Evaluation question 4
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The document discusses the group's use of media technologies in planning, filming, and editing their documentary project. In planning, they used storyboards, scanned images, and researched online. For filming, they used cameras, microphones, tripods, and headphones to capture quality audio. In editing with Adobe Premiere, they input footage, trimmed clips, and organized their timeline. They also used Adobe Photoshop to design a print advertisement by combining a photo of a snake's head and a volunteer's tongue.
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Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
7. evaluation
The document discusses the improvements made from the preliminary task to the final film project. Planning was more meticulous for the final film, including multiple script drafts and storyboards. Footage quality improved through using a tripod instead of handheld shooting and taking multiple takes. Editing skills grew from using iMovie initially to Final Cut Pro, which provided better editing tools, filters, color options, and title animations. Music was also incorporated to add suspense.
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
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Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
7. evaluation
The document discusses the improvements made from the preliminary task to the final film project. Planning was more meticulous for the final film, including multiple script drafts and storyboards. Footage quality improved through using a tripod instead of handheld shooting and taking multiple takes. Editing skills grew from using iMovie initially to Final Cut Pro, which provided better editing tools, filters, color options, and title animations. Music was also incorporated to add suspense.
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
Sound
Digital audio and acoustics courses available online could help improve understanding of sound for future media productions. The document discusses sound resources at the school like Final Cut Pro, Audacity, lapel microphones, rode microphones, and boom microphones. For the production "Reflux", Final Cut Pro and a rode microphone were used since actors were near the camera. Microphone choice is influenced by factors like camera-actor distance, sound quality needs, weather conditions, and location. Considering these elements can help choose the best microphone to record high quality sound.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. In the research stage, the group used the internet to research film conventions and theories, as well as movies through IMDB. They also used books and magazines from the school library. YouTube tutorials provided guidance on filming techniques. In planning, Photoshop was used to create storyboards, posters, and a movie review layout. A Canon 7D camera and Rode microphone were used for filming. Adobe Premiere Pro was the editing software, and Microsoft Office was used for evaluations.
What have you learnt about technologies from the process of constructing this...
The document discusses the skills and technologies learned through creating a film production. It covers learning camera techniques like shot types and the 180 degree rule. Editing skills were developed using Corel Videostudio Pro X3, including matching shots and ensuring a smooth production. Lighting techniques such as low key and high key lighting were also explored. Battery life and storage space on cameras and memory cards presented challenges that were overcome for the final film. Blogger was used to document the work, and Audacity was used to record and edit voiceovers while removing background noise.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
Evaluation 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full main product?
Evaluation Question 7
The document reflects on what was learned between an initial preliminary task and the final product. It discusses improvements in several areas:
- Camera skills improved through learning to use the equipment properly and adding a tripod to avoid shaky shots.
- Lighting techniques were researched and multiple arrangements tested to find what worked best.
- Editing of the final version was much cleaner and included effects, taking much longer than the preliminary. Complex editing skills were developed.
- Sound issues in the preliminary around volume, noise and lack of effects were addressed through techniques like removing noise and adding music and realistic sound effects.
Evaluation Activity 7
Evaluation Activity 7 for G321.
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to full product?
evaluation q 7
In the preliminary task, the group did not plan as effectively and shot the film in one afternoon without much preparation. For the main task, they created a WhatsApp group to better plan filming dates, locations, costumes, and props. They also auditioned actors and used better equipment like a tripod and higher quality camera to get better footage. The group learned from their preliminary experience and put more thought into planning, filming, editing, adding sound/music, and choosing appropriate props and costumes for the main task.
Q6
The document discusses the learning experience of progressing from a preliminary media task to a final product. There were several key differences:
1) The preliminary task had strict guidelines and lacked creativity, while the final product required using film techniques like mise en scene, camera work, editing, and sound to add meaning.
2) Editing in the preliminary task was basic, but the final product required complex editing to add pace, fit music, and insert text to suggest meaning.
3) Elements like text, music, and camera shots were not required in the preliminary but were important to convey mood and theme in the final product.
4) Using proper equipment like a tripod improved the quality and professional
What have you learnt about technologies from the
1. The group decided on an action superhero comedy genre after researching similar films. They developed a storyline called "The Ridiculous Shenanigans Of Unwanted Heroes" using Celtx.
2. During production, they used a Panasonic HD camera on a tripod to film different shots. A green screen was used to add a news studio background in post-production.
