Evaluation question 4
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The document summarizes the hardware, software, and online tools used in a project. For hardware, a Nikon D5200 camera and tripod were used to shoot video footage. Adobe Premiere Pro was the main software for video editing, and effects like black and white transitions and slow motion were added. Adobe Photoshop created graphic designs like a digipak, and Adobe Illustrator produced vectors. Google provided research assistance, while social media like Facebook and Twitter aided with audience interests and product distribution. The final video was uploaded to Vimeo.
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Evaluation question 4
For research, the student used Google and YouTube to research conventions for TV ads and create a questionnaire. Some issues included occasional lost internet connections.
For planning, the student used Microsoft Word, Blogger, and Scribd to create documents like shot lists and upload them to their blog. Uploading to Scribd sometimes failed.
When constructing products, the student used Final Cut, Fireworks, Audacity, and YouTube to edit videos, create a web pop-up, record radio ads, and upload finished work. Learning to use Final Cut posed some challenges initially.
For evaluation, the student only used Microsoft Word and Scribd to write and upload the evaluation to their blog. No issues were
Question 6
The document discusses the various technologies the author learned during the process of constructing a media product. They learned how to use a blog to upload research and planning, including how to embed videos, documents and pictures. They also learned how to use Prezi and PowerPoint for evaluations, and how to convert PowerPoint files to videos for uploading to their blog. Additionally, they learned how to use a HD camera, focus and zoom, attach cameras to tripods, and upload and edit footage using Adobe Premiere Pro. They also discussed downloading royalty-free music from a website to include in their final film.
Question 4 - A2
Wix, Tumblr, YouTube, Dreamweaver, Photoshop, Premiere, After Effects, Prezi, and Slideshare were used at various stages of the project. Wix was used to create a website to document work through images, videos, and links. Tumblr was used for blogging about the project and helped with creative thinking. YouTube hosted videos for analysis and annotations. Dreamweaver was used to build the website, though some issues arose. Photoshop edited images and created the website background. Premiere and After Effects edited videos. Prezi and Slideshare easily presented information for planning, research, and evaluation.
Technologies
This document discusses the equipment and software used to complete a coursework project involving creating a music video. It describes using a Sony Handycam camera mounted on a tripod to capture footage, uploading the footage to Apple Mac computers using FireWire, and editing the footage using Final Cut Express. It also discusses using Adobe Photoshop CS4 to edit images for a digipak, Adobe Dreamweaver to create a website, Vimeo to host and share the video, and Blogger to create a blog for feedback. It notes that this modern technology made the project possible and improved the quality and ease of completing it.
Evaluation Question 4
Jamie Read used various media technologies throughout the construction, research, planning, and evaluation stages of their coursework. Near all work was done using media technologies like uploading to websites and blogging. For research, Jamie used the internet, YouTube, Google Images, and Microsoft Word. Planning involved scanning images, PowerPoint presentations, and Microsoft Word documents. Construction heavily relied on Photoshop, iMovie, GarageBand, downloading fonts, and using cameras/video cameras. Evaluation used PowerPoint, blogging on Blogger and uploading videos/images, and sharing trailers on Vimeo.
A2 Media Evaluation Question 2
The document discusses the various media technologies used by the author at different stages of their construction and research project, including Microsoft Excel, Word, and Publisher for research; Facebook, Word, Adobe Premiere Pro, Photoshop, Windows Live Movie Maker, a Nikon camera, iPad, SketchBook X, and Paint for planning and production; and iPad, Cute CUT, Slideshare, and Prezzi.com for evaluation. The author provides details on how each technology was used and their familiarity and experience with the different tools and software.
Q6
The document discusses several technologies the author learned to use while constructing a film project. These included blogging websites to present tasks and research, iMovie to edit footage, YouTube to host and embed the finished film, and presentation tools like Prezi, Glogster, and PowToon. Though the author was initially unfamiliar with these technologies, they found them simple to learn and useful for researching, producing, and presenting the various elements of the film project in an organized and visually appealing manner.
Evaluation Question 4
Jamie Read used various media technologies throughout the construction, research, planning, and evaluation stages of their coursework. During research, Jamie used the internet, Empire Magazine archives, Google Images, YouTube, Microsoft Word, and Excel. For planning, Jamie scanned images and used PowerPoint. Construction involved using Photoshop for print work, iMovie and Garageband for trailers, downloading fonts, and importing images/video from cameras to computers. Evaluation was done through PowerPoint, blogging on Blogger, uploading trailers to Vimeo, and using Adobe Photoshop and Apple iMovie HD.
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Evaluation question 4
For research, the student used Google and YouTube to research conventions for TV ads and create a questionnaire. Some issues included occasional lost internet connections.
For planning, the student used Microsoft Word, Blogger, and Scribd to create documents like shot lists and upload them to their blog. Uploading to Scribd sometimes failed.
When constructing products, the student used Final Cut, Fireworks, Audacity, and YouTube to edit videos, create a web pop-up, record radio ads, and upload finished work. Learning to use Final Cut posed some challenges initially.
For evaluation, the student only used Microsoft Word and Scribd to write and upload the evaluation to their blog. No issues were
Question 6
The document discusses the various technologies the author learned during the process of constructing a media product. They learned how to use a blog to upload research and planning, including how to embed videos, documents and pictures. They also learned how to use Prezi and PowerPoint for evaluations, and how to convert PowerPoint files to videos for uploading to their blog. Additionally, they learned how to use a HD camera, focus and zoom, attach cameras to tripods, and upload and edit footage using Adobe Premiere Pro. They also discussed downloading royalty-free music from a website to include in their final film.
Question 4 - A2
Wix, Tumblr, YouTube, Dreamweaver, Photoshop, Premiere, After Effects, Prezi, and Slideshare were used at various stages of the project. Wix was used to create a website to document work through images, videos, and links. Tumblr was used for blogging about the project and helped with creative thinking. YouTube hosted videos for analysis and annotations. Dreamweaver was used to build the website, though some issues arose. Photoshop edited images and created the website background. Premiere and After Effects edited videos. Prezi and Slideshare easily presented information for planning, research, and evaluation.
