The student used various media technologies in the construction of their music video project:
1) They filmed their music video using a Canon XLS camera and experimented with handheld shots and different camera filters to achieve different artistic effects.
2) They used Adobe Premiere Pro to edit the footage, add effects like speeding up clips, and match shots to the music.
3) Additional editing techniques included reversing footage, cuts to black, and increasing audio levels for impact.
4) Coral Photo Paint and Coral Draw were used to design the digipack and insert artwork with matching color tones and fonts.
5) A WIX website was created to promote the band
The document discusses the process of planning and producing a music video for an unsigned artist. Research was conducted online to find a suitable artist, focusing on genres and conventions. The group settled on the artist "Porcelain and the Tramps" and their song "Red Light District". Planning involved researching the genre, getting permission from the artist, and looking at case studies from other artists. Production used a handheld HD digital camera to film different shots and angles. Editing software was used to combine clips and add effects like color correction and blending images. Feedback was gathered to evaluate the final music video.
The document discusses the media production of Connor Barclay and Damien Johnson. It covers how they used conventions of horror/thriller genres in their poster and radio trailer. It also discusses how they developed conventions through their chase scene and challenged conventions through a lack of dialogue and diegetic sound. The document then covers their use of various media technologies in the research, construction, and evaluation stages of their project. This included using YouTube, Final Cut Express, GarageBand, and other tools. Finally, it summarizes the positive feedback received about the story, editing, soundtrack, and camerawork while also noting feedback about improving lighting in some scenes.
The document discusses the media production of Connor Barclay and Damien Johnson. It covers how they used conventions of horror/thriller genres in their poster and radio trailer. It also discusses how they developed conventions through their chase scene and challenged conventions through a lack of dialogue and diegetic sound. The document then covers their use of various media technologies in the research, construction, and evaluation stages of their project. This included using YouTube, Final Cut Express, GarageBand, and other tools. Finally, it summarizes the positive feedback received about the story, editing, soundtrack, camerawork and how it conveyed the psychological nature of the story.
What have you learnt about technologies from the process of constructing the ...lpricebmth2016
1) In producing their media project, the students utilized various technologies at different stages including internet research, social media promotion, blogs for planning and updates, cameras for filming, and computers for editing.
2) During production, they used phones to coordinate locations and capture additional photos, and considered sound design to enhance realism.
3) In post-production, they used editing software to trim footage, add re-recorded audio, select music, and apply filters and transitions before exporting the final video and sharing it on YouTube and Facebook.
The document discusses how various new media technologies were used at different stages of producing a music video project. Premiere Pro was used for editing video clips, adding effects like color filters and corrections, and creating an animatic storyboard. Photoshop was used to design a digipak cover and magazine ad by desaturating images, adding smoke effects, and customizing thumbnails. A Samsung camera was used for most filming due to its ability to focus and adjust to lighting, while a DSLR was used for focus groups. YouTube and Tumblr were used to research music video styles, distribute the final video, and create a coursework blog.
The student used various new media technologies throughout the production process of their music video. Premiere Pro was used for planning, research, editing, and adding effects like color filters and lighting options. Photoshop was used to edit photos for the digipak and magazine advert by adding effects like desaturation and simulated smoke. A Samsung camera was used for close-ups instead of a DSLR, and was mounted on a tripod to reduce shaking. YouTube provided inspiration by allowing the student to analyze other indie music videos. The finished video was uploaded to YouTube and linked on their Tumblr blog, which was used to share research, planning, and the final project.
This document summarizes how the media product uses and challenges conventions of the indie folk music genre. It uses conventions such as close-up shots of the singer, natural lighting, fade transitions, and woodland locations. It challenges conventions by incorporating abstract visual effects, increasing contrast of landscape shots, and including a jump cut at the end rather than a fade. The document provides examples of how other indie folk music videos have used the same conventions in their cinematography, locations, effects, and transitions.
1. The student used various online technologies like YouTube, Google, Vimeo, and Survey Monkey to research pop music videos, film theory, and gather feedback from their target audience during the planning stage.
2. Digital cameras and Windows Movie Maker were used to film footage, take production stills, and create early edits during production. Final Cut Pro was the primary editing software used to construct the final music video.
3. Technologies like Pages, iPhoto, and Photoshop were utilized to design the digipak and advert through editing images and experimenting with fonts and layouts.
4. Evaluation was facilitated through social media like Twitter, Facebook, blogs, and video/audio editing software
The document discusses the process of planning and producing a music video for an unsigned artist. Research was conducted online to find a suitable artist, focusing on genres and conventions. The group settled on the artist "Porcelain and the Tramps" and their song "Red Light District". Planning involved researching the genre, getting permission from the artist, and looking at case studies from other artists. Production used a handheld HD digital camera to film different shots and angles. Editing software was used to combine clips and add effects like color correction and blending images. Feedback was gathered to evaluate the final music video.
The document discusses the media production of Connor Barclay and Damien Johnson. It covers how they used conventions of horror/thriller genres in their poster and radio trailer. It also discusses how they developed conventions through their chase scene and challenged conventions through a lack of dialogue and diegetic sound. The document then covers their use of various media technologies in the research, construction, and evaluation stages of their project. This included using YouTube, Final Cut Express, GarageBand, and other tools. Finally, it summarizes the positive feedback received about the story, editing, soundtrack, and camerawork while also noting feedback about improving lighting in some scenes.
The document discusses the media production of Connor Barclay and Damien Johnson. It covers how they used conventions of horror/thriller genres in their poster and radio trailer. It also discusses how they developed conventions through their chase scene and challenged conventions through a lack of dialogue and diegetic sound. The document then covers their use of various media technologies in the research, construction, and evaluation stages of their project. This included using YouTube, Final Cut Express, GarageBand, and other tools. Finally, it summarizes the positive feedback received about the story, editing, soundtrack, camerawork and how it conveyed the psychological nature of the story.
What have you learnt about technologies from the process of constructing the ...lpricebmth2016
1) In producing their media project, the students utilized various technologies at different stages including internet research, social media promotion, blogs for planning and updates, cameras for filming, and computers for editing.
2) During production, they used phones to coordinate locations and capture additional photos, and considered sound design to enhance realism.
