Evaluation question 4
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The document discusses various tools used for a music video project including a Canon 550D SLR camera for filming and photos, Sony Vegas Pro 11 software for editing, Slideshare to upload presentations, YouTube to upload the rough and final cuts of the video, Photoshop to create an album cover and magazine advert, and Blogger to share progress updates and finished work.
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Question 4
The document discusses the research, planning, construction, editing, and evaluation processes for creating a chocolate documentary. Research was conducted online using search engines like Google and Firefox to find photos, facts, and science information about chocolate. Blogger was used extensively to log progress and embed research findings like audience feedback graphs. Video footage was filmed with a Sony camera and tripod then uploaded and edited in Adobe Premiere Pro. Photoshop was used to design a poster. The editing stage on Premiere Pro's timeline involved adding and arranging footage with transitions. Blogger proved an effective tool for recording the entire production process.
Question 4
The document discusses the use of various new media technologies in the production of a music video. Final Cut Pro was used to edit video footage and add effects to create the final music video. Photoshop was utilized to design promotional materials like a digital album cover and advertisement. WordPress served as the main website to host and present information about the project. YouTube provided a platform to research other music videos for inspiration and to upload the finished product. A Canon camera and tripod were the hardware used to film high quality, steady video footage.
Evaluation question 5
Throughout the project, the student learned to use several technologies. They analyzed a film opening on YouTube, planned their project using Prezi which they had not used before but got used to. They filmed their opening using two cameras - a Panasonic that used tape and was easy to transfer to Sony Vegas for editing, and a Fuji camera to take pictures for their blog. They used a boom mic to capture clear audio when filming. In Sony Vegas they added effects like volume envelopes and made a rolling production logo using x and y coordinates. They posted their finished opening and materials to their blog using embedding and SlideShare to convert documents to an embeddable format.
Evaluation question 4
The student used various media technologies at different stages of their project. Blogger was used to consolidate research and display analysis as well as monitor engagement. YouTube was crucial for analyzing films, distributing work, and showing comparisons in the evaluation. Adobe Premiere Pro and Photoshop were the main software used for editing the short film and creating promotional materials. iMac and MacBook Air provided powerful, portable devices for editing on location and in the classroom.
How did you use new media technologies in
The document describes the various new media technologies used by the author at different stages of a project. It discusses using a Canon DSLR camera to film multiple takes and experiment with settings. The author had some initial trouble with Blogger layouts but learned to save images as JPEGs before uploading. Adobe Illustrator was used to create logos for a record label and streaming app. Adobe Premiere Pro, with which the author was familiar, was utilized to add cross dissolves, fades, and layering effects between shots to create flow for a song in the edited video project.
Evaluation 4
The document discusses the various digital tools used in the production of a short film. Final Cut Pro was used for video editing, including downloading footage from a Canon camera, cutting clips, adding transitions and color/audio effects. Garageband allowed for recording a soundtrack, sound effects and voiceovers. Photoshop enabled editing photos and designing a movie poster. InDesign facilitated creating a double-page article spread. Various web tools like Blogger and Prezi were used for project documentation and presentation. A Canon camera captured high-definition footage.
Evaluation 6
The student learned several skills through creating the film project "Sold to the Highest Bidder":
They used Final Cut Pro X to edit the film, allowing them to seamlessly assemble shots and eliminate gaps. Editing was crucial to set the proper atmosphere for a crime thriller. Overall, editing took 7 hours spread over several days.
They created an animatic using Adobe Premiere to plan shots, finding the software difficult to use which informed their choice to switch to Final Cut Pro. The animatic was a vital planning tool.
They used various software like Tumblr to document the process, SlideShare to upload evaluations, Virtual DJ to edit audio, and a Canon DSLR camera to
Question 4 Evaluation - How did you use new media technologies in the constru...
The document discusses the new media technologies used in the construction, research, planning and evaluation of a music video project. Final Cut Pro, Photoshop CS5, WordPress, YouTube and PowerPoint were used for editing the video, designing packaging and posters, blogging about the project, sharing the final video, and presenting on the process. Hardware included a Canon camera for filming, a DSLR for photos, a tripod, softboxes and backdrop for lighting photos, and an iMac computer for editing, designing and blogging.
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Question 4
The document discusses the research, planning, construction, editing, and evaluation processes for creating a chocolate documentary. Research was conducted online using search engines like Google and Firefox to find photos, facts, and science information about chocolate. Blogger was used extensively to log progress and embed research findings like audience feedback graphs. Video footage was filmed with a Sony camera and tripod then uploaded and edited in Adobe Premiere Pro. Photoshop was used to design a poster. The editing stage on Premiere Pro's timeline involved adding and arranging footage with transitions. Blogger proved an effective tool for recording the entire production process.