Technologies
This document discusses the equipment and software used to complete a coursework project involving creating a music video. It describes using a Sony Handycam camera mounted on a tripod to capture footage, uploading the footage to Apple Mac computers using FireWire, and editing the footage using Final Cut Express. It also discusses using Adobe Photoshop CS4 to edit images for a digipak, Adobe Dreamweaver to create a website, Vimeo to host and share the video, and Blogger to create a blog for feedback. It notes that this modern technology made the project possible and improved the quality and ease of completing it.
Evaluation Question 4
Jamie Read used various media technologies throughout the construction, research, planning, and evaluation stages of their coursework. Near all work was done using media technologies like uploading to websites and blogging. For research, Jamie used the internet, YouTube, Google Images, and Microsoft Word. Planning involved scanning images, PowerPoint presentations, and Microsoft Word documents. Construction heavily relied on Photoshop, iMovie, GarageBand, downloading fonts, and using cameras/video cameras. Evaluation used PowerPoint, blogging on Blogger and uploading videos/images, and sharing trailers on Vimeo.
A2 Media Evaluation Question 2
The document discusses the various media technologies used by the author at different stages of their construction and research project, including Microsoft Excel, Word, and Publisher for research; Facebook, Word, Adobe Premiere Pro, Photoshop, Windows Live Movie Maker, a Nikon camera, iPad, SketchBook X, and Paint for planning and production; and iPad, Cute CUT, Slideshare, and Prezzi.com for evaluation. The author provides details on how each technology was used and their familiarity and experience with the different tools and software.
Q6
The document discusses several technologies the author learned to use while constructing a film project. These included blogging websites to present tasks and research, iMovie to edit footage, YouTube to host and embed the finished film, and presentation tools like Prezi, Glogster, and PowToon. Though the author was initially unfamiliar with these technologies, they found them simple to learn and useful for researching, producing, and presenting the various elements of the film project in an organized and visually appealing manner.
Evaluation Question 4
Jamie Read used various media technologies throughout the construction, research, planning, and evaluation stages of their coursework. During research, Jamie used the internet, Empire Magazine archives, Google Images, YouTube, Microsoft Word, and Excel. For planning, Jamie scanned images and used PowerPoint. Construction involved using Photoshop for print work, iMovie and Garageband for trailers, downloading fonts, and importing images/video from cameras to computers. Evaluation was done through PowerPoint, blogging on Blogger, uploading trailers to Vimeo, and using Adobe Photoshop and Apple iMovie HD.
Media a2 aaaa
This document discusses the digital technologies and software used by the author for their AS and A2 media coursework. In AS, more basic technologies like word, PowerPoint, and Windows Movie Maker were used. Presentations and planning were less organized. In A2, more advanced technologies like blogs, Adobe Premier, and Paint Shop Pro enabled more creative presentations and editing. Planning and research was more thorough. Conventions from real media were also better incorporated in A2 work after additional research.
Evaluation - Question 4
The document discusses the new media technologies used during the construction, research, planning, and evaluation stages of a music video project. A Panasonic HD camera was used for filming due to its small size and ability to capture footage even at night. Blogger was used extensively to document the entire process. iMovie was used to edit footage and add effects, while iPiccy was used to design digital packaging. Slideshare and Scribd were used to upload Word and PowerPoint files to the blog. Prezi was used for an interactive presentation, and YouTube was used to upload and research music videos.
How did you use new media technologies in
The student used a variety of old and new technologies for their A2 coursework, including for research, planning, construction, and evaluation stages.
For research, they used a PC, laptop, internet, and PowerPoint. For planning, they used a still camera, SlideShare, and WordPress blog.
Construction involved using an iMac, iMovie, still camera, Photoshop, and video camera. Photoshop was the most difficult to learn but they gained proficiency.
For evaluation, they used PowerPoint, Excel, Viddler, YouTube, and SlideShare to upload and present work. Viddler and Photoshop were initially the most challenging technologies.
Media Technologies Used
Faye Allen discusses the various media technologies she used to create a news program for a school project. She used Adobe Premier Pro for video editing, which she found challenging at first but enjoyed once familiar with the software. She also used Dreamweaver to create a website to accompany the news program, and found it easy to use due to experience with the software from previous coursework. Additional software used included PowerPoint, Paint, and an online photo editing site called Picnik. Overall, Faye feels more confident in her media skills from gaining experience using these technologies and completing the challenging coursework.
Technologies
The document discusses technologies used in constructing a final media studies product. It describes using the blogging platform Blogger to publish blogs tracking the project's progress and receiving audience feedback. It also discusses using iMovie to easily learn editing techniques like arranging clips and adding titles/sound. Garage Band was used to record dialogue for the film using the computer's built-in microphone since no other was available, and it was quick to learn how to edit recordings to achieve the desired effect, such as lowering the voice's bass.
Question 4
The student used various digital technologies and media at different stages of their project. In the research stage, they used online sources like Google to gather information. They found Emaze, a website to create digital powerpoints, particularly useful. For construction, they used a Canon DSLR camera and lens to film footage. Adobe Premiere Pro was the main software used for editing. Evaluation involved typing questions in Word and compiling them into a single InDesign document for a neat presentation. Overall, digital technologies provided creative freedom and allowed the student's work to grow in strength by taking advantage of 21st century tools.
Q4: How did you use media technologies in the construction and research, plan...
The document discusses the various media technologies used at different stages of a media project. In the planning stages, Google Docs, Survey Monkey, email, and Blogger were used. Research involved Google Docs, YouTube, and PowerPoints. Construction utilized Final Cut Pro X, Photoshop, Paint, and Blogger. Evaluation featured a YouTube video edited in Final Cut Pro and PowerPoints. Blogger was used throughout to organize work. Photoshop allowed creation of digital packaging and magazines while Paint facilitated screenshotting work for blogger. Final Cut Pro edited the music video both inside and outside of college. YouTube hosted the finished product.