3) In post-production, they used editing software to trim footage, add re-recorded audio, select music, and apply filters and transitions before exporting the final video and sharing it on YouTube and Facebook.
The document discusses how various new media technologies were used at different stages of producing a music video project. Premiere Pro was used for editing video clips, adding effects like color filters and corrections, and creating an animatic storyboard. Photoshop was used to design a digipak cover and magazine ad by desaturating images, adding smoke effects, and customizing thumbnails. A Samsung camera was used for most filming due to its ability to focus and adjust to lighting, while a DSLR was used for focus groups. YouTube and Tumblr were used to research music video styles, distribute the final video, and create a coursework blog.
The student used various new media technologies throughout the production process of their music video. Premiere Pro was used for planning, research, editing, and adding effects like color filters and lighting options. Photoshop was used to edit photos for the digipak and magazine advert by adding effects like desaturation and simulated smoke. A Samsung camera was used for close-ups instead of a DSLR, and was mounted on a tripod to reduce shaking. YouTube provided inspiration by allowing the student to analyze other indie music videos. The finished video was uploaded to YouTube and linked on their Tumblr blog, which was used to share research, planning, and the final project.
This document summarizes how the media product uses and challenges conventions of the indie folk music genre. It uses conventions such as close-up shots of the singer, natural lighting, fade transitions, and woodland locations. It challenges conventions by incorporating abstract visual effects, increasing contrast of landscape shots, and including a jump cut at the end rather than a fade. The document provides examples of how other indie folk music videos have used the same conventions in their cinematography, locations, effects, and transitions.
1. The student used various online technologies like YouTube, Google, Vimeo, and Survey Monkey to research pop music videos, film theory, and gather feedback from their target audience during the planning stage.
2. Digital cameras and Windows Movie Maker were used to film footage, take production stills, and create early edits during production. Final Cut Pro was the primary editing software used to construct the final music video.
3. Technologies like Pages, iPhoto, and Photoshop were utilized to design the digipak and advert through editing images and experimenting with fonts and layouts.
4. Evaluation was facilitated through social media like Twitter, Facebook, blogs, and video/audio editing software
When planning, researching, constructing, and evaluating their documentary, the student used several media technologies. They used Microsoft Word to plan ideas and create questionnaires. They conducted online research using websites and YouTube. Footage was recorded using a Sony camera and edited in Adobe Premiere, which was used to add effects, transitions, and create an advertisement. Photoshop was used to design graphics and posters. Evaluation involved PowerPoint, Word, and collecting audience feedback using an iPhone. Blogger published all work.
The document discusses the media technologies used by the author at different stages of their AS and A2 coursework.
For their AS horror film opening, the author researched genres on YouTube and blogs to inform their ideas. They compiled research in PowerPoints, Word docs, and Prezis. For their A2 music video, similar online research on genres and artists was done on sites like Vevo and YouTube.
The author published research for both projects on Blogger. They developed skills with Prezi, Photoshop, and editing software like Final Cut Pro and Adobe Pro. Planning for the music video used tools like Bubble.us, PowerPoint, and Word. Filming equipment improved from a Sony
The document discusses the technologies learned about through the process of constructing a production project. It covers learning WordPress for blogging about the production process; using YouTube, themes, fonts and images to make the blog more personalized and organized; using a Panasonic video camera for interviews and filming; using iMovie for post-production editing of clips, ordering, trimming and adding music; and uploading the final production to YouTube to reach a wide audience.
- The document discusses research and planning for a music video assignment, including potential techniques, artists, and songs for inspiration.
- Animation and camera work will be used to sync visuals to the audio without a clear story, drawing from trippy and artistic music videos.
- The proposed idea is to film a girl watching an animated music video on an old TV as she dreams, transitioning between locations, and ending by revealing she is asleep.
- The document discusses research and planning for a music video assignment, including case studies of artists like Rone, Lorn, and Kid Francescoli that use animation and camera work.
- The proposed idea is to create an animated music video for the song "Bye Bye Macadam" by Rone, showing a girl watching the animation on an old TV as if dreaming.
- Pre-production planning addresses locations, equipment, personnel, props, and lighting needed to film the real-world elements for transitions between the animation and camera work. Inspiration is taken from the music video for "Entangled" by Lorn for its mysterious and dark aesthetic.
- The document discusses research and planning for a music video assignment, including potential techniques, artists, and songs for inspiration.
- Animation and camera work will be used to sync visuals to the audio without a clear story, drawing from trippy and artistic music videos.
- The proposed idea is to film a girl watching an animated music video on an old TV as she dreams, transitioning between locations, and ending by revealing she is asleep.
Q4: How did you use new media technologies in the construction and research,...AbbieLoosemore
The document discusses the tools and techniques used to create a music video. Wordpress and Prezi were used to document research and present ideas. A Sony video camera, tripod, and hot light were used to film scenes. Adobe Premiere Pro was used to edit the video and add effects like mirroring and color correction. Photoshop was used to design album artwork, starting with scanned images that were layered and had colors adjusted to match the video's theme and style.
The document outlines the process of creating a music video for a class project. The group chose the song "Need You 100%" by Duke Dumont and created a narrative music video. They filmed scenes of the protagonist going through a transformation from a depressed teacher to a happy partygoer. However, the protagonist's bad luck strikes again in the ending. The group encountered challenges with planning, equipment issues, and directing disputes. However, the author is pleased with the final video and feels it shows his improving skills in video production and editing.
EQ4: How did you use new media technologies in the construction, research, pl...Becca Feast
In my last evaluation question, I explain what I did in my construction, research, planning and evaluation stages through using new media technologies. In this power point, I explain all examples of new media technologies I used and how they helped me with each stage of production when producing my final piece of coursework to the song "Closer" by Kings of Leon as well as my ancillary tasks of a digipak and poster to promote the album.
The student used various media technologies throughout their A2 Media coursework. For research, they used the internet to access information on horror films and analyze existing media texts. They filmed their trailer using a Canon DSLR camera and tripod, and edited it using Windows Live Movie Maker. They created a film poster using Photoshop and Picasa, and built a website for the film using Wix. They evaluated their work using Word, screenshots, and a PowerPoint presentation.