Question 4
The document discusses the use of various new media technologies in the production of a music video. Final Cut Pro was used to edit video footage and add effects to create the final music video. Photoshop was utilized to design promotional materials like a digital album cover and advertisement. WordPress served as the main website to host and present information about the project. YouTube provided a platform to research other music videos for inspiration and to upload the finished product. A Canon camera and tripod were the hardware used to film high quality, steady video footage.
Evaluation question 5
Throughout the project, the student learned to use several technologies. They analyzed a film opening on YouTube, planned their project using Prezi which they had not used before but got used to. They filmed their opening using two cameras - a Panasonic that used tape and was easy to transfer to Sony Vegas for editing, and a Fuji camera to take pictures for their blog. They used a boom mic to capture clear audio when filming. In Sony Vegas they added effects like volume envelopes and made a rolling production logo using x and y coordinates. They posted their finished opening and materials to their blog using embedding and SlideShare to convert documents to an embeddable format.
Evaluation question 4
The student used various media technologies at different stages of their project. Blogger was used to consolidate research and display analysis as well as monitor engagement. YouTube was crucial for analyzing films, distributing work, and showing comparisons in the evaluation. Adobe Premiere Pro and Photoshop were the main software used for editing the short film and creating promotional materials. iMac and MacBook Air provided powerful, portable devices for editing on location and in the classroom.
How did you use new media technologies in
The document describes the various new media technologies used by the author at different stages of a project. It discusses using a Canon DSLR camera to film multiple takes and experiment with settings. The author had some initial trouble with Blogger layouts but learned to save images as JPEGs before uploading. Adobe Illustrator was used to create logos for a record label and streaming app. Adobe Premiere Pro, with which the author was familiar, was utilized to add cross dissolves, fades, and layering effects between shots to create flow for a song in the edited video project.
Evaluation 4
The document discusses the various digital tools used in the production of a short film. Final Cut Pro was used for video editing, including downloading footage from a Canon camera, cutting clips, adding transitions and color/audio effects. Garageband allowed for recording a soundtrack, sound effects and voiceovers. Photoshop enabled editing photos and designing a movie poster. InDesign facilitated creating a double-page article spread. Various web tools like Blogger and Prezi were used for project documentation and presentation. A Canon camera captured high-definition footage.
Evaluation 6
The student learned several skills through creating the film project "Sold to the Highest Bidder":
They used Final Cut Pro X to edit the film, allowing them to seamlessly assemble shots and eliminate gaps. Editing was crucial to set the proper atmosphere for a crime thriller. Overall, editing took 7 hours spread over several days.
They created an animatic using Adobe Premiere to plan shots, finding the software difficult to use which informed their choice to switch to Final Cut Pro. The animatic was a vital planning tool.
They used various software like Tumblr to document the process, SlideShare to upload evaluations, Virtual DJ to edit audio, and a Canon DSLR camera to
Question 4 Evaluation - How did you use new media technologies in the constru...
The document discusses the new media technologies used in the construction, research, planning and evaluation of a music video project. Final Cut Pro, Photoshop CS5, WordPress, YouTube and PowerPoint were used for editing the video, designing packaging and posters, blogging about the project, sharing the final video, and presenting on the process. Hardware included a Canon camera for filming, a DSLR for photos, a tripod, softboxes and backdrop for lighting photos, and an iMac computer for editing, designing and blogging.
Question 3
The document discusses the various media technologies used during the construction, planning, and evaluation stages of a project. Photoshop was used to create ancillary products and achieve vintage effects. Audacity was used to combine interview audio clips into a single file for uploading. iMovie was used to edit together video clips and add titles and soundtracks to create a documentary-style day trip video. Final Cut Pro was the main video editing software used to trim clips, add filters, and adjust color and sound balances, including reversing clips to create stop-start effects. Blogger was used to organize research, planning, and production by creating posts with different media types embedded. Twitter kept teachers updated on filming schedules. The internet provided inspiration from other
Pt 4 Evaluation
The document discusses the use of various media technologies in the research, construction, and evaluation stages of a project. For research, a blog was used to collate and creatively display findings with embedded images and videos. Adobe Photoshop was used to design a digipak by editing and constructing imported images. A free website builder, WIX, was used to create a website for an artist that embedded music, videos, and images. Video equipment like a Canon camera and Glidecam were used to film a music video, and Final Cut Express was used to edit and add effects to the video. Evaluations utilized Prezi for an interactive presentation and YouTube with voiceover for an embedded evaluation on the blog.
Evaluation Q6)
The student learned to use various technologies through constructing their project, including the Apple Mac, Canon 60D camera, and tripod. They used software like Adobe Photoshop, After Effects, Premier Pro, and video tutorials to help with various aspects of the project. Premier Pro was key for editing, while After Effects allowed them to create effects for their logo. The tripod helped stabilize shots and the camera captured all of the film footage. Overall, the technologies helped the student successfully complete their project.