4
The document discusses the use of new media technologies at different stages of a project.
In the early stages, the internet was used to set up a blog on Blogger.com and search for bands on Myspace.com and Unsigned.com.
When filming, an HD camcorder captured footage and Apple iMac computers were used for editing in Final Cut Express, though the software took time to learn. The finished video was uploaded to YouTube for feedback.
Adobe Photoshop and Microsoft Paint were used to create a digital packaging design, while Picnik.com allowed for online photo editing.
SlideShare.com created a survey for feedback and allowed results to be shared on a blog
6- What have you learnt about technologies from the process of constructing t...
The student learned to use various technologies during their media studies course project. They used PowerPoint to layout work and research and upload presentations to their blog. They used Final Cut Express and Adobe After Effects, which were challenging at first but became easier to use, to edit videos and create animated text/effects. They also used social media platforms like Facebook to gather feedback, and video/photo equipment like a DSLR camera and home PC to work on their project.
Evaluation Question 4
During the planning and research stages, the student used a variety of online media sources like Blogger, YouTube, Google, and Wikipedia to research similar music videos and collect inspiration. Microsoft Excel was used to create a task tracking document to organize the project schedule and receive feedback. Photos and videos were taken on phones and uploaded to computers via iCloud to easily transfer media. Final Cut Pro was the primary video editing software used to construct the music video by compiling footage shot on a camcorder and adding transitions, though software updates later caused issues recognizing footage.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred files between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using the software.
Publish a makershala project
This document provides instructions for publishing a project on the Makershala.com website. It outlines including key details about the project like what it does, how the idea emerged, how it works, development process and impact. Instructions are given on uploading a cover image, body text using HTML editor, and adding videos, images and YouTube links. Tags and status can be selected before publishing the project.
Evaluation question 4
My magazine targets people above age 16 who enjoy hip hop music, as a survey found this genre is popular among people of all ages. The magazine will provide updates about music and celebrities to appeal to college students who like rappers like Eminem, 50 Cent, and Busta Rhymes. It aims to deliver similar content to hip hop magazines that give readers information about their favorite singers.
Evaluation question 1
The video is a pop music cover of "Payphone" by Maroon 5. It tells a love story between students at a school. A girl sees a boy everyday in the library and takes the initiative to befriend him. Their friendship turns to love. However, one day the girl misunderstands and thinks the boy is cheating when she sees him messaging someone else. The video represents the social issues and groups of 18-20 year old college students through depicting their studies and friendships. Editing techniques like black and white and slow motion were used to show meaning and flashbacks. Making the video presented challenges in managing time with actors and studies as well as learning new software.
Question 1
The document discusses a film that represents mental illness in its main character by showing his warped point of view. It uses conventions like a nighttime setting, unsettling music, and limited dialogue, but subverts conventions by making the protagonist mentally ill rather than the antagonist. The film aims to give exposure to those with conditions like paranoia by portraying the story from the perspective of someone who is mentally impaired.
Evaluation question 6
The document discusses various technologies used for magazine publishing including a DSLR camera for high quality photos, Adobe Photoshop for photo editing, Blogger for publishing blog posts with timestamps, Slideshare for uploading and embedding presentations, Microsoft Powerpoint for creating presentations, and a scanner for high resolution scanning of photos and documents. Google is also mentioned as being helpful in finding the best options within a given budget.
Evaluation question 7
The author improved their final magazine cover product compared to their preliminary task by implementing a more attractive color scheme that was easier to read, adding elements like puffs and main cover lines, using advanced editing techniques, and making the genre of the magazine more specific.
Logo for the music video
The document discusses the process of designing a logo for a music video. It first describes researching existing artist logos which contain the name, symbol, or various font styles. It then details selecting different fonts like "Olympic Branding" and "Deadly Black Chain" to use in the logo. Finally, it settles on a logo containing a microphone symbol in a radioactive colored style, finding it suitable to symbolize pop music for the video.
Research on genres
Pop music originated in the 1950s from rock and roll. It is a genre containing qualities of mass appeal. Bubblegum pop was a commercial force in the late 1960s and early 1970s, featuring simple, melodic music and lyrics without much substance that targeted preteens. Prior to rock and roll, country music was rarely heard outside its intended market, but rockabilly forced country musicians to consider wider audiences. Dance-pop grew from disco, using catchy melodies over dance beats, and focusing more on image than substance, with the producer typically controlling the vision.
Research on genres
The document discusses selecting the pop music genre for a music video. It provides details on the origins and development of pop music from the 1950s, blending elements of rock and other genres. Popular artists mentioned include The Beatles, Michael Jackson, and Beyonce. The document further explores subgenres of pop like pop rock and considers elements that define the pop genre aesthetic, such as upbeat lyrics and music that aim to energize listeners, as well as characteristics of pop music videos like colorful cinematography, close-up shots, and feel-good sounds. Pop rock is selected as the final genre decision for its combination of pop style and light lyrics.
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Media a2 aaaa
This document discusses the digital technologies and software used by the author for their AS and A2 media coursework. In AS, more basic technologies like word, PowerPoint, and Windows Movie Maker were used. Presentations and planning were less organized. In A2, more advanced technologies like blogs, Adobe Premier, and Paint Shop Pro enabled more creative presentations and editing. Planning and research was more thorough. Conventions from real media were also better incorporated in A2 work after additional research.
Evaluation - Question 4
The document discusses the new media technologies used during the construction, research, planning, and evaluation stages of a music video project. A Panasonic HD camera was used for filming due to its small size and ability to capture footage even at night. Blogger was used extensively to document the entire process. iMovie was used to edit footage and add effects, while iPiccy was used to design digital packaging. Slideshare and Scribd were used to upload Word and PowerPoint files to the blog. Prezi was used for an interactive presentation, and YouTube was used to upload and research music videos.