The document provides inspiration and ideas for creating a music video from analyzing existing music videos. It discusses using a split screen from Sejeong – FlowerWay to show the sibling relationship over time. Various camera angles from IU - Palette are discussed to convey emotions and carry out the narrative storyline. Incorporating old clips like in Ed Sheeran - Photograph could add nostalgia and vintage looks. Filming in a house setting like Sabrina Carpenter – Can’t blame a girl for trying could feel realistic and comfortable. Transitions and editing techniques from Bolbbalgan4 – We loved using split screens and overlays are praised for their originality and keeping audiences entertained.
Tumblr was used extensively for blogging work, research, and receiving feedback. Photos were taken on phones and uploaded to Tumblr. Prezi was used for evaluations and research presentations. A DSLR camera was used to improve the quality of footage for the focus groups and final music video. Premiere Pro was used to edit the music video and focus groups by cutting footage and adding transitions. Photoshop edited images for the digipak and advert designs. Sound Recorder captured audio commentary. The music video and additional materials were uploaded to YouTube. Google allowed access to research sources like Tumblr, Prezi, and YouTube as well as finding images.
The student plans to film a music video for the song "Humility" by Gorillaz at Filey Beach in England. They will tell a story through the expressions of the main character about having their day ruined at the beach. They only need a camera, tripod, and editing software. Filming locations include the colorful town streets and changing beach environment. No props are needed, just appropriate costumes. The student and one other person will film over a weekend. Editing will be done in the classroom using Adobe Premiere Pro.
Media technologies played an important role throughout the construction and evaluation of the music video project. Soundcloud was used to find the track, YouTube and Vimeo to research other music videos. Adobe Premier Pro was used to edit the video, altering colors, adding split screens, and syncing the music. A Canon camera filmed footage and a Lomokino camera was used to take photos with a softer focus. Photoshop edited the prints, changing colors and arranging layouts. Blogger hosted research, inspiration, and the final video, and feedback was gathered through YouTube comments, questionnaires, and social media.
The student used various media technologies at different stages of their project. In the research stage, they used Photoshop, Prezi, and Microsoft Word to analyze images, present findings, and write long-form responses. For pre-production, they created an animatic using Sony Vegas and survey using SurveyMonkey. In production, they made a music video with After Effects, 3D object for a poster with Cinema 4D, and digipak with Photoshop. The student was most familiar with After Effects, Photoshop, and Word which aided their work, while they had to learn to use drives and backup files effectively over the course of the project.
The document summarizes the process of producing a music video, including research, filming, editing, and creation of supplemental materials. Key points:
1) Research involved analyzing music videos on YouTube and websites to understand genre conventions and target audience preferences.
2) Filming used a Sony Handycam and tripod, and additional footage was captured with a Sony Cybershot for behind-the-scenes shots.
3) Editing was done in Final Cut Express, applying effects like chroma key, desaturation, and speed adjustments to achieve a professional look.
4) Supplemental materials like a poster and CD packaging were created in Photoshop using techniques like desaturation and layering
The document discusses the various technologies used at different stages of a project to create a trailer, poster, and magazine cover for a horror film. DVDs, the internet, blogs, camcorders, editing software like iMovie, and design software like Photoshop and Paint were used for research, planning, filming, editing, and designing the final products. Specific techniques like lighting, camera movements, editing effects, and sound design were employed to achieve the intended horror genre and engage the audience.
Daniel Hopkins produced a music video that required extensive editing due to filming challenges. He improved upon his rough edit by incorporating feedback and tutorials. Though some transitions could be smoother, overall the opening scene works well to set the mood. Color correction was needed for darker footage, and stabilization improved shaky shots. While not perfect, Daniel's creative editing brought his vision to life and produced a music video that fits the genre.
How did you use media technologies in the construction and research, planning...JBrace6118
The document describes the process of editing a trailer using Adobe Premiere Pro CS6 software. Key features of the software like importing clips, selecting in and out points, and using multiple audio tracks are discussed. Various techniques were used like adding transitional effects, jump cuts, and color corrections to achieve a professional look matching soap opera standards. Skills learned from creating ancillary products in Photoshop like adding special effects and manipulating photos were also applied.
1) The student researched music videos using secondary sources like Wikipedia and online articles. They watched existing music videos on YouTube for inspiration.
2) In planning, the student listened to the song and took location photos, though mostly used paper for planning.
3) In construction, they filmed drafts using a DSLR and iPhone, and used a drama studio with professional lights and a projector. They edited in Final Cut Pro, adding effects and color matching. Photoshop removed a green screen.
The document discusses conducting an online survey through Kwick Survey to gather feedback from teenagers about their music video preferences. 17 people participated in the survey through Facebook, providing information such as a preference for darker storylines over romantic ones and liking Madonna's "Frozen" music video for its dark visuals. The survey results will help inform the creation of a new music video that appeals to this target audience.
The document provides a risk assessment for filming a music video. It identifies potential hazards from transporting equipment by car, using cameras and lighting, weather conditions during outdoor filming, and filming at different house locations. Safety measures are outlined such as transporting all equipment safely in the car, ensuring lights are off before touching them to avoid burns, using umbrellas and careful walking in the rain, and filming indoors to control the environment.
When planning, researching, constructing, and evaluating their documentary, the student used several media technologies. They used Microsoft Word to plan ideas and create questionnaires. They conducted online research using websites and YouTube. Footage was recorded using a Sony camera and edited in Adobe Premiere, which was used to add effects, transitions, and create an advertisement. Photoshop was used to design graphics and posters. Evaluation involved PowerPoint, Word, and collecting audience feedback using an iPhone. Blogger published all work.
The document discusses the media technologies used by the author at different stages of their AS and A2 coursework.
For their AS horror film opening, the author researched genres on YouTube and blogs to inform their ideas. They compiled research in PowerPoints, Word docs, and Prezis. For their A2 music video, similar online research on genres and artists was done on sites like Vevo and YouTube.
