and software bugs caused delays. For future projects, the author would use higher quality cameras and stick to one idea for ancillary tasks.
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
Evaluation Part 4
The document discusses the production of a music video for the song "You Lost Me" by Christina Aguilera. It describes the use of iMovie '09 for video editing, including techniques like beat marking, ken burns effect, stabilization, and colorization. It also discusses using Serif PagePlus 11 to create ancillary materials like a digipak and advert. Canon cameras were used for video and stills. Issues with low-quality footage and bugs in the blogging platform are described. The conclusion states that an HD camera and sticking to one ancillary idea would be done differently.
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Media Q6
The document discusses what was learned about technologies from creating a film project.
It discusses how editing techniques like continuity, cutting on action, and maintaining a consistent pace are important. It also covers learning to use Premiere Elements and how to manipulate video levels, contrast, brightness, and saturation.
When filming, framing shots correctly, using a tripod, retaking shots due to faults, keeping things in focus, following the 180 rule and rule of thirds were all important lessons learned. Maintaining proper lighting was also a challenge addressed.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Essay
Digital technology has significantly impacted the film industry in several ways:
1) It has enabled new visual effects techniques like CGI, virtual cinematography, and digital compositing that allow complex scenes to be captured and edited more easily.
2) Equipment for filming and editing has advanced from heavy film cameras to lightweight digital cameras and from physical film editing to digital editing software.
3) Major films like Avatar pioneered new motion capture and real-time CGI techniques that further blurred the line between live-action and computer generated imagery.
Evaluation - Question 6
The document discusses the technologies used in a film production project. It notes that a JVC film camera was used to film initial shots and obtain clear images. After Effects was used to create title credits in a stylized, horror genre-appropriate way with transitions. Premiere Pro was used to edit clips, add transitions like fades, and edit sound. An online logo maker created the production company logo. The technologies helped achieve a high quality final piece and develop technical skills for future use.
Evaluation #6
The document discusses the technologies used during the pre-production, production, and post-production phases of a media coursework project. It analyzes the effectiveness and reliability of Apple Macs, Final Cut Pro X, a Canon EOS 700D camera, a Rode Videomic Pro microphone, lighting equipment, a blogger website, and Prezi presentation software. Some technologies like the camera and lighting proved very reliable, while other tools like the Macs and blogger had occasional issues with performance and formatting. Overall, the document evaluates the uses and challenges of each technological component of the media project.
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What have you learnt from technologies from the process of construction the p...
What have you learnt from technologies from the process of construction the p...
Evaluation Q6 What have you learned about technologies from the process of co...
Evaluation Q6 What have you learned about technologies from the process of co...
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Analysis of Documentarians
The document discusses several documentary filmmakers including Sorious Samura, Adam Curtis, Louis Theroux, Eugene Jarecki, Errol Morris, Marina Zenovich, and Michael Moore. It provides brief biographies of each filmmaker, highlighting some of their most notable or representative documentary films, as well as links to video excerpts.
How did you use media technologies?
The document lists the various media technologies used by Sam Wadsted for the construction, research, planning, and evaluation of a project. For construction, technologies included cameras, tripods, microphones, and editing software. Research utilized desktop computers, web browsers, word processors and YouTube. Planning incorporated word processors, presentation software, timeline creators, and communication apps. Evaluation employed the project website, web browser, and word/presentation software.
Interviews
This document contains interview questions for the 1st team rugby captain Toby Dabell, the S&C coach Ben Haining, the rugby coach Tony Talbot, and the rugby professional Steve Pope at Reed's school. The questions cover topics like this year's rugby talent, team training sessions, captaining a successful team, roles within rugby development, injury support, nutrition guidance, 7s team selection problems, coaching changes for 7s, time as the rugby professional, potential for professional rugby careers, and keys to a successful season.
Editing Process
The document discusses the editing process for a documentary about a sports team. It describes several elements that were tried in early drafts but ultimately changed, including:
- Using royalty-free music that didn't fit the tone of the piece.