3. Post-production involved using Adobe Photoshop to create graphics, Illustrator for typography, and Final Cut Express to add filters, sounds and music to complete the film. The finished video was uploaded to YouTube and embedded on Blogger for audience feedback.
Question 7
The document discusses what the author has learned between their preliminary task and main thriller task. Specifically:
1) The author improved their understanding of continuity, which is reflected in the cleaner, more professional look of the thriller opening. They learned to use equipment and check previously filmed footage to maintain continuity.
2) For the thriller task, the author included sound effects and background music to create atmosphere and add depth, whereas the preliminary task lacked these elements. They learned how to add and edit sound/music.
3) Effective storyboarding, scripting, and planning during pre-production of the thriller task resulted in a better organized process and final product, compared to the preliminary task. This allowed for efficient location sc
Q6
The document discusses what was learned about technologies from creating a film opening. It describes how a blog was used for research, filming logs, and feedback. Digital cameras and tripods were used to film shots, with tripods providing steadier footage. Fade ins/outs and adjusting contrast were used to ensure consistent lighting. Countdowns and delays were used to coordinate actors during filming. Adobe Photoshop was used to create text titles. Sound effects were added in post-production to emphasize impacts. An overall production process similar to films was followed from inspiration to treatment to pitch.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Evaluation
This document provides an evaluation of a project where the author created a short radio-style audio piece about a Rubik's Cube. They worked in a pair to research the object, plan and conduct interviews, and edit the audio clips together. While the author found sound editing challenging, they enjoyed learning about the effects possible. Overall the project went better than expected due to clear requirements and good time management between the pair.
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
Editing Process
This document provides a timeline and overview of the editing process for a film. It describes how intro logos and company logos were created in Photoshop and Final Cut. It also details how a sniper scope effect was overlaid, an error where an actor dropped a gun was fixed by cutting and imposing footage, different gunshot sound effects were layered, tension was built with breath and heartbeat sounds, and stabilization was used to smooth shots and add panning/tracking effects.
Kadeems evaluation powerpoint presentation
The document discusses the process of creating a thriller opening sequence for a class project. It describes using various equipment like cameras, tripods, and programs like GarageBand, LiveType, and Photoshop. GarageBand was used to compose a soundtrack from limited samples, while LiveType was easiest to use for titles. Photoshop was challenging to learn but allowed creating backgrounds. Effects like speeding up shots and adding reverb to match were applied. The process involved planning concepts, storyboarding, filming, editing, and publishing the final product on YouTube and Facebook to gather feedback.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
About me
Maria is an 11-year-old girl from Brownsville, Texas who enjoys spending time with her large group of best friends. She likes playing soccer, piano, and gymnastics in her free time. Her favorite movies are The Notebook, The Clique, and Clueless. Maria's favorite places to eat are Chick-Fil-A with friends Karen and Audrie, as well as Whataburger and Pizza Hut with other friends. Her favorite colors are purple, blue, green, pink, red, and black.
Presentation on german renewable energy on 23
Policy makers from India must learn the sucess story from this presentation and ikeep updating the polic
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Sound
Digital audio and acoustics courses available online could help improve understanding of sound for future media productions. The document discusses sound resources at the school like Final Cut Pro, Audacity, lapel microphones, rode microphones, and boom microphones. For the production "Reflux", Final Cut Pro and a rode microphone were used since actors were near the camera. Microphone choice is influenced by factors like camera-actor distance, sound quality needs, weather conditions, and location. Considering these elements can help choose the best microphone to record high quality sound.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. In the research stage, the group used the internet to research film conventions and theories, as well as movies through IMDB. They also used books and magazines from the school library. YouTube tutorials provided guidance on filming techniques. In planning, Photoshop was used to create storyboards, posters, and a movie review layout. A Canon 7D camera and Rode microphone were used for filming. Adobe Premiere Pro was the editing software, and Microsoft Office was used for evaluations.
What have you learnt about technologies from the process of constructing this...
The document discusses the skills and technologies learned through creating a film production. It covers learning camera techniques like shot types and the 180 degree rule. Editing skills were developed using Corel Videostudio Pro X3, including matching shots and ensuring a smooth production. Lighting techniques such as low key and high key lighting were also explored. Battery life and storage space on cameras and memory cards presented challenges that were overcome for the final film. Blogger was used to document the work, and Audacity was used to record and edit voiceovers while removing background noise.