How did you use new media technologies in
The student used a variety of old and new technologies for their A2 coursework, including for research, planning, construction, and evaluation stages.
For research, they used a PC, laptop, internet, and PowerPoint. For planning, they used a still camera, SlideShare, and WordPress blog.
Construction involved using an iMac, iMovie, still camera, Photoshop, and video camera. Photoshop was the most difficult to learn but they gained proficiency.
For evaluation, they used PowerPoint, Excel, Viddler, YouTube, and SlideShare to upload and present work. Viddler and Photoshop were initially the most challenging technologies.
Media Technologies Used
Faye Allen discusses the various media technologies she used to create a news program for a school project. She used Adobe Premier Pro for video editing, which she found challenging at first but enjoyed once familiar with the software. She also used Dreamweaver to create a website to accompany the news program, and found it easy to use due to experience with the software from previous coursework. Additional software used included PowerPoint, Paint, and an online photo editing site called Picnik. Overall, Faye feels more confident in her media skills from gaining experience using these technologies and completing the challenging coursework.
Technologies
The document discusses technologies used in constructing a final media studies product. It describes using the blogging platform Blogger to publish blogs tracking the project's progress and receiving audience feedback. It also discusses using iMovie to easily learn editing techniques like arranging clips and adding titles/sound. Garage Band was used to record dialogue for the film using the computer's built-in microphone since no other was available, and it was quick to learn how to edit recordings to achieve the desired effect, such as lowering the voice's bass.
Question 4
The student used various digital technologies and media at different stages of their project. In the research stage, they used online sources like Google to gather information. They found Emaze, a website to create digital powerpoints, particularly useful. For construction, they used a Canon DSLR camera and lens to film footage. Adobe Premiere Pro was the main software used for editing. Evaluation involved typing questions in Word and compiling them into a single InDesign document for a neat presentation. Overall, digital technologies provided creative freedom and allowed the student's work to grow in strength by taking advantage of 21st century tools.
Q4: How did you use media technologies in the construction and research, plan...
The document discusses the various media technologies used at different stages of a media project. In the planning stages, Google Docs, Survey Monkey, email, and Blogger were used. Research involved Google Docs, YouTube, and PowerPoints. Construction utilized Final Cut Pro X, Photoshop, Paint, and Blogger. Evaluation featured a YouTube video edited in Final Cut Pro and PowerPoints. Blogger was used throughout to organize work. Photoshop allowed creation of digital packaging and magazines while Paint facilitated screenshotting work for blogger. Final Cut Pro edited the music video both inside and outside of college. YouTube hosted the finished product.
4
The document discusses the use of new media technologies at different stages of a project.
In the early stages, the internet was used to set up a blog on Blogger.com and search for bands on Myspace.com and Unsigned.com.
When filming, an HD camcorder captured footage and Apple iMac computers were used for editing in Final Cut Express, though the software took time to learn. The finished video was uploaded to YouTube for feedback.
Adobe Photoshop and Microsoft Paint were used to create a digital packaging design, while Picnik.com allowed for online photo editing.
SlideShare.com created a survey for feedback and allowed results to be shared on a blog
6- What have you learnt about technologies from the process of constructing t...
The student learned to use various technologies during their media studies course project. They used PowerPoint to layout work and research and upload presentations to their blog. They used Final Cut Express and Adobe After Effects, which were challenging at first but became easier to use, to edit videos and create animated text/effects. They also used social media platforms like Facebook to gather feedback, and video/photo equipment like a DSLR camera and home PC to work on their project.
Evaluation Question 4
During the planning and research stages, the student used a variety of online media sources like Blogger, YouTube, Google, and Wikipedia to research similar music videos and collect inspiration. Microsoft Excel was used to create a task tracking document to organize the project schedule and receive feedback. Photos and videos were taken on phones and uploaded to computers via iCloud to easily transfer media. Final Cut Pro was the primary video editing software used to construct the music video by compiling footage shot on a camcorder and adding transitions, though software updates later caused issues recognizing footage.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred files between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using the software.
Publish a makershala project
This document provides instructions for publishing a project on the Makershala.com website. It outlines including key details about the project like what it does, how the idea emerged, how it works, development process and impact. Instructions are given on uploading a cover image, body text using HTML editor, and adding videos, images and YouTube links. Tags and status can be selected before publishing the project.
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Q4: How did you use media technologies in the construction and research, plan...
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Evaluation question 4
My magazine targets people above age 16 who enjoy hip hop music, as a survey found this genre is popular among people of all ages. The magazine will provide updates about music and celebrities to appeal to college students who like rappers like Eminem, 50 Cent, and Busta Rhymes. It aims to deliver similar content to hip hop magazines that give readers information about their favorite singers.
Evaluation question 1
The video is a pop music cover of "Payphone" by Maroon 5. It tells a love story between students at a school. A girl sees a boy everyday in the library and takes the initiative to befriend him. Their friendship turns to love. However, one day the girl misunderstands and thinks the boy is cheating when she sees him messaging someone else. The video represents the social issues and groups of 18-20 year old college students through depicting their studies and friendships. Editing techniques like black and white and slow motion were used to show meaning and flashbacks. Making the video presented challenges in managing time with actors and studies as well as learning new software.
Question 1
The document discusses a film that represents mental illness in its main character by showing his warped point of view. It uses conventions like a nighttime setting, unsettling music, and limited dialogue, but subverts conventions by making the protagonist mentally ill rather than the antagonist. The film aims to give exposure to those with conditions like paranoia by portraying the story from the perspective of someone who is mentally impaired.
Evaluation question 6
The document discusses various technologies used for magazine publishing including a DSLR camera for high quality photos, Adobe Photoshop for photo editing, Blogger for publishing blog posts with timestamps, Slideshare for uploading and embedding presentations, Microsoft Powerpoint for creating presentations, and a scanner for high resolution scanning of photos and documents. Google is also mentioned as being helpful in finding the best options within a given budget.