- Including voiceovers and fast-paced montages in the introduction based on feedback.
- Creating title pages with quotes that didn't work with the direction of the documentary.
- Showing dates and timings before scenes that received negative feedback in focus groups.
- Experimenting with different music choices before finding one that fit the intended tone.
Camera angle images from documentary
This document discusses different camera angles used in filmmaking including establishing shots, wide shots, long shots, medium shots, canted angles, dolly shots, over the shoulder shots, low angles, and close ups which provide different perspectives and levels of detail for capturing scenes on camera.
Analysis of Documentarians
The document discusses several documentary filmmakers including Sorious Samura, Adam Curtis, Louis Theroux, Eugene Jarecki, Errol Morris, Lucy Walker, and Michael Moore. It provides brief biographies of each filmmaker, highlighting some of their most notable or acclaimed documentary works, as well as links to video examples. Common themes discussed include their approaches to documentary styles and genres, as well as intellectualism and ability to humanize complex topics.
Anaylsis of Documentarians
Louis did a series called "When Louis Met..." from 2000-2002 for BBC Two and also directed specials including "Louis and the Brothel" and "Transgender Kids". His most famous work is the documentary "Fahrenheit 9/11" which he directed and produced and is the highest grossing documentary of all time.
Analysis of documentaries
This document analyzes and compares different styles of documentaries. It discusses David Attenborough's documentary on sloths, which uses participatory and educational techniques like talking over shots to engage the audience and add context, as well as humor to add depth. It also examines the observational style of "The Only Way Is Essex" reality show, which uses shot reverse shot and following characters to make the audience feel like they are part of the conversation. Finally, it discusses the expository style of "Secret Life of Motorway", which exposes informative details on motorways through stock footage, music from the era, interviews, and ads to analyze and provide opportunities for audience thought.
Thriller Film Titles
The document analyzes thriller film titles and how they influence viewers' interest. Inception's title refers to the film's theme and is not widely known, creating mystery. Waar's unusual spelling is meant to imply the film depicts a unique type of war. Se7en's title refers cryptically to the number seven, which becomes important as the film reveals a serial killer murders according to the seven deadly sins. Choosing an intriguing, ambiguous title influences the author to make their own short film title stand out and require thought to match the depth of the story.
evaluation q 7
In the preliminary task, the group did not plan as effectively and shot the film in one afternoon without much preparation. For the main task, they created a WhatsApp group to better plan filming dates, locations, costumes, and props. They also auditioned actors and used better equipment like a tripod and higher quality camera to get better footage. The group learned from their preliminary experience and put more thought into planning, filming, editing, adding sound/music, and choosing appropriate props and costumes for the main task.
evaluation q6
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducting actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
Technologies Used
Sam Wadsted used a variety of technologies for his coursework including Blogger, YouTube, SoundCloud, SlideShare, Pixton, Scribd, Prezi, and Vimeo to create blog posts, upload videos, and aid in presentations. He found Microsoft Word, PowerPoint, iMovie, and Final Cut Pro useful for writing scripts, creating slideshows, and editing preliminary and final projects. Other apps like Snapchat, WhatsApp, the iPhone camera and various online stores helped with planning, communication, and purchasing props. Hardware like iMacs, an iPhone, professional camera, and microphone were also utilized.
Evaluation media as
The primary audience for the media product is teenage boys aged 13-19, as they generally prefer action and thriller films more than girls. However, the film also aims to attract females by featuring a female sniper, reversing the stereotype. The film also targets young adult males who have recently finished university. Feedback from 16-18 year olds confirmed they enjoyed the opening scene. The film will attract its target teenage male audience through the inclusion of cars, guns, and violence, which research shows this age group enjoys. The film would receive a 15 certificate from the British Board of Film Classification due to the level of violence.
Evaluation Q2.