The author published research for both projects on Blogger. They developed skills with Prezi, Photoshop, and editing software like Final Cut Pro and Adobe Pro. Planning for the music video used tools like Bubble.us, PowerPoint, and Word. Filming equipment improved from a Sony
The document discusses the technologies learned about through the process of constructing a production project. It covers learning WordPress for blogging about the production process; using YouTube, themes, fonts and images to make the blog more personalized and organized; using a Panasonic video camera for interviews and filming; using iMovie for post-production editing of clips, ordering, trimming and adding music; and uploading the final production to YouTube to reach a wide audience.
- The document discusses research and planning for a music video assignment, including potential techniques, artists, and songs for inspiration.
- Animation and camera work will be used to sync visuals to the audio without a clear story, drawing from trippy and artistic music videos.
- The proposed idea is to film a girl watching an animated music video on an old TV as she dreams, transitioning between locations, and ending by revealing she is asleep.
- The document discusses research and planning for a music video assignment, including case studies of artists like Rone, Lorn, and Kid Francescoli that use animation and camera work.
- The proposed idea is to create an animated music video for the song "Bye Bye Macadam" by Rone, showing a girl watching the animation on an old TV as if dreaming.
- Pre-production planning addresses locations, equipment, personnel, props, and lighting needed to film the real-world elements for transitions between the animation and camera work. Inspiration is taken from the music video for "Entangled" by Lorn for its mysterious and dark aesthetic.
- The document discusses research and planning for a music video assignment, including potential techniques, artists, and songs for inspiration.
- Animation and camera work will be used to sync visuals to the audio without a clear story, drawing from trippy and artistic music videos.
- The proposed idea is to film a girl watching an animated music video on an old TV as she dreams, transitioning between locations, and ending by revealing she is asleep.
Q4: How did you use new media technologies in the construction and research,...AbbieLoosemore
The document discusses the tools and techniques used to create a music video. Wordpress and Prezi were used to document research and present ideas. A Sony video camera, tripod, and hot light were used to film scenes. Adobe Premiere Pro was used to edit the video and add effects like mirroring and color correction. Photoshop was used to design album artwork, starting with scanned images that were layered and had colors adjusted to match the video's theme and style.
The document outlines the process of creating a music video for a class project. The group chose the song "Need You 100%" by Duke Dumont and created a narrative music video. They filmed scenes of the protagonist going through a transformation from a depressed teacher to a happy partygoer. However, the protagonist's bad luck strikes again in the ending. The group encountered challenges with planning, equipment issues, and directing disputes. However, the author is pleased with the final video and feels it shows his improving skills in video production and editing.
EQ4: How did you use new media technologies in the construction, research, pl...Becca Feast
In my last evaluation question, I explain what I did in my construction, research, planning and evaluation stages through using new media technologies. In this power point, I explain all examples of new media technologies I used and how they helped me with each stage of production when producing my final piece of coursework to the song "Closer" by Kings of Leon as well as my ancillary tasks of a digipak and poster to promote the album.
The student used various media technologies throughout their A2 Media coursework. For research, they used the internet to access information on horror films and analyze existing media texts. They filmed their trailer using a Canon DSLR camera and tripod, and edited it using Windows Live Movie Maker. They created a film poster using Photoshop and Picasa, and built a website for the film using Wix. They evaluated their work using Word, screenshots, and a PowerPoint presentation.
The document provides inspiration and ideas for creating a music video from analyzing existing music videos. It discusses using a split screen from Sejeong – FlowerWay to show the sibling relationship over time. Various camera angles from IU - Palette are discussed to convey emotions and carry out the narrative storyline. Incorporating old clips like in Ed Sheeran - Photograph could add nostalgia and vintage looks. Filming in a house setting like Sabrina Carpenter – Can’t blame a girl for trying could feel realistic and comfortable. Transitions and editing techniques from Bolbbalgan4 – We loved using split screens and overlays are praised for their originality and keeping audiences entertained.
Tumblr was used extensively for blogging work, research, and receiving feedback. Photos were taken on phones and uploaded to Tumblr. Prezi was used for evaluations and research presentations. A DSLR camera was used to improve the quality of footage for the focus groups and final music video. Premiere Pro was used to edit the music video and focus groups by cutting footage and adding transitions. Photoshop edited images for the digipak and advert designs. Sound Recorder captured audio commentary. The music video and additional materials were uploaded to YouTube. Google allowed access to research sources like Tumblr, Prezi, and YouTube as well as finding images.
The student plans to film a music video for the song "Humility" by Gorillaz at Filey Beach in England. They will tell a story through the expressions of the main character about having their day ruined at the beach. They only need a camera, tripod, and editing software. Filming locations include the colorful town streets and changing beach environment. No props are needed, just appropriate costumes. The student and one other person will film over a weekend. Editing will be done in the classroom using Adobe Premiere Pro.
Media technologies played an important role throughout the construction and evaluation of the music video project. Soundcloud was used to find the track, YouTube and Vimeo to research other music videos. Adobe Premier Pro was used to edit the video, altering colors, adding split screens, and syncing the music. A Canon camera filmed footage and a Lomokino camera was used to take photos with a softer focus. Photoshop edited the prints, changing colors and arranging layouts. Blogger hosted research, inspiration, and the final video, and feedback was gathered through YouTube comments, questionnaires, and social media.
The student used various media technologies at different stages of their project. In the research stage, they used Photoshop, Prezi, and Microsoft Word to analyze images, present findings, and write long-form responses. For pre-production, they created an animatic using Sony Vegas and survey using SurveyMonkey. In production, they made a music video with After Effects, 3D object for a poster with Cinema 4D, and digipak with Photoshop. The student was most familiar with After Effects, Photoshop, and Word which aided their work, while they had to learn to use drives and backup files effectively over the course of the project.
The document summarizes the process of producing a music video, including research, filming, editing, and creation of supplemental materials. Key points:
1) Research involved analyzing music videos on YouTube and websites to understand genre conventions and target audience preferences.
2) Filming used a Sony Handycam and tripod, and additional footage was captured with a Sony Cybershot for behind-the-scenes shots.
3) Editing was done in Final Cut Express, applying effects like chroma key, desaturation, and speed adjustments to achieve a professional look.