Evaluation four
The document discusses the various media technologies used at different stages of producing a music video. In the planning stage, the creator used Blogger to organize work and upload plans. Wordle was used to create an attractive location list. During production, a mobile phone was used for lip syncing and planning transportation. A digital camera captured high quality photos for the blog and packaging. Photoshop and Final Cut Express were utilized for editing the video and creating graphics. Apple Macs allowed for reliable work completion and blog/packaging development.
Question 4 (construction)
Wordpress, YouTube, Adobe Premier Pro CS5, a Nikon camera, After Effects, and Photoshop were used to construct the media products. Wordpress allowed for blogging progress and feedback. YouTube was used to upload and share videos. Premier Pro was used extensively to edit clips and add effects to create the trailer. A Nikon camera captured footage. After Effects created an opening ident. Photoshop designed ancillary texts.
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.
Question 7
The document discusses various technologies used for a group project, including Blogger for posting information and research, YouTube for processing videos but finding MPEG Streamclip faster, MPEG Streamclip for compressing videos to upload to YouTube, a JVC camera for recording HD footage, a flip camera for feedback, Final Cut Pro for editing clips together, a 500GB hard drive and memory cards for storage, Soundtrack Pro for adding sound layers, and Motion for making an opening ident.
Equipment List
The document lists various equipment and digital tools used for a film production project. The main equipment includes a camera, video camera, blackberry, tripod, and laptop. Software such as Final Cut Pro, Photoshop, PowerPoint, and Word are used for editing footage, designing posters and logos, and creating documents. Websites like YouTube, Twitter, Facebook, and Blogger are utilized for uploading and promoting the finished film, conducting research, and maintaining communication between group members. A USB is used to back up work in case of technical issues. The equipment and tools enable capturing footage and images, editing the production, presenting work, and collaborating on the project.
Question 4
Mobile phones, Google, and Blogger were used extensively throughout the planning, research, production, and evaluation stages to organize schedules, locations, assets, and share work. YouTube and social media also helped with research and feedback. Video and still cameras captured footage, while editing software like Sony Vegas, Photoshop, and Illustrator were used to assemble and enhance the final production. Professional lighting further improved the production quality for some scenes.
Evaluation question six
The technologies used in constructing the product included a QUMOX SJ4000 camera for recording 1080p footage from a head-mounted perspective, mobile phones for location scouting and research, Apple iMac computers for research, editing, and using software like Final Cut Pro, Blogger for creating research blogs, Slideshare for embedding presentations, and YouTube for additional research, sharing the final product, and embedding videos in blogs. Through using these technologies, the student learned how to operate equipment like cameras and editing software, and complete the project from research to final product.
Evaluation Question 6
The document discusses the various technologies used by Melissa Minshull during the pre-production, production, and post-production phases of her film project. During pre-production, the group used Blogger for multi-user blogging, The Art of Title for researching title sequences, and Celtx for writing the script. Paint.net was used to design the production logo. Google Drive stored documents and allowed remote access. YouTube was used to upload video work and share rough cuts. A Panasonic camera was used for filming. Adobe Premier Pro was used to edit footage and add effects. Google Forms surveyed audiences about the film. Social media shared surveys and rough cuts.
Evaluation 6 technology
The document discusses various technologies and skills learned through constructing a film project. It describes learning how to effectively use a digital camera, create and manage social media accounts and blogs, download and incorporate sound effects and slideshows, and learn video editing software like iMovie and Final Cut. The process helped them gain experience with multiple technologies.
Equipment
Chrissie Bishop will use a Canon 550D camera to shoot her music video because it is accessible through her media department and will provide the quality shots she needs. She will have access to studio lighting she can position herself, as well as fixed lights, to create the best lighting. She will edit the video in Adobe Premiere and add color effects in After Effects, using skills from her past experience with the software. Researching the equipment in advance will help her familiarize herself to use it efficiently for the music video's production.
Evaluation 6
The document discusses various pieces of equipment used for an AS coursework production. A tripod was used to film steady shots and allowed for panning and tilting. Vimeo was used to upload preliminary productions and post the final production. Blogger allowed various stages of production to be posted professionally and was accessible from different locations. A Sony Handycam recorded footage and had a built-in microphone. Pinnacle Studio 17 was used for professional editing, including adjusting audio levels.
What have you learnt about technologies from the
• I used my phone assistant Siri to help me set reminders for when I needed to
complete certain tasks for my film opening, for example I asked Siri to remind me to
edit my film opening on a certain date, this helped me stay organised.
Calendar:• I also used my calendar on my phone to schedule in when I was meeting up with
my group to film and edit our film opening, this helped me stay organised with my
group and not double book myself.