The document discusses how various social groups are represented in a film. Teenagers are portrayed as both violent and mature. Male characters subvert expectations by emphasizing fear rather than machismo, and escape rather than fighting back, though a muscle car evokes some stereotypes of masculinity. The female character is atypical as a sniper rather than a love interest, breaking gender norms but possibly seen as too violent.
Evaluation Q3.
An independent film company would be best suited to distribute the media product due to its lower budget and smaller target audience. Independent film companies like Independent Film Company and Supernova Films specialize in distributing smaller, lower budget films through online platforms rather than wide theatrical releases. They have experience with similar thriller genres to the media product, which involves a man being forced to deliver a mysterious package across London within a day to save his kidnapped girlfriend.
Q2 evaluation
The document discusses the portrayal of teenagers, gender roles, and stereotypes in films. It notes that the film aims to break stereotypes of naive and immature teenagers by showing them as an aggressive group that adapts to survive. While the main character is male, as is typical in action thrillers, his fear is emphasized through sound effects rather than a "macho facade." The female character subverts expectations by being a sniper rather than a love interest, but her role could also be seen as portraying females in a negative light as violent.
2. evaluation for Sam and Meg
This document discusses the representation of social groups in a film. It summarizes that teenagers are portrayed both violently through a sniper killing one of the boys, but also positively through the main character's maturity and ability to survive. Male characters typically feature a macho main protagonist, but the film breaks this by emphasizing the main character's fear through sound effects. Though he drives a stereotypically masculine muscle car, he focuses on escape rather than fighting back. The female sniper breaks gender norms by having a position of power rather than being a love interest, though her role could be seen as portraying women negatively as emotionally detached killers.
2. evaluation
This document discusses the representation of social groups in a film. It summarizes that teenagers are portrayed both violently through a sniper killing one of the boys, but also positively through the main character's maturity and survival skills. Male characters typically feature a macho main protagonist, but the film breaks this by emphasizing the main character's fear through sound effects. Though he drives a stereotypically masculine muscle car, he focuses on escape rather than fighting back. The female sniper breaks gender norms by having a position of power rather than being a love interest, though her role could be seen as portraying females as emotionally detached and violent.
1. evaluation
The document discusses how the media project "Field of Fire" uses and develops conventions of real media products like films. It compares the opening scene to "American Sniper" and "Quantum of Solace" by using techniques like first-person sniper footage and action-packed openings. While it keeps conventions like using a macguffin and tense music, it challenges the convention of always having male snipers by making the assassin/sniper a female, inspired by the character Elle Driver from "Kill Bill", in order to attract a different audience.
Editing Process
This document provides a timeline and overview of the editing process for a film. It describes how intro logos and company logos were created in Photoshop and Final Cut. It also details how a sniper scope effect was overlaid, an error where an actor dropped a gun was fixed by cutting and imposing footage, different gunshot sound effects were layered, tension was built with breath and heartbeat sounds, and stabilization was used to smooth shots and add panning/tracking effects.
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Evaluation Q6.
- 1. By Sam Wadsted 6. WHAT HAVE WE LEARNT ABOUT TECHNOLOGIES FROM THE PROCESS OF CONSTRUCTING THIS PRODUCT?
- 2. CAMERA WORK • It is obvious from the difference between our preliminary tasks and final film the huge improvement in understanding how camera angles affect the outcome. • We used a tripod in the final film that vastly improved the quality of footage that we could capture. We also had our cameraman practice holding the camera steady in moving shots so that it would be less wobbly.
- 3. EDITING • I think we improved dramatically in our editing process. In the preliminary we changed from iMovie to Final Cut Pro and it allowed for a lot of improvement. This was imperative as our final piece required the use of special effects and editing effects that simply would not have been possible in iMovie. • The use of final Cut and its luma keying abilities opened up the possibilities of a much nicer green screen effect that iMovie. This was useful when incorporating the sniper scope effect.