4) Supplemental materials like a poster and CD packaging were created in Photoshop using techniques like desaturation and layering
The document discusses the various technologies used at different stages of a project to create a trailer, poster, and magazine cover for a horror film. DVDs, the internet, blogs, camcorders, editing software like iMovie, and design software like Photoshop and Paint were used for research, planning, filming, editing, and designing the final products. Specific techniques like lighting, camera movements, editing effects, and sound design were employed to achieve the intended horror genre and engage the audience.
Daniel Hopkins produced a music video that required extensive editing due to filming challenges. He improved upon his rough edit by incorporating feedback and tutorials. Though some transitions could be smoother, overall the opening scene works well to set the mood. Color correction was needed for darker footage, and stabilization improved shaky shots. While not perfect, Daniel's creative editing brought his vision to life and produced a music video that fits the genre.
How did you use media technologies in the construction and research, planning...JBrace6118
The document describes the process of editing a trailer using Adobe Premiere Pro CS6 software. Key features of the software like importing clips, selecting in and out points, and using multiple audio tracks are discussed. Various techniques were used like adding transitional effects, jump cuts, and color corrections to achieve a professional look matching soap opera standards. Skills learned from creating ancillary products in Photoshop like adding special effects and manipulating photos were also applied.
1) The student researched music videos using secondary sources like Wikipedia and online articles. They watched existing music videos on YouTube for inspiration.
2) In planning, the student listened to the song and took location photos, though mostly used paper for planning.
3) In construction, they filmed drafts using a DSLR and iPhone, and used a drama studio with professional lights and a projector. They edited in Final Cut Pro, adding effects and color matching. Photoshop removed a green screen.
The document discusses conducting an online survey through Kwick Survey to gather feedback from teenagers about their music video preferences. 17 people participated in the survey through Facebook, providing information such as a preference for darker storylines over romantic ones and liking Madonna's "Frozen" music video for its dark visuals. The survey results will help inform the creation of a new music video that appeals to this target audience.
The document provides a risk assessment for filming a music video. It identifies potential hazards from transporting equipment by car, using cameras and lighting, weather conditions during outdoor filming, and filming at different house locations. Safety measures are outlined such as transporting all equipment safely in the car, ensuring lights are off before touching them to avoid burns, using umbrellas and careful walking in the rain, and filming indoors to control the environment.
Modern music videos began primarily as a marketing tool to promote artists' music in the 1950s, though visuals were sometimes created to accompany music before then. Key developments included the first sound film in 1927, the rise of Hollywood musicals in the 1940s, and the invention of the scopitone in France in the 1960s, which produced short films for songs. The 1960s also saw the beginnings of music television programs like Ready Steady Go in the UK and Top of the Pops. Iconic early music videos included The Beatles' A Hard Day's Night film and Queen's "Bohemian Rhapsody" in 1975, as MTV launched in 1981 and brought more prominent music videos to television.
The history of music videos began in the mid-1950s when the first music video was filmed as a marketing device to promote artists' music. Throughout the 1900s and 1940s, visual accompaniments to music developed from early films and animations. In the 1960s, short films were produced in France to accompany songs, and the first music television programs launched in the UK and US. Iconic music videos in the 1970s-1980s by artists like The Beatles, Queen, and Michael Jackson helped establish the music video as an art form. The launch of MTV in 1981 was a major catalyst in the popularity and growth of music videos.
The combination of the main product (a music video for the band Dog Is Dead) and ancillary texts (a digipack and website) is effective in representing the themes and style of the band. The image used on the digipack, website banner, and embedded in the music video depicts the progression of a character through a meal from the start to end, representing a theme in the video. Complementary color schemes, fonts, and embedded clips are used consistently across products to create a cohesive brand representation and enable promotion across platforms.
The document analyzes the website homepage of the indie pop band Bastille. The homepage opens with a video for their latest song "Flaws" and links to their social media accounts like Tumblr and Twitter to promote their music and engage with fans. It features an image of the band corresponding to their music video style and font. The homepage also provides opportunities for fan interaction, like sharing behind-the-scenes photos, commenting on posts, signing up for a newsletter, purchasing merchandise, and contacting their management.
Modern music videos are primarily used as a marketing device to promote artists' music. While the first music video filmed was in the mid-1950s, visual music - where animations accompanied music - existed before then. Key developments included the invention of the gramophone in 1900; the first sound film in 1927; the peak of Hollywood musicals in the 1940s; Walt Disney synchronizing animation and classical music in Fantasia in 1940; the invention of the visual jukebox called the scopitone in France in the 1960s; the beginnings of music television programs and shows in the UK and US in the 1960s; and the launch of influential channels like MTV in 1981 which helped music videos become a major promotional tool and art
The document discusses research conducted through an online survey to understand music video preferences of teenagers. The survey was distributed through Facebook and had 17 participants, including 7 males and 11 females. Key findings were that romantic storylines are seen as overdone and boring, and participants preferred darker storylines instead. They also favored Madonna's "Frozen" music video which uses dark visual elements and an empty beach setting. The research helped inform the type of music video that would appeal most to the target audience.
The history of film film niu shukun(니우수쿤)Shukun Niu
The document discusses three major reforms in the history of film: 1) the transition from silent films to sound films, 2) the shift from black and white films to color films, and 3) the increasing application of high technology. It also covers the birth of movies in the late 19th century, the development of montage as a filmmaking technique, Charlie Chaplin as an artist of the silent film era, the advent of sound and color films pioneered by Warner Bros. in the US, and how Hollywood became the center of the American film industry in the early 20th century.
This document contains a series of letters with some repeating in groups and others standing alone, with no other context provided. It is impossible to determine any meaning or essential information from the document given only these letters are presented without any other context.
The document discusses research conducted through an online survey to understand teenagers' preferences for music videos. It was distributed through Facebook and had 17 participants, most of whom were female. Key findings were that romantic storylines are seen as overdone and boring, and audiences prefer darker storylines instead. Participants also favored the music video "Frozen" by Madonna for its dark atmosphere and setting.