Evaluation question 7
The author improved their final magazine cover product compared to their preliminary task by implementing a more attractive color scheme that was easier to read, adding elements like puffs and main cover lines, using advanced editing techniques, and making the genre of the magazine more specific.
Logo for the music video
The document discusses the process of designing a logo for a music video. It first describes researching existing artist logos which contain the name, symbol, or various font styles. It then details selecting different fonts like "Olympic Branding" and "Deadly Black Chain" to use in the logo. Finally, it settles on a logo containing a microphone symbol in a radioactive colored style, finding it suitable to symbolize pop music for the video.
Research on genres
Pop music originated in the 1950s from rock and roll. It is a genre containing qualities of mass appeal. Bubblegum pop was a commercial force in the late 1960s and early 1970s, featuring simple, melodic music and lyrics without much substance that targeted preteens. Prior to rock and roll, country music was rarely heard outside its intended market, but rockabilly forced country musicians to consider wider audiences. Dance-pop grew from disco, using catchy melodies over dance beats, and focusing more on image than substance, with the producer typically controlling the vision.
Research on genres
The document discusses selecting the pop music genre for a music video. It provides details on the origins and development of pop music from the 1950s, blending elements of rock and other genres. Popular artists mentioned include The Beatles, Michael Jackson, and Beyonce. The document further explores subgenres of pop like pop rock and considers elements that define the pop genre aesthetic, such as upbeat lyrics and music that aim to energize listeners, as well as characteristics of pop music videos like colorful cinematography, close-up shots, and feel-good sounds. Pop rock is selected as the final genre decision for its combination of pop style and light lyrics.
Evaluation question 4
1. The document discusses the various technologies used in a project, including a DSLR camera for taking high-definition photos, Adobe Photoshop for editing photos and graphics, Blogger for publishing blog posts, Slideshare for uploading and embedding presentations, Microsoft PowerPoint for creating presentations, a scanner for high-resolution scanning, and Google for research.
2. Adobe Photoshop allowed editing of photos to make them look more professional, while Blogger enabled posting of work and seeing time/date of posts. Slideshare facilitated uploading and embedding files publicly.
3. The scanner was used for scanning questionnaires and sketches, and various technologies helped within the given budget.
Evaluation question 2
The document discusses how the elements of a music video production work together to create a sense of branding. Yellow and black were used consistently across the logo, website, digipak, and music video. The same font and color combination create coherence. The website was created on Wix.com to provide a free domain. Vector graphics and Photoshop were used to create elements without a photo shoot. Color consistency across the different pieces establishes this as an example of effective branding.
Evaluation Question 2
Harris Publications distributes magazines like XXL and Rides that target young audiences like teenagers. They only distribute hip-hop magazines, which would be a good fit for the author's new magazine that aims to provide music and celebrity updates and stories to its target audience of people over 16 who enjoy hip-hop artists like Eminem, 50 Cent, and Busta Rhymes. Harris Publications is a small company but could provide support and experience to help promote and sell the new magazine.
Untitled Presentation
Haiku Deck is a presentation tool that allows users to create Haiku-style slideshows. The tool encourages users to get started making their own Haiku Deck presentations, which can be shared on SlideShare. In just 3 sentences, it promotes creating Haiku Deck presentations and publishing them to SlideShare.
Question 2
The document discusses how branding was achieved for a film production project through consistency across different elements. Color, fonts, layout, images, and logos were used consistently on the film website and other materials to create a recognizable brand. Pink and purple colors were chosen to stand out, a simple font was used for readability on the website, and the production logo featured prominently throughout to reinforce the brand.
Research on genres
The document discusses selecting the pop music genre for a music video. It provides details on the origins and evolution of pop music over time. Key elements that define pop music identified include catchy melodies, light-hearted lyrics focused on love and relationships, and instrumentation including electric guitar, bass guitar and drums. Popular artists mentioned that helped make the pop rock subgenre famous include Elton John, Paul McCartney, and Rod Stewart. Camera work for pop music videos typically includes close-ups, wide shots and extreme close-ups of the artist to capture expressions and details. The overall goal of pop music and its associated videos is to lift mood and make people feel enthusiastic.
Research on the genres
Pop music originated in the 1950s from rock and roll. It is a genre containing qualities of mass appeal, using catchy melodies and simple lyrics.
Bubblegum pop, which was popular in the late 1960s and early 1970s, targeted preteens with simple, light music that lacked substance.
Country pop emerged as country musicians had to decide whether to stick to traditional country or adopt the more accessible rockabilly style, allowing them to reach broader audiences.
Dance pop combines danceable beats with catchy pop songs, prioritizing the producer's vision and image over musical substance.
Indie pop reflects the softer side of indie rock with a focus on melodies
Analysis of music videos
This document analyzes the micro-elements of four pop music videos: Firework by Katy Perry, Bailando by Enrique Iglesias ft. Sean Paul, Shake it Off by Taylor Swift, and Adrenalina by Jennifer Lopez ft. Ricky Martin. It discusses the cinematography, sound, editing, mise-en-scene, lighting, locations, costumes, props, and facial expressions used in each video. Elements like close-ups, aerial shots, special effects, and high-key lighting are examined. The goal is to understand how these technical components help tell the story and convey the emotions of each song.
Question 1- In What Ways Does Your Media Product Use, Develop Or Challenge Fo...
My music video uses, develops, and challenges conventions of real media products in the following ways:
1) It uses conventions such as themes, genres characteristics, and theories around star images and popular culture promoted by scholars like Goodwin, Dyer, and Adorno.
2) It develops conventions through elements of mise-en-scene like lighting, settings, and costumes, as well as techniques like shots, angles, and editing.
3) It challenges conventions by presenting a unique artist appealing more to subcultures than mainstream audiences, and using some unconventional locations and iconography.