Preliminary task evaluation
The group worked well together to complete the preliminary task on time. They filmed from various angles but some shots were shaky and had to be refilmed. They used Premiere Pro to edit the shots together smoothly. Sound quality needed improvement as the camera picked up background noise that could not be eliminated in editing. Overall the group was pleased with their first attempt and will focus on improving sound quality in future tasks.
Evaluation 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full main product?
Evaluation Question 7
The document reflects on what was learned between an initial preliminary task and the final product. It discusses improvements in several areas:
- Camera skills improved through learning to use the equipment properly and adding a tripod to avoid shaky shots.
- Lighting techniques were researched and multiple arrangements tested to find what worked best.
- Editing of the final version was much cleaner and included effects, taking much longer than the preliminary. Complex editing skills were developed.
- Sound issues in the preliminary around volume, noise and lack of effects were addressed through techniques like removing noise and adding music and realistic sound effects.
Evaluation Activity 7
Evaluation Activity 7 for G321.
Looking back on your preliminary task, what do you feel you have learnt in the progression from it to full product?
evaluation q 7
In the preliminary task, the group did not plan as effectively and shot the film in one afternoon without much preparation. For the main task, they created a WhatsApp group to better plan filming dates, locations, costumes, and props. They also auditioned actors and used better equipment like a tripod and higher quality camera to get better footage. The group learned from their preliminary experience and put more thought into planning, filming, editing, adding sound/music, and choosing appropriate props and costumes for the main task.
Q6
The document discusses the learning experience of progressing from a preliminary media task to a final product. There were several key differences:
1) The preliminary task had strict guidelines and lacked creativity, while the final product required using film techniques like mise en scene, camera work, editing, and sound to add meaning.
2) Editing in the preliminary task was basic, but the final product required complex editing to add pace, fit music, and insert text to suggest meaning.
3) Elements like text, music, and camera shots were not required in the preliminary but were important to convey mood and theme in the final product.
4) Using proper equipment like a tripod improved the quality and professional
What have you learnt about technologies from the
1. The group decided on an action superhero comedy genre after researching similar films. They developed a storyline called "The Ridiculous Shenanigans Of Unwanted Heroes" using Celtx.
2. During production, they used a Panasonic HD camera on a tripod to film different shots. A green screen was used to add a news studio background in post-production.
3. Post-production involved using Adobe Photoshop to create graphics, Illustrator for typography, and Final Cut Express to add filters, sounds and music to complete the film. The finished video was uploaded to YouTube and embedded on Blogger for audience feedback.
Question 7
The document discusses what the author has learned between their preliminary task and main thriller task. Specifically:
1) The author improved their understanding of continuity, which is reflected in the cleaner, more professional look of the thriller opening. They learned to use equipment and check previously filmed footage to maintain continuity.
2) For the thriller task, the author included sound effects and background music to create atmosphere and add depth, whereas the preliminary task lacked these elements. They learned how to add and edit sound/music.
3) Effective storyboarding, scripting, and planning during pre-production of the thriller task resulted in a better organized process and final product, compared to the preliminary task. This allowed for efficient location sc
Q6
The document discusses what was learned about technologies from creating a film opening. It describes how a blog was used for research, filming logs, and feedback. Digital cameras and tripods were used to film shots, with tripods providing steadier footage. Fade ins/outs and adjusting contrast were used to ensure consistent lighting. Countdowns and delays were used to coordinate actors during filming. Adobe Photoshop was used to create text titles. Sound effects were added in post-production to emphasize impacts. An overall production process similar to films was followed from inspiration to treatment to pitch.
Evaluation activity 7
In comparing their preliminary task to the final product, the document discusses several key areas of improvement:
1) A wider range of camera shots and movements were used in the final product compared to only a few stationary shots in the preliminary task.
2) Better understanding and application of techniques like shot composition, the 180-degree rule, lighting, editing, and shot reverse shots improved the flow and engagement of the final product.
3) Valuable lessons were learned around efficiently incorporating different shots and camera movements, adhering to filming rules, and ensuring shots flowed coherently through editing.
Evaluation
This document provides an evaluation of a project where the author created a short radio-style audio piece about a Rubik's Cube. They worked in a pair to research the object, plan and conduct interviews, and edit the audio clips together. While the author found sound editing challenging, they enjoyed learning about the effects possible. Overall the project went better than expected due to clear requirements and good time management between the pair.