The Internet originated from visionaries in the 1960s who saw value in sharing information between computers for research purposes. The earliest precursor was ARPAnet, developed by DARPA in 1969 to connect computers for the US military and research institutions. J.C.R. Licklider first proposed the idea of a global computer network in 1962 and Leonard Kleinrock developed packet switching, the basis for Internet connections. Lawrence Roberts connected the first two computers across telephone lines in 1965, demonstrating the need for packet switching over circuit switching.
The document summarizes the results of an online survey about music video preferences conducted among teenagers. It was distributed on Facebook and had 17 participants, mostly female. The survey found that romantic storylines are overdone and boring, and respondents would prefer to see darker storylines instead. They also favored the Madonna music video "Frozen" which uses dark visual elements and an isolated beach setting. The conclusion is that teenagers want less typical romantic plots and more ambiguity in music videos.
The China Daily Group is an authoritative provider of information on China globally through its print and digital media. It publishes the flagship China Daily newspaper as well as US, European, Asian and Hong Kong editions, with a total circulation of 800,000. The group's websites and mobile platforms provide cutting edge news coverage. China Daily is expanding its global reporting and networks while playing an important role in the Asia News Network to share the voice of China.
The document analyzes the website homepage of the indie pop band Bastille. The homepage opens with a video for their new song "Flaws" that users can either watch or skip. It then promotes the band's social media profiles and features an image from one of their music videos. The homepage aims to promote the band's new music and make it easy for users to engage with their social media profiles and purchase merchandise.
Australian cultural scripts: 'bloody' revisited, Ann Guballa and Rachael Roby...rachael_roby
This document discusses the use of the word "bloody" in Australian cultural discourse. It explores how "bloody" has been labeled the "great Australian adjective" and examines what its frequent usage reveals about changes and continuity in Australian culture, society, speech, attitudes and values. The document introduces the concept of "cultural scripts" and how analyzing common expressions through this lens can provide covert meanings. It analyzes how the meaning and usage of "bloody" has changed over time and how dictionary definitions may not accurately capture its contextual meanings in Australian discourse.
The student used various media technologies at different stages of their media project. In the research stage, they used the internet to research existing music videos and gain ideas. For planning, they used websites to find fonts and Final Cut to create animatics. In construction, they used Photoshop to edit photos, InDesign to layout the digipak, Dreamweaver to build a website, Final Cut to edit footage, a digital camera to take photos, a video camera to film, and a tripod to stabilize the video camera. For evaluation, they used PowerPoint to present and Word for feedback, uploading the presentation and video to their blog using SlideShare and Vimeo accounts.
The document discusses the various media technologies and tools used at different stages of creating a music video, including mobiles, blogs, Google, YouTube, Microsoft Office, cameras, editing software, lighting, and more. Mobiles were used for communication, research, and documentation. Blogs and YouTube were used to share work and gather feedback. Software like Premier Pro, Photoshop, and Excel helped with editing, design, and analysis. Cameras and lighting equipment were necessary for filming. Evaluation involved further sharing on social media and collecting audience responses.
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
The document discusses various technologies the student learned while constructing a media production project. They learned how to use editing software like Final Cut Pro and Logic Pro to edit video and create soundtracks. They used Blogger to plan and share their work. Motion was used to create titles by exploring different fonts and behaviors. Filming was done using DSLR cameras with techniques like varying shot types and camera angles. Overall the student feels they gained skills in key software and production areas but would benefit from more experience and equipment for future projects.
YouTube was used to research the conventions of indie music videos by analyzing three different artist's videos. This research informed the director's pitch and own idea for their music video. Both an iPhone 5 and video camera were used to film scenes, though the iPhone captured better quality in darker scenes. iMovie was used to edit the video, allowing adjustments to saturation, contrasts, and the addition of black and white and reversed scenes. Moviemaker was used to create picture compilations representing the character's thoughts. A lighting desk helped achieve the right atmosphere for dance scenes. Picmonkey and Photoshop created the digipak and advertisement templates consistently representing the video's style.
YouTube was used to research the conventions of indie music videos by analyzing three different artist's videos. This research informed the director's pitch and own idea for their music video. Both an iPhone 5 and video camera were used to film scenes, though the iPhone captured better quality in darker scenes. iMovie was used to edit the video, allowing adjustments to saturation, contrasts, and the addition of black and white and reversed scenes. Moviemaker was used to create picture compilations representing the character's thoughts. A lighting desk helped achieve the right atmosphere for dance scenes. Picmonkey and Photoshop created the digipak and advertisement templates consistently representing the video's style.
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
A2 Media Promotion Package Evaluation Ellan Bitton
This document discusses how new media technologies were used at various stages of creating a music video project. During the construction stage, Adobe Premier Pro was used for video editing and a Canon camera was used to film footage. Microsoft Word was used to create the digipak and magazine advert. Online research tools like Google, YouTube, and SurveyMonkey were utilized. Planning elements like location shots, casting profiles, and lip sync practice involved technologies like iPhone, scanning, Twitter, and basic cameras. The evaluation was created in PowerPoint and uploaded to a blog using Slideshare.
The document summarizes the work of Poppy and Danial in creating a music video and associated materials for their coursework. They used various online tools and software to aid their creative process. Poppy used Prezi to analyze an existing album cover and Final Cut Pro for video editing, including creating a split screen effect. Danial researched music videos on YouTube for inspiration and used Photoshop to edit photos and design materials like the album digipak. Both students documented their work in progress using personal blogs hosted on Blogger.com.
The document describes the various effects, tools, and techniques used to create a music video in Final Cut Pro X. A cross dissolve and muting effects were used to relate lyrics to a dull atmosphere. The 'isolate' effect was used to brighten writing on bricks and Adobe Elements was used to further enhance the color. An earthquake effect and black and white were used to portray emotions. A vignette distracted from moving traffic. The 'trails' effect portrayed the feeling of being drunk. Color was drained throughout to focus on the narrative and portray struggles with alcoholism and gambling. Layer masks and fades were used to fit bricks together naturally. Bevels, glows, and warping were used to design album
The document describes the various effects, tools, and techniques used to create a music video in Final Cut Pro X. A cross dissolve and muting effects were used to relate to lyrics and create a dull atmosphere. The 'isolate' effect was used to brighten writing on bricks and Adobe Elements was used to further enhance the color. An earthquake effect and black and white were used to portray emotions. A vignette distracted from moving traffic. The 'trails' effect portrayed the feeling of being drunk. Color was drained throughout to focus on the narrative and portray struggles with alcoholism and gambling. Layer masks and fades were used to fit bricks together naturally. Effects like bevels and outer glows were used to make
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Using media technologies like blogs, slideshows, and video/photo editing software, the student documented their entire music video production process for a class project. This included researching the target audience, evaluating example music videos, planning storyboards and filming schedules, shooting footage with a camcorder, editing video clips and adding effects in Final Cut, designing print materials in Photoshop, and getting feedback on drafts from the target audience. All research, planning, production, and evaluation steps were recorded on their blog for reference throughout the process.