Overall, my music video both adheres to and innovates on standard conventions of the alternative R&B
AS Media Key Terms
This document defines key terms used in media studies. It outlines terms such as primary and secondary audiences, demographics, institutions, representation, sub-genres, hybrid genres, brand reach, synergy, convergence, user generated content, distribution, readership, and circulation. It also defines additional relevant terms like disposable income, social groups, brand loyalty, connotation, denotation, and uses and gratifications.
Media language
This document introduces key concepts for studying media at A-Level, including representations, audiences, institutions, language, ideology, narrative, and genre. It focuses on the concepts of language, narrative, and genre. Language in media includes codes that construct meaning, such as visual codes, audio codes, and written codes. Narrative refers to the story elements of a media text. Genre describes the type or category of a media text, such as comedy or action. The document provides examples of analyzing images by describing what is seen (denotation) and interpreting what is happening (connotation). Framing techniques like camera angles, distances, and lens types are also discussed.
Theory and Theorist For Media Studies A2
This is the theory revision I created for my A2 Media group a couple of years ago. There is some general narrative theory, Media theory Laura Mulvey etc and Racial Representation theory, Stuart Hall, Paul Gilroy, bell hooks etc. This was based on Media and Collective Identity focusing on the representation of black culture in British Film and American Music Videos.
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Question 1- In What Ways Does Your Media Product Use, Develop Or Challenge Fo...
Question 1- In What Ways Does Your Media Product Use, Develop Or Challenge Fo...
Similar to Evaluation question 4
Question 4
The student used various media technologies in the construction, research, and planning stages of their project. They used a Nikon D3200 camera, Apple iMac computer, Photoshop, and Premier Pro software to film footage, edit videos, and design posters, logos, and packaging. They also utilized online platforms like YouTube, Vimeo, and Blogger to upload, host, and document their work. These technologies improved their skills and allowed experimentation.
A2 advanced portfolio evaluation Question 4
I used various media technologies to create a music video and complete two ancillary tasks for my advanced portfolio. I used Final Cut Express to edit together my music video, Livetype to create titles, and Slideshare to upload a PowerPoint presentation to my blog. Adobe Photoshop Elements was the hardest to learn, as it took practice to learn the tools, but I used it to edit photos. I also used a digital camera, video camera, dolly, tripod, and Mac computer during the production and editing stages. Blogger allowed me to upload everything online.
Media evaluation question 6
The document summarizes what the author learned about various technologies through creating a media project. In 3 sentences:
The author learned advanced editing techniques like color grading and audio mixing using Sony Vegas Pro. They also learned about organizing files and making backups to prevent data loss. Additional programs used included Adobe Photoshop and After Effects to create graphics, and various online tools for sharing work like Blogger, Slideshare, Word, and Prezi.
Media q4
The document discusses the use of various media technologies throughout the stages of a project. In the research and planning stages, Google Chrome was used to research existing products and Microsoft PowerPoint was used to collate research. Prezi was used to create a pitch, but was difficult to use without tutorials. Microsoft Office was used to keep an online calendar. Premiere Pro was used in the pitch and production stages to add effects and edit video clips. A Canon DSLR and Panasonic HD camera were used for filming. Photoshop was used to edit images. YouTube was used to upload and share video clips. A blogger was used as an online project diary.
Media - Question 4
The document discusses the use of various media technologies throughout the stages of a project. In the research and planning stages, Google Chrome was used to research existing products and Microsoft PowerPoint was used to collate research. Prezi was used to create a pitch, but had a difficult interface. Microsoft Office was used to coordinate schedules. Adobe Premiere Pro was used for editing in both the planning and production stages, allowing effects and transitions. A Canon DSLR and Panasonic HD camera were used for filming. Photoshop was used to edit photos. YouTube was used to upload videos for sharing. A blogger site was used as an online project diary.
Media q4
The document discusses the use of various media technologies throughout the stages of a project. In the research and planning stages, Google Chrome was used to research existing products and Microsoft PowerPoint was used to collate research. Prezi was used to create a pitch, but had a difficult interface. Microsoft Office was used to coordinate schedules. Adobe Premiere Pro was used for editing in both the planning and production stages, allowing effects and transitions. A Canon DSLR and Panasonic HD camera were used for filming. Photoshop was used to edit photos. YouTube was used to upload videos for sharing. A blogger site was used as an online project diary.
Media q4
The document discusses the use of various media technologies throughout the stages of a project. In the research and planning stages, Google Chrome was used to research existing products and Microsoft PowerPoint was used to collate research. Prezi was used to create a pitch, but had a difficult interface. Microsoft Office was used to coordinate schedules. Adobe Premiere Pro was used for editing in both the planning and production stages, allowing effects and transitions. A Canon DSLR and Panasonic HD camera were used for filming. Photoshop was used to edit photos. YouTube was used to upload videos for sharing. A blogger site was used as an online project diary.
Media q4
The document discusses the use of various media technologies throughout the stages of a project. In the research and planning stages, Google Chrome was used to research existing products and Microsoft PowerPoint was used to collate research. Prezi was used to create a pitch, but was difficult to use without tutorials. Microsoft Office was used to keep an online calendar. Premiere Pro was used in the pitch and production stages to add effects and edit video clips. A Canon DSLR and Panasonic HD camera were used for filming. Photoshop was used to edit images. YouTube was used to upload and share video clips. A blogger was used as an online project diary.
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.
Digital Technology
The document discusses using digital technology and online resources to improve a level 2 coursework production compared to an earlier level course. Specifically, it mentions using blogs, YouTube, handheld cameras, and digital editing software like Windows Movie Maker. Benefits included gaining creative approaches, improved camera angles and lighting, and learning from other filmmakers' work online. Challenges included lack of equipment like tripods and technical difficulties with editing software.