Perry question 6
The document discusses several technologies the author learned about and gained experience with while constructing a project. The author learned how to effectively use YouTube for research and embedding videos. They also gained comfort using Adobe Premiere to add effects, cut scenes, and edit audio. Having little prior experience with a Nikon DSLR camera, the author became competent shooting behind-the-scenes footage. They also learned how to smoothly operate a tripod for steady shots. Finally, the author used presentation tools like Prezi and SlideShare to keep materials organized and visually appealing on their blog.
Evaluation question 4 r&p
Daniel Jackson used various hardware, software, and online tools to conduct research and planning for a coursework project. Some of the key tools he used included an Apple Mac computer for its quality and speed; Panasonic and Sony video cameras to test quality and decide which would work best; Photoshop and Final Cut Express for video and image editing; and online tools like Blogger, Google, and Prezi to document his work and research band styles. These tools allowed him to produce high quality work and effectively plan for his final product.
Evaluation question 6
Throughout the project, the student learned about various technologies. They analyzed a film opening on YouTube to research film techniques. They learned how to use Prezi for presentations and found it to be more professional than Wordle. During filming of their opening, they used a Panasonic camera with tape that easily transferred footage to their computer to edit in Sony Vegas. They also took pictures during filming with a Fuji camera to include on their blog.
Technologies used in my coursework
For his music promo coursework, the author initially found the required technology daunting but learned to use the various software easily. He used a video camera, tripod, and camera dolly to film footage, and Final Cut Pro to edit the footage and add effects and transitions. He created a digital packaging mockup using Serif Page Plus and edited photos using Picnik. Throughout the project, he used Paint to document permissions, Blogger to upload and receive feedback on his work, and Facebook to conveniently collect additional feedback.
How to save a life
This music video analysis summarizes key shots from The Fray's music video for "How to Save a Life". Several shots have clear connections to the song's lyrics, such as words appearing on screen matching lyrics or a shot of a girl with a window to her right when the lyrics reference a window. Common shots in this genre of music video include those of the full band performing and close-up shots of the singer. The video concludes with a shot of a crying girl that implies the song is about losing her mother.
Goodwins theory
The document discusses Andrew Goodwin's six key features of music videos: 1) A relationship between lyrics and visuals, 2) A relationship between music and visuals, 3) Demonstrating genre characteristics, 4) Close ups of the artist per record label demands, 5) References to looking/voyeurism, and 6) Intertextual references. It provides examples from the music video for "International Love" to illustrate the first four features.
Song kick presetation
Song Kick is a Web 2.0 platform that allows users to generate and share information about live music performances by contributing details on when different bands are performing. It supports the concept of "We Think" by enabling anyone to add performance information for others. While it focuses on exhibition and consumption of live music events, a potential problem is that shared information cannot be verified for accuracy if another user inputs false details as a prank.
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What's hot
Question 3
The document discusses the various media technologies used during the construction, planning, and evaluation stages of a project. Photoshop was used to create ancillary products and achieve vintage effects. Audacity was used to combine interview audio clips into a single file for uploading. iMovie was used to edit together video clips and add titles and soundtracks to create a documentary-style day trip video. Final Cut Pro was the main video editing software used to trim clips, add filters, and adjust color and sound balances, including reversing clips to create stop-start effects. Blogger was used to organize research, planning, and production by creating posts with different media types embedded. Twitter kept teachers updated on filming schedules. The internet provided inspiration from other
Pt 4 Evaluation
The document discusses the use of various media technologies in the research, construction, and evaluation stages of a project. For research, a blog was used to collate and creatively display findings with embedded images and videos. Adobe Photoshop was used to design a digipak by editing and constructing imported images. A free website builder, WIX, was used to create a website for an artist that embedded music, videos, and images. Video equipment like a Canon camera and Glidecam were used to film a music video, and Final Cut Express was used to edit and add effects to the video. Evaluations utilized Prezi for an interactive presentation and YouTube with voiceover for an embedded evaluation on the blog.
Evaluation Q6)
The student learned to use various technologies through constructing their project, including the Apple Mac, Canon 60D camera, and tripod. They used software like Adobe Photoshop, After Effects, Premier Pro, and video tutorials to help with various aspects of the project. Premier Pro was key for editing, while After Effects allowed them to create effects for their logo. The tripod helped stabilize shots and the camera captured all of the film footage. Overall, the technologies helped the student successfully complete their project.
Evaluation four
The document discusses the various media technologies used at different stages of producing a music video. In the planning stage, the creator used Blogger to organize work and upload plans. Wordle was used to create an attractive location list. During production, a mobile phone was used for lip syncing and planning transportation. A digital camera captured high quality photos for the blog and packaging. Photoshop and Final Cut Express were utilized for editing the video and creating graphics. Apple Macs allowed for reliable work completion and blog/packaging development.