The student used various media technologies at different stages of creating their music video project. In the planning stage, they researched conventions by analyzing other music videos online. They surveyed an audience and created graphs in Word to identify target demographics. To practice, they filmed themselves lip syncing and uploaded it to YouTube. In production, they filmed footage with a green screen and used Final Cut Pro to edit layers, add motion paths to backgrounds, and speed up clips. For evaluation, they wrote an essay in Word and presented it on Prezi with images and videos as examples.
The document discusses various tools used in creating a psychological thriller film project. Blogger was used as the main research hub and mind map for exploring genre conventions. Adobe Premier Pro was key for editing footage, sound, and special effects like fade ins and lens flares. Free Sound.org provided copyright-free music. Live Type was used to design the production logo. Filming challenges included initially overusing the camera zoom, which was corrected by not zooming during reshoots. Sound effects from Freesound.org added tension.
The document discusses how the author used media technologies in planning, researching, and evaluating their productions of a music video, digipak, and magazine. They documented all stages of planning and research on their blog using tools like questionnaires, slideshows, and embedding documents. For the music video, they researched the target audience, industry examples, and planned shots and effects. They shot footage with a camcorder and edited in Final Cut Pro, applying effects like color removal, overlapping shots, and speed/scaling changes. For the print works, they created layered files in Photoshop, editing photos and applying effects to construct the digipak and magazine advert.
Kate Gardner evaluates the use of various software in creating a music video and ancillary materials. Premier Pro was used to add color-enhancing effects and split screens. Photoshop was the main program used to design promotional materials like a digipac and poster, involving cutting out images and applying consistent branding. YouTube provided a platform to share the video and get feedback to improve it by viewing other artists' music videos.
In the research stage, the group watched music videos on TV and YouTube to gather inspiration and understand conventions of the pop genre. They discovered the song "Outside" by Calvin Harris and Ellie Goulding which they decided to use. Planning was done physically and digitally, including creating a blog to share ideas. During filming, they used a Canon DSLR camera, lighting squares, and a tripod to get different angles. When editing with Adobe Premiere Pro, they added effects like fades. The finished video was uploaded to YouTube for public viewing and later analyzed on websites. Photoshop was used to design the CD packaging, and Wix for a band website template customized with their content.
The student used various media technologies throughout the project's construction, research, planning, and evaluation stages. Photoshop was used to create headers and edit images. Websites like Wikipedia, YouTube, and artist websites were researched for information. Font sites and image searches provided inspiration. Photoshop and Final Cut Express HD were used to edit videos and create the digipak, adjusting brightness, speed, and effects. Hardware included cameras, computers, and software included Photoshop, Dreamweaver, and editing programs.
The student used various media technologies throughout the project's construction, research, planning, and evaluation stages. Photoshop was used to create headers and edit images. Websites like Wikipedia, YouTube, and artist websites were researched for information. Font sites and image searches provided inspiration. Photoshop and Final Cut Express HD were used to edit videos, while Photoshop and Dreamweaver constructed the digital packaging and website. Hardware included cameras, computers, and software for filming, editing, and design.
1. Evaluation Question
4
How did you use media
technologies in the construction
and research, planning and
evaluation stages?
2. CAMERA
I filmed my music video by using a Canon XLS.
Following my Avante Garde research I wanted to
create a handheld effect during the dolls
sequence to appear like 'a fly on the
wall' watching the girls actions. I therefore filmed
part of the doll sequence handheld resting the
camera in my body to try and hold it in place. I
was able to use the camera both handheld and
with the dolly depending on what effect we were
creating at the time. We also used the video
camera to produce a very successful point of
view shot. We wanted to use a point of view
shot of the boy preparing the ingredients with
only his hands in the frame. In order to this our
actor had to stand around the dolly so that only
his hands would be in the composition.
3. Creating the perfect POV
Despite this being rather uncomfortable for our
actor we managed to achieve the shots
that we wanted. I also experimented with
filters. At our first location we used a red
filter to film the shots of the girl playing
with the Barbie doll. The use of a red filter
symbolised alarming danger however
intentionally we wanted the red filter to
make the room appear pink and more like
a young girl's bedroom however our
discovery on the day was something we
all preferred! The use of a red filter,
therefore demonstrated the juxtaposition
of a young girls room with the alarming
danger that something bad may happen.
At our second location whilst filming the
shots of the boy, we used a blue filter for a
particular shot. We used a blue filter to
shine in from outside through the door
windows onto the boy in order to create an
eerie atmosphere as he sits by the door to
wait for his date.
4. Adobe Premiere Pro Software
I used Adobe Premiere pro in the
construction of my music video. After
filming all our footage we upload it all
onto this software. We started by
organising the footage into three
sections; the doll sequence, clocks
and filming at location two with our
male actor. By organising our
footage into three evident sections it
will be easier for us to cut down and
see what we actually have in relation
to our storyboard. We also used
the razor tool to cut and delete
sections we could not see ourselves
using in the future but kept a variety
of shots so that when we came to
editing further our decisions would
not be limited.
5. Using Adobe Premiere
After loading our track ‘Two Devils’ by Dog Is
Dead onto this software we focused on the
high and low points in the track. On this
software we were able to choose a
highpoint in the music which we could
match with a shot we wanted as the
highpoint of the music video. The shot we
decided on was the shot of the young girl
first holding the doll. We zoomed into these
shots and cut up the shots so that they
would cut quickly when shown and would
have a flickering light effect which would
match this specific high point in the music
and also create an eerie feel which the
music intends to stimulates.