Evaluation 4
The student used a variety of media technologies throughout their project. During research, they used Google to search for information and YouTube to analyze music videos, though the school filter blocked some videos. They constructed their research in slideshows, Prezis, and vox pops edited in Adobe Premiere Pro. For planning, they used their Chromebook to create a Prezi and Google Docs to save elements. They filmed their music video using a Nikon DSLR camera and edited in Adobe Premiere Pro. Photoshop and Pixlr were used to create packaging and posters, and all work was posted to their Blogger blog.
A2 Media Studies Evaluation Question 4
The document discusses how the author used various media technologies at different stages of their media project. During the research stage, they used YouTube to analyze film trailers in the horror genre and identify conventions. They also used Blogger to organize research and planning. For construction, they used a Nikon camera to film footage and Sony Vegas Pro for video editing. Photoshop and Illustrator were used to create ancillary tasks like a poster and magazine cover. Blogger and social media were utilized for evaluation and feedback. While some technical difficulties arose with new software and equipment, the author believes their technical skills improved overall through completing the project.
Question 6
The document summarizes the various technologies used by the author to complete a product and present their work. These included a Nikon D3100 camera, Photoshop, Quark Express, Windows Live Photo Gallery, Prezi, Slideshare, Blogspot, a voice recorder, and Windows Live Movie Maker. The author gained experience with technologies they were unfamiliar with previously, like Quark Express, and improved skills with technologies they had used before, like Photoshop. Completing the production work taught the author about desktop publishing and the various roles involved like graphic designer, photographer, and journalist.
Evaluation 4 template
The document discusses the various software, programs, and technologies used by the author to create their film project. It describes editing software like Powtoon, Prezi, iMovie, and Premier Pro that were used to introduce ideas, edit footage, and develop skills. It also mentions online programs like SlideShare and Blogger that were used to post content, though Blogger had limitations. Additionally, it discusses the hardware used, including a Nikon D300 camera, tripod, LED lights, and different microphones tested. In conclusion, the author emphasizes that integrating different technologies was important for creating a professional production, as no single program could achieve the final product alone.
Evaluation 4
The student used various media technologies throughout their music video project. They filmed footage using a Sony HD video camera and tripod, then edited the footage using Final Cut Pro software. Effects like superimposition and fading were applied to add emotion. Publisher software was used to create authentic looking ancillary products like a digipack and CD advert. A blog documented the entire project, allowing inclusion of videos, images, and PowerPoints from sites like YouTube and SlideShare. Some issues arose like blogger being blocked initially and a broken laptop limiting blog updates.
Digital technology
The document discusses the development of the author's digital media production skills from AS to A2 levels. At AS, the author used blogger, Prezi, Slideshare, iMovie, Photoshop, and Final Cut Pro to create a horror film opening sequence. These skills were expanded at A2 to include more advanced planning methods, equipment like DSLRs, and editing techniques for a music video, advert, and digipak. The author's experience allowed for more efficient productions utilizing their familiarity with software and equipment.
HOW I USED MEDIA TECHNOLOGY IN MY ADVANCED PRODUCTION
The document discusses the new media technologies used at various stages of a construction research project. It lists software like Nikon DSLR for filming, Adobe Premiere for editing, Photoshop for posters and mood boards, and InDesign for layouts. YouTube, Slideshare and Prezi were used for planning, evaluation and presentations. A video editing machine with dual monitors was useful for editing while viewing tutorials. The document concludes that using a diverse range of software and seeking help from others improved the quality of the project outcomes.
How I implemented media technology
Daniel Joda used several new media technologies in the production of a short film. These included a Nikon DSLR camera for filming, Adobe software like Premiere Pro for editing, Photoshop for posters and mood boards, and InDesign for layouts. Presentation software like YouTube, Slideshare and Prezi were used in planning and evaluation stages. A dual monitor video editing machine helped in applying techniques from online tutorials while editing.
How did you use new media technologies in
The document discusses the use of various new media technologies at different stages of a coursework project. Adobe Premiere was used for video editing, though it had freezing issues initially. Photoshop was used for airbrushing pictures and Pixlr was used for additional photo editing and adding backgrounds. PowerPoint was utilized to create presentations and Slideshare was employed to share presentations online. Word and the internet provided research resources, while WordPress and Prezi facilitated electronic presentation of the work.
How did you use new media technologies in
The document discusses the various new media technologies used at different stages of a music video project. iMovie was used for video editing but had some responsiveness issues, while PowerPoint created opening visuals. MSPaint designed the digipak and Freewebs created the website. A Canon video camera was used for filming but lighting could have been improved. The blog documented the project using Blogger, YouTube, and Flickr. Better video editing and lighting equipment would improve future projects.
Similar to Evaluation question 4 (20)
HOW I USED MEDIA TECHNOLOGY IN MY ADVANCED PRODUCTION
HOW I USED MEDIA TECHNOLOGY IN MY ADVANCED PRODUCTION
More from Nilab Noel
Evaluation question 3
The author improved their final magazine cover product compared to their preliminary task by implementing a more attractive color scheme that was easier to read, adding elements like puffs and main cover lines, employing advanced editing techniques, and making the genre of the magazine more specific.
Evaluation question 2
Harris Publications distributes magazines targeted at young audiences, such as XXL magazine focused on hip hop. They aim to address young clientele and support magazines targeting that same youth demographic. The document discusses that Harris Publications would be a good fit to distribute a new music magazine targeting people over 16 who enjoy hip hop updates, as Harris focuses on hip hop magazines and reaching a similar target audience.
Evaluation question 1
The document discusses the design and implementation of codes and conventions in creating a music magazine focused on the hip hop genre. The creator conducted research on existing music magazines to learn conventions like mastheads, cover lines, and placement of images. Elements of the prototype hip hop magazine are described, including the cover design featuring a model in hip hop-style clothing and smoke, a graffiti background on the contents page, and an interview spread with a celebrity. The goal was to design the magazine according to hip hop aesthetics and attract a young, hip hop-listening audience.