Question 4 (construction)
Wordpress, YouTube, Adobe Premier Pro CS5, a Nikon camera, After Effects, and Photoshop were used to construct the media products. Wordpress allowed for blogging progress and feedback. YouTube was used to upload and share videos. Premier Pro was used extensively to edit clips and add effects to create the trailer. A Nikon camera captured footage. After Effects created an opening ident. Photoshop designed ancillary texts.
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.
Question 7
The document discusses various technologies used for a group project, including Blogger for posting information and research, YouTube for processing videos but finding MPEG Streamclip faster, MPEG Streamclip for compressing videos to upload to YouTube, a JVC camera for recording HD footage, a flip camera for feedback, Final Cut Pro for editing clips together, a 500GB hard drive and memory cards for storage, Soundtrack Pro for adding sound layers, and Motion for making an opening ident.
Equipment List
The document lists various equipment and digital tools used for a film production project. The main equipment includes a camera, video camera, blackberry, tripod, and laptop. Software such as Final Cut Pro, Photoshop, PowerPoint, and Word are used for editing footage, designing posters and logos, and creating documents. Websites like YouTube, Twitter, Facebook, and Blogger are utilized for uploading and promoting the finished film, conducting research, and maintaining communication between group members. A USB is used to back up work in case of technical issues. The equipment and tools enable capturing footage and images, editing the production, presenting work, and collaborating on the project.
Question 4
Mobile phones, Google, and Blogger were used extensively throughout the planning, research, production, and evaluation stages to organize schedules, locations, assets, and share work. YouTube and social media also helped with research and feedback. Video and still cameras captured footage, while editing software like Sony Vegas, Photoshop, and Illustrator were used to assemble and enhance the final production. Professional lighting further improved the production quality for some scenes.
Evaluation question six
The technologies used in constructing the product included a QUMOX SJ4000 camera for recording 1080p footage from a head-mounted perspective, mobile phones for location scouting and research, Apple iMac computers for research, editing, and using software like Final Cut Pro, Blogger for creating research blogs, Slideshare for embedding presentations, and YouTube for additional research, sharing the final product, and embedding videos in blogs. Through using these technologies, the student learned how to operate equipment like cameras and editing software, and complete the project from research to final product.
Evaluation Question 6
The document discusses the various technologies used by Melissa Minshull during the pre-production, production, and post-production phases of her film project. During pre-production, the group used Blogger for multi-user blogging, The Art of Title for researching title sequences, and Celtx for writing the script. Paint.net was used to design the production logo. Google Drive stored documents and allowed remote access. YouTube was used to upload video work and share rough cuts. A Panasonic camera was used for filming. Adobe Premier Pro was used to edit footage and add effects. Google Forms surveyed audiences about the film. Social media shared surveys and rough cuts.
Evaluation 6 technology
The document discusses various technologies and skills learned through constructing a film project. It describes learning how to effectively use a digital camera, create and manage social media accounts and blogs, download and incorporate sound effects and slideshows, and learn video editing software like iMovie and Final Cut. The process helped them gain experience with multiple technologies.
Equipment
Chrissie Bishop will use a Canon 550D camera to shoot her music video because it is accessible through her media department and will provide the quality shots she needs. She will have access to studio lighting she can position herself, as well as fixed lights, to create the best lighting. She will edit the video in Adobe Premiere and add color effects in After Effects, using skills from her past experience with the software. Researching the equipment in advance will help her familiarize herself to use it efficiently for the music video's production.
Evaluation 6
The document discusses various pieces of equipment used for an AS coursework production. A tripod was used to film steady shots and allowed for panning and tilting. Vimeo was used to upload preliminary productions and post the final production. Blogger allowed various stages of production to be posted professionally and was accessible from different locations. A Sony Handycam recorded footage and had a built-in microphone. Pinnacle Studio 17 was used for professional editing, including adjusting audio levels.
What have you learnt about technologies from the
• I used my phone assistant Siri to help me set reminders for when I needed to
complete certain tasks for my film opening, for example I asked Siri to remind me to
edit my film opening on a certain date, this helped me stay organised.
Calendar:• I also used my calendar on my phone to schedule in when I was meeting up with
my group to film and edit our film opening, this helped me stay organised with my
group and not double book myself.
Perry question 6
The document discusses several technologies the author learned about and gained experience with while constructing a project. The author learned how to effectively use YouTube for research and embedding videos. They also gained comfort using Adobe Premiere to add effects, cut scenes, and edit audio. Having little prior experience with a Nikon DSLR camera, the author became competent shooting behind-the-scenes footage. They also learned how to smoothly operate a tripod for steady shots. Finally, the author used presentation tools like Prezi and SlideShare to keep materials organized and visually appealing on their blog.
Evaluation question 4 r&p
Daniel Jackson used various hardware, software, and online tools to conduct research and planning for a coursework project. Some of the key tools he used included an Apple Mac computer for its quality and speed; Panasonic and Sony video cameras to test quality and decide which would work best; Photoshop and Final Cut Express for video and image editing; and online tools like Blogger, Google, and Prezi to document his work and research band styles. These tools allowed him to produce high quality work and effectively plan for his final product.