6. Editing using Adobe Premiere
Furthermore on this software we were able to
use a jump cut in the scene of the boy
laying the table, to ultimately speed up the
pace of his actions. We also used a shot
reverse shot of the boy looking at the clock
and then his reaction to the time. The boy’s
expression shown with the shot reverse
shot further demonstrates that the girl is late
which can be seen by the time and his
angry facial expression. For this shot we
also enhanced the contrast to show this
transition of anger in the narrative in
contrast to the previous shots.
7. Editing using Adobe Premiere
Utilising Adobe Première we were able to create
cuts to black. We used this technique with a
shot of the boy destroying the cake, then a cut
to black and then to a point of view shot of the
boy destroying the cake. Additionally as the
narrative increases we have sped up the shot
of the young girl cutting the male doll with
scissors to emphasize his transition of his state
of mind. Finally for the last two beats of the
song we increased the volume of the track by
right clicking on the track, selecting 'audio gain'
and increasing the decibels. This was to match
the final shot of the boy flicking the dolls head
out of the frame. By enhancing the sound at
this last part of the music we were able to
create a final impact for the audience.
8. Reversing Footage
For our music video we also reversed some
footage using Adobe Première. We
reversed the shot of the girl knocking down
the table and chairs and then reversed the
footage so that the table and chairs are
back in their original places. The reversal of
footage further adds to the two storylines in
our music video, and emphasises the boys
mind changing as he appears progressively
angry which is reflected through the young
girl’s actions. We reversed the footage by
firstly selecting the shot that we wanted to
reverse and then left clicking the shot so
that we had the options from the drop down
menus. An option on the drop down menu is
to speed/duration. From this option we then
chose to reverse the speed and then from
this we sped up the footage to about 25% in
order to emphasise the increase pace in our
music video as the boy’s mood suddenly
changes after the girl doesn’t arrive for their
date. I used Adobe Premiere effectively to
develop my creativity.
9. Coral Photo Paint and Coral Draw
I used Coral Photo Paint and Coral Draw for the
construction of my digipack. For the
digipack I used on image that I took myself
and added a red colour tone to the image by
changing the colour filter. The red colour
tone that I have used corresponds with the
use of red filters that are prevalent
throughout our music video for 'two devils'.
The use of the red filters in our music video
and then the red colour tone on my digi
pack is alerting and signifies danger. This
danger could be significant of the danger
the girl has caused to him emotionally, the
danger of the male’s characters transition or
alternatively the danger of the situation.
10. Coral Photo Paint
For my Album cover I desired to use a
similar font style, to what my chosen band
uses on the majority of their products. I
discovered a similar font to their style on
Coral photo paint called 'Avante Guard' and
therefore this is the font that I intend to use for
my digipack. Furthermore, the bands name is
almost always written in lowercase for most of
their products and it was helpful that the
software supplied an identical font type to
what the band typically use. For the writing on
the cover of ‘Two Devils’ I have added a
perspective to this writing to show the
transition through distance which could
represent the transition of a character
overtime. For the lyric insert that goes along
side my digipack I used both Coral Photo
Paint and Coral Draw together. I used Coral
draw to re- create the lyrics in a suitable sized
text box and then I copied that text box onto
my image that I was making for the lyric insert
in Coral Photo Paint.
11. WIX website builder
I signed up to ‘Wix’ which is a website building site in
order to create my webpage for the band (The
second ancillary task.) I had never used a website
editing software before so this was completely new
to me. I spent one evening practicing and learning
the tools on the site before beginning the creation.
Once I had experimented with the site, I discovered
that it wasn’t too different to other editing software’s
that I had previously used such as Photoshop. On
the homepage I have included links to the band’s
social networking sites. These website links on the
main homepage helps to showcase the artist’s
music and promote their music.
12. WIX Website Builder
I choose to include a live feed from the band's
twitter so that even when they are visiting the
website they are up to date with the band's
activities and if they want to carry on keeping
up to date with the band they can then follow
them on twitter. There is also a link to sound
cloud whereby the viewer can listen to listen
to samples of the band's songs they are only
teasers making the audience want to hear
more and therefore purchase their
songs. Overall on my webpage I was able to
combine social networking sites such as
twitter and Facebook to help promote the
band’s music.
13. Web 2.0
For this project I have also widely
used Web 2.0. I have blogged the
development of this project
mostly every day at the start of
the project to then once a week
towards the end of the project.
From blogging my development
of this project online I was able to
record and reflect on what went
well and then what I could
potentially improve on. I also
used Google chrome during the
process to research images and
additional theories that I wanted
to incorporate in my music video.
14. YouTube and Social Networks
I have used YouTube in the researching stages
of this project. At the commencement of this
project I used YouTube to research into
different genres and then as the project
developed to closely look at indie pop artist’s
music videos. Once we had finished our
music video we posted a link to it on our
FaceBook pages for our family and friends to
see and to also receive additional and final
feedback.
15. Applications
I used an application on my Ipad for Evaluation
Question one. On this software I was able
to record a voice over whilst having images
on the screen. I was able to then drag
images into a sequence in order to match
my voice over which was effective as it
also provoked thoughts and ideas for me to
discuss whilst looking at the images.
Additionally I used my Iphone to record
audience research tasks. This was
effective as it is portable. I could therefore
ask my target age group whilst I was out.
By recording audience questionnaires I
was able to interact and discuss potential
ideas for my music video.
16. Survey Monkey
During the researching stages I produced an audience
survey online on a site called ‘Survey Monkey.’ Once I
had created the survey I was able to share it on my
twitter and FaceBook in order to get others to easily
answer it online. Throughout the entire process of my
A2 media production I have been using my phone to
also take photographs and record each stage. Moreover
I had the blogger application on my phone so that when
I wanted to add something to my blog when I was out, I
was able to do so.
I could certainly improve my products by experimenting with
some new ideas during researching and filming to see if
we could possibly use during and editing and to make
sure we have lots of footage to work with. For my
digipack I could improve on using new tools on Coral
Photo paint in order to perhaps distort the image or
produce an image which had multiple layers. I could
also create a video with a voice over my music video
during the evaluation stages.