Evaluation question 3
The document discusses research conducted through questionnaires with people ages 18-60 to determine common music interests across age groups. The research found that most people enjoyed pop music and listened daily for exercise, work, or relaxation. Based on this, the creator decided to make a cover of a pop song that would appeal to both young and old audiences. They produced a music video with a story element preferred by younger people. The product will be distributed on social media like Facebook and Twitter as well as video sites to reach the target audience.
Research on codes and conventions of digipak
A digipak is a registered trademark of AGI-Shorewood that contains a CD and/or DVD inside a paperboard package with multiple pages. The most common size is 140mm by 120mm with 4 pages, including an image of the artist or band on the front cover. Inside, the first page typically includes album details, the center holds the disc, and the third page features another picture of the artist along with a song list and production company logos.
Evaluation question 5
The document discusses how a magazine attracted its target young audience. It used bright colors and stylish fonts that appealed to young people in its design. The magazine also included many pictures and some fitness-related articles based on audience surveys and requirements. Additionally, it had an attractive color scheme and background design to make reading an entertaining experience for its audience.
Evalution question 3
Harris publications distributes magazines such as XXL and Rides that target young audiences. They are a small company that only distributes hip-hop magazines, including XXL, which is aimed at a young demographic. Distributing magazines through Harris publications could be beneficial as they target the same young audience that the author's magazine is aimed at.
Evaluation question 2
The document discusses the creation of a music magazine focused on the hip-hop genre. It explains that research showed hip-hop is widely popular worldwide. The magazine uses fonts, colors, and images commonly seen in hip-hop culture like graffiti and references to "SWAG" to appeal to hip-hop fans. It also includes an interview with a hip-hop celebrity to make the magazine more interesting to readers.
Evaluation question 1
The student analyzed music magazines to learn conventions for cover pages, content pages, and double-spread pages. For the cover page, the student used conventions like mastheads and cover lines but challenged direct address modes. Interior pages featured a graffiti background and content lists tailored to the hip hop audience. Double-spread pages followed typical designs such as pull quotes and right-side photographs. The goal was to implement magazine conventions while designing pages for a hip hop genre magazine.
Conglomerate
The document discusses the four Warner brothers - Harry, Sam, Albert, and Jack - who founded Warner Bros. Studios. It provides details on each brother's role in establishing the studio, with Harry serving as president until 1956, Albert as treasurer until 1956, Jack as the driving force and president from 1923-1956, and Sam as co-founder and CEO until his death in 1927. It also gives background on how the brothers initially got into the movie business by showing films in towns and founding theaters, before expanding into film production and distribution through various companies they established in the early 1900s, culminating in the formal incorporation of Warner Bros. Pictures in 1923.
Shoot for magazine
The photographer used a Nikon D5200 camera with an 18-55mm lens to shoot in a park on March 23rd. The shoot was very successful. Different models were used to provide more variety.
Research on existing music magazine
Rolling Stone magazine was founded in 1967 in San Francisco by Jann Wenner and Ralph J. Gleason. It focused on music coverage and political journalism by Hunter S. Thompson. In the 1990s, it shifted formats to appeal to younger audiences interested in pop culture. It has since resumed its mix of political and music stories, while expanding coverage to include finance. The target audience is adults aged 18 to 30, who are 60% male and 40% female.
Research on existing music magazine
Rolling Stone magazine was founded in 1967 in San Francisco by Jann Wenner and Ralph J. Gleason. It focused on music coverage and political journalism by Hunter S. Thompson. In the 1990s, it shifted formats to appeal to younger audiences interested in pop culture. It has since resumed its mix of political and music stories while expanding coverage to include finance. The target audience is adults aged 18 to 30, who are 60% male and 40% female.
Research on different genres for music magazine
This font was chosen for a music magazine because extensive research was done into fonts and this one was found to be most relevant for the genre of the magazine. Research into fonts was conducted and this particular font fits best with the genre that will be featured in the magazine.
Teenagers as target audience
Teenagers are defined as people between the ages of 13-19. The lifestyles of teenage boys and girls differ in that boys today listen to rock, pop, and hip-hop music, work out, play sports and hang out working out or listening to music, while girls prefer different music genres, reading novels, watching TV dramas, hanging out at malls and beauty parlors. Teenage lifestyles have changed over time with boys and girls now having more activities to choose from compared to 10 years ago.
Teenagers as target audience
Teenagers are defined as people between the ages of 13-19. The lifestyles of teenage boys and girls differ in that boys tend to listen to rock, pop, and hip-hop music, work out, play sports and hang out at gyms, while girls prefer different music genres, read novels, watch TV dramas, and enjoy shopping and visiting beauty parlors with friends. Both teenage boys and girls enjoy spending time with friends at movies, concerts and other social activities.
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Evaluation question 4
- 1. How did you integrate technologies – software, hardware and online – in this project?
- 2. The Things which I used in making my Product. Hardware: Nikon D5200, Tri-pod stand Software: Adobe Premiere Pro CC, Adobe Photoshop CC, Adobe Illustrator. Online: Google, Facebook, Twitter, Vimeo, Blogger.
- 3. Hardware My whole product is shot with Nikon D5200, this is a great camera, although making videos was a bit difficult but I managed to make it. Tri-pod was also used at some point, which made my video more stable.
- 4. Software I have made my videos from Nikon D5200, but my final product wouldn’t be possible without Adobe Premiere Pro CC, I have done so much editing using this. In the last scene in my video, I have used black and white effect to show flashback and I also reduced speed of the video to make a slow motion effect. Adobe Photoshop CC is also main things to make my product. I made my Digipak using this. Adobe Illustrator helped me getting and creating vectors for my digipak and other things.
- 5. Online Google was a teacher in my making of my product. I was a novice in the start but google helped me in making my project. Facebook and Twitter helped me in many ways e.g. researching about the interests of people, this also helped in distributing my product. Vimeo was used to upload my final video which was fast and reliable.