Evaluation question 6
Throughout the project, the student learned about various technologies. They analyzed a film opening on YouTube to research film techniques. They learned how to use Prezi for presentations and found it to be more professional than Wordle. During filming of their opening, they used a Panasonic camera with tape that easily transferred footage to their computer to edit in Sony Vegas. They also took pictures during filming with a Fuji camera to include on their blog.
Technologies used in my coursework
For his music promo coursework, the author initially found the required technology daunting but learned to use the various software easily. He used a video camera, tripod, and camera dolly to film footage, and Final Cut Pro to edit the footage and add effects and transitions. He created a digital packaging mockup using Serif Page Plus and edited photos using Picnik. Throughout the project, he used Paint to document permissions, Blogger to upload and receive feedback on his work, and Facebook to conveniently collect additional feedback.
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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...
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How to save a life
This music video analysis summarizes key shots from The Fray's music video for "How to Save a Life". Several shots have clear connections to the song's lyrics, such as words appearing on screen matching lyrics or a shot of a girl with a window to her right when the lyrics reference a window. Common shots in this genre of music video include those of the full band performing and close-up shots of the singer. The video concludes with a shot of a crying girl that implies the song is about losing her mother.
Goodwins theory
The document discusses Andrew Goodwin's six key features of music videos: 1) A relationship between lyrics and visuals, 2) A relationship between music and visuals, 3) Demonstrating genre characteristics, 4) Close ups of the artist per record label demands, 5) References to looking/voyeurism, and 6) Intertextual references. It provides examples from the music video for "International Love" to illustrate the first four features.
Song kick presetation
Song Kick is a Web 2.0 platform that allows users to generate and share information about live music performances by contributing details on when different bands are performing. It supports the concept of "We Think" by enabling anyone to add performance information for others. While it focuses on exhibition and consumption of live music events, a potential problem is that shared information cannot be verified for accuracy if another user inputs false details as a prank.
Media final evaluation
The document discusses the conventions and forms used in a music magazine created by Tom Bond. It follows standard conventions such as an eye-catching cover, contents page, interviews, competitions, and reviews. It pushes boundaries by having a unique theme carried through each page and targets teenagers by featuring genres and content they enjoy. Pictures and language are informal to appeal to this audience, and the magazine could be distributed by IPC Media due to its different target than other music magazines.
How to save a life
This music video for "How to Save a Life" by The Fray features visuals that connect directly to the song's lyrics. Words from the title and lyrics appear on screen as they are sung. Shots include a window with the word "listen" as the singer talks about sitting down and talking. Another shot shows people staring as the lyrics reference staring politely back. The video also contains typical shots for this genre of the full band performing, as well as a crying girl next to the word "mom" implying the death of a mother, connecting to the theme of saving a life.
The pitch
The document provides an analysis of the music video "Chasing the moon" by MyFutureLies. It discusses the storyline and themes of the video, which involve a singer navigating a forest at night while chasing the moon. The document also examines the health and safety issues portrayed and identifies the target audience as likely being 16-25 year old college students interested in indie music.
002 f157 1.001 fmb fmb f220 contract
This document provides a domestic contract for minor building work. Key details include:
- The builder will carry out the specified work for the agreed upon price by the estimated completion date while meeting legal and regulatory requirements.
- The client will pay interim bills every 14 days and provide a retention amount, withholding a portion of payments for defects.
- If applicable, the client must transfer rights to insurance money or grants to the builder to contribute to the price.
- The contract outlines payment schedules, dispute resolution processes, and defines terms like defects liability periods and provisional sums.
Digipac photoshoot
This 4-photo set are the photographer's favorites from a photoshoot and one photo is selected as the favorite for the front cover of a digipack. The selected photo shows the subjects with similar facial expressions looking in different directions which makes it the most cohesive for the cover.
International Contracts Checklist
Does your business know what an international contract is and how to identify one?
Knowing how to spot an international contract is important for two reasons:
1) It will shape your involvement as the in-house lawyer. Is this a contract you can advise on or do you need to seek external advice? If the latter, this may have an impact on the timescales the business is working to and you may need to manage their expectations in this respect.
2) There will be some areas which the business should be looking into from the outset to avoid delays at a later date. For example, in an international distribution agreement where you are manufacturing the goods, you will need to consider the ownership of intellectual property early. Does your business own the IP rights in your brand name and goods in the territory you are hoping to have your goods distributed in? If not, can you get registration for your brand name/goods in that territory? Has the business checked whether someone has already registered your brand name/products in that territory?
Wragge & Co commercial partner, David Lowe, has prepared a checklist to help you consider the key issues which arise in international contracts for the supply of goods.
SEO: Getting Personal
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
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Similar to Evaluation question 4
Evaluation question 6
Throughout the project, the student learned to use several technologies. They analyzed a film opening on YouTube, planned their project using Prezi which they had not used before but got used to. They filmed their opening using two cameras - a Panasonic that used tape and was easy to transfer to Sony Vegas for editing, and a Fuji camera to take pictures for their blog. They used a boom mic to capture clear audio when filming. In Sony Vegas they added effects like volume envelopes and made a rolling production logo using x and y coordinates. They posted their finished opening and materials to their blog using embedding and SlideShare to convert documents to an embeddable format.
Evaluation 4
The document discusses the various new media technologies used during the production and planning stages of a project. These included blogging platforms like Blogger to create and share content online, presentation tools like Prezi and Slideshare to embed videos and presentations, and video hosting on YouTube. Photoshop was used to design promotional materials like advertisements and packaging despite being complex, while common programs like PowerPoint and iMovie helped edit and organize content. Various devices also supported the process, including cameras, computers, phones, and internet browsers for research and uploading finished work online.
How did you use media technologies in the construction and research, planning...
Connor O'Reilly used various media technologies throughout the construction, research, planning, and evaluation of their short film. They used a Canon DSLR camera to film scenes, Adobe Premiere Pro for editing, Photoshop to create graphics, and Sound Booth to edit audio. Additional technologies like SlideShare, Vimeo, and YouTube were used for research and sharing work. Throughout the process, these tools were crucial for filming, editing, presenting work, and completing the short film and ancillary tasks.
Evaluation Question 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
media question 4
The document describes the new media technologies used during the construction, research/planning, and evaluation stages of a project. During construction, a Canon DSLR 650D was used to capture video clips that were edited in Final Cut Pro. Photoshop was used to design print materials. A Flip camera captured audience feedback and behind-the-scenes footage. SoundCloud and iMacs accessed online resources for research, and Google searched for locations, costumes, and conventions. Final Cut Pro created storyboards and animatics. Survey Monkey distributed a survey, while Facebook Messenger sent it to contacts. Dafont.com found fonts for designs. The whole process was documented on Blogger. For evaluation, Blogger, YouTube,
Media evaluation question 6
The document discusses various technologies used to create a music magazine, including Adobe InDesign for layout, Adobe Photoshop for image editing, and Blogger for hosting the final product online. The student found InDesign, Photoshop, and Blogger easy to use due to experience with similar Adobe products and Google sites. PowerPoint was familiar for presentations but Prezi took more time to construct. School cameras were initially complex but produced good quality images. A laptop and internet were necessary to access software and conduct online research.
Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Evaluation task 4
New media technologies were used throughout the construction of a music video. A WordPress blog was created for communication and research was conducted online using sites like Prezi and Scribd. Filming used a DSLR camera and flycam, and editing was done in Adobe Premiere Pro. Mobile phones facilitated meetings and uploads. Photoshop was used to design packaging, and presentation technologies like Prezi and WordPress were employed for evaluations.
Evaluation question 4
The student used various media technologies at different stages of their coursework. An Apple Mac was critical for accessing websites, iMovie, and other programs. Blogger was used to upload posts and coursework for public viewing. iMovie helped with preliminary video editing practice. YouTube was used to upload and view videos, as well as research other films. Prezi allowed for navigable presentations. Slideshare published PowerPoints. Adobe Photoshop created magazine covers and effects. A digital camera filmed the short film. Fonts from dafont.com customized the film title.
Evaluation question 4
The student used various media technologies at different stages of their coursework. An Apple Mac was critical for accessing websites, iMovie, and other programs. Blogger was used to upload posts and coursework for public viewing. iMovie helped with preliminary video editing practice. YouTube was used to upload and access videos for research and linking to blogger. Prezi allowed navigation of presentations. Slideshare uploaded PowerPoint presentations to blogger. Adobe Photoshop created magazine covers and effects. A digital camera filmed the short film. Fonts from dafont.com customized the film title.
Devon muller - Question 6
Creative Commons allowed the producer to easily find copyright-free music for their teen film. Blogger was used to organize research and ideas, which helped with later stages of production. Timetoast helped improve planning skills by providing a schedule to stick to. A storyboard helped plan scenes and know what to film on each shoot day. Final Cut Pro was challenging to learn but added a professional finish. Clipgrab, Slideshare, and Camtasia provided additional software to use for projects. Overall these tools helped the producer develop skills in areas like organization, planning, filming, editing, and evaluation.
Evaluation Question 4
The student used various media technologies in their media coursework including iMovie for video editing, GarageBand for creating an audio trailer, Photoshop for poster design, a Sony DSLR camera and tripod for filming, YouTube for uploading and researching videos, and Blogger as an online portfolio to document their process. However, they felt the course could have been more challenging by teaching more advanced software like Final Cut Pro.
Question 4 contruction
The document discusses the use of various media technologies in the construction of different projects. Photoshop was used to edit images for a magazine cover and poster by adjusting colors, removing blemishes and spots. InDesign was used to design the magazine cover and poster. Premier Pro was used to create a trailer by compiling shots and adding music and transitions. After Effects was used to create an ident by following an online tutorial, though the version was different. YouTube and WordPress were used to upload and share progress videos, with YouTube videos embedded into the WordPress blog.
Evaluation question 6
This is my response to Evaluation Question 6: What have you learnt about technologies from the process of constructing this project?
Evaluation Question 4
The document discusses the use of various digital and non-digital media technologies during the construction, research, planning, and evaluation stages of a project. Digital tools used included Blogger, YouTube, SoundCloud, iMovie, Survey Monkey, Storyboard That, Power Director, Emaze, and Photoshop. Non-digital tools included an iPhone, MacBook, and desktop computer. Blogger and YouTube were effective for showcasing work online. SoundCloud, iMovie and Photoshop supported elements of the research, planning and construction. Survey Monkey facilitated audience data collection. Power Director, Emaze and Storyboard That assisted with project planning and pitching. The iPhone, MacBook and desktop computer provided access and support across stages
Evaluation question 4
1. The document discusses the various digital and non-digital media technologies used during the construction and research, planning and evaluation stages of a media project.
2. Digital tools like Blogger, YouTube, SoundCloud, iMovie and PowerDirector were used for blogging, video hosting, audio uploading, video editing and film editing. Non-digital tools included phones, laptops and cameras.
3. Evaluation methods discussed include presentations on SlideShare, podcasts on SoundCloud, and videos edited in iMovie. The phone and personal camera provided flexibility during the evaluation.
Evaluation question 6
The document discusses what was learned from constructing a media opening sequence project. It discusses using various cameras like a Nikon Coolpix and GoPros to get different shots, and issues encountered like batteries losing charge. It describes using software like Adobe Premiere Pro, Final Cut Pro X and GoPro software to edit the project, and issues activating the software. It discusses using the blogger platform to post and upload content, but difficulties uploading large video files. It emphasizes the importance of sound and using external sources to find soundtracks and effects to add realism.
Evaluation question 6
The document discusses what was learned from constructing a media opening sequence project. It discusses using various cameras like a Nikon Coolpix and GoPros to get different shots, and issues encountered like batteries losing charge. It describes using software like Adobe Premiere Pro, Final Cut Pro X and GoPro software to edit the project, and issues activating the software. It discusses using the blogger platform to post and upload content, but difficulties uploading large video files. It emphasizes the importance of sound and using external sources to find soundtracks and effects to add realism.
How did you use media technologies in the
The student used various media technologies in the production and evaluation of their film noir project. A Canon DSLR camera was used to record footage for a film noir trailer in HD and slow motion. Photoshop was utilized to edit magazine ad posters and create production company logos for the trailer. Prezi, Slideshare, Blogger, Flickr, and YouTube were all employed at different stages for presentation, research, and gathering feedback purposes. Music Maker and Windows Movie Maker were then used to produce the soundtrack and edit together the final film trailer.
Evaluation question 6
The document discusses various technologies the student learned about through creating a film project. The student:
- Used websites like YouTube and Blogger for research, uploading videos/presentations, and maintaining a project blog.
- Filmed using a Panasonic NV-G5500 camera, which provided easy and flexible filming. They also used Rode microphones for sound recording.
- Edited the filmed material in Sony Vegas Pro, utilizing various editing tools, filters, and effects to enhance the final product. The most experienced group member helped drive the editing process.
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Evaluation question 4
- 2. CAMERA • To film our music video we used a canon 550D SLR camera. By using this camera we achieved a great final result with very clear footage. • The same camera was also used to take the photographs for my print tasks, this was a good camera to use because it picks up every detail.
- 3. EDITING • To edit our music video we used Sony Vegas Pro 11 which a member of our group had on their own laptop, this piece of software is very professional so it enabled us to have a very good final outcome. It took us a while to get used to the software but once we had it figured it was great to use.
- 4. SLIDESHARE • I have used Slideshare to upload my Power Point presentations to my blog. I liked this because it meant that not all my blog is word documents and blocks of text.
- 5. YOUTUBE • I uploaded my rough cut and final cut of our music video to YouTube. I chose to use YouTube because it is easy to use, its free and has millions of users so lots of people can see your video.
- 6. PHOTOSHOP • I used Adobe Photoshop to create my album cover and magazine advert. I chose to use this software because I am already very familiar with it and it does everything I wanted to do.
- 7. BLOGGER • I used blogger to share the progress of all my work and to post my finished products to so my teacher can see along with everyone else. I found Blogger simple to use and it is free which is always a bonus.