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
Editing Process
This document provides a timeline and overview of the editing process for a film. It describes how intro logos and company logos were created in Photoshop and Final Cut. It also details how a sniper scope effect was overlaid, an error where an actor dropped a gun was fixed by cutting and imposing footage, different gunshot sound effects were layered, tension was built with breath and heartbeat sounds, and stabilization was used to smooth shots and add panning/tracking effects.
Kadeems evaluation powerpoint presentation
The document discusses the process of creating a thriller opening sequence for a class project. It describes using various equipment like cameras, tripods, and programs like GarageBand, LiveType, and Photoshop. GarageBand was used to compose a soundtrack from limited samples, while LiveType was easiest to use for titles. Photoshop was challenging to learn but allowed creating backgrounds. Effects like speeding up shots and adding reverb to match were applied. The process involved planning concepts, storyboarding, filming, editing, and publishing the final product on YouTube and Facebook to gather feedback.
Evaluation q6
The group gained significant experience with technologies through constructing their final product compared to the preliminary task. Using a tripod rather than a hand-held camera for the final film resulted in smoother, less shaky footage. Their editing skills improved greatly from using iMovie for the preliminary task to Final Cut Pro for the final product, which offered more editing effects. For future projects, using a higher quality microphone and shooting more footage would further improve the technology level.
Evaluation question 7
The document discusses the key lessons learned from the preliminary task to the full product. For the preliminary task, there was little planning which resulted in issues like not enough camera angles and shaky footage. However, for the full product extensive planning was done around booking equipment, scheduling filming dates, and writing scripts. This improved the quality of filming which now used a professional HD camera on a tripod rather than a handheld camera. Editing also improved significantly by using Final Cut Pro instead of iMovie, allowing for more advanced editing techniques and options.
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About me
Maria is an 11-year-old girl from Brownsville, Texas who enjoys spending time with her large group of best friends. She likes playing soccer, piano, and gymnastics in her free time. Her favorite movies are The Notebook, The Clique, and Clueless. Maria's favorite places to eat are Chick-Fil-A with friends Karen and Audrie, as well as Whataburger and Pizza Hut with other friends. Her favorite colors are purple, blue, green, pink, red, and black.
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About me
Maria is an 11-year-old girl from Brownsville, Texas who enjoys spending time with her large group of best friends. She likes playing soccer, piano, and gymnastics in her free time. Her favorite movies are The Notebook, The Clique, and Clueless. Maria's favorite places to eat are Chick-Fil-A with friends Karen and Audrie, as well as Whataburger and Pizza Hut with other friends. Her favorite colors are purple, blue, green, pink, red, and black.
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All about me
Maria is an 11-year-old girl born in Brownsville, Texas. She enjoys playing soccer, piano, and gymnastics in her free time. Her favorite places to visit are San Antonio, Canada, California, Florida, and Austin. She likes hanging out with her large group of best friends and going to movies and restaurants with them. Her favorite movies are The Notebook, The Clique, Clueless, Easy A, and Snow White.
About me
Maria is an 11-year-old girl from Brownsville, Texas who enjoys spending time with her large group of best friends. She likes playing soccer, piano, and gymnastics in her free time. Her favorite movies are The Notebook, The Clique, and Clueless. Maria's favorite places to eat are Chick-Fil-A with friends Karen and Audrie, as well as Whataburger and Pizza Hut with other friends. Her favorite colors are purple, blue, green, pink and red.
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All about me
Maria is an 11-year-old girl born in Brownsville, Texas. She enjoys playing soccer, piano, and gymnastics in her free time. Her favorite places to visit are San Antonio, Canada, California, Florida, and Austin. She likes hanging out with her large group of best friends and going to movies and restaurants with them. Her favorite movies are The Notebook, The Clique, Clueless, Easy A, and Snow White.
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Similar to Evaluation question 4
Q4
The document summarizes the various technologies used for research, planning, filming, editing, and evaluating a documentary project. Google, YouTube, Microsoft Word, and PowerPoint were used for initial research. Footage was captured using a Sony camera, and a clip-on microphone and tripod were used for interviews. Images for a print ad were taken with a Nikon camera. Audacity was used to record audio, and Adobe Premier and Photoshop were used to edit video, audio, and images. Blogger hosted research blogs, while Prezi and Slideshare presented evaluations.
Q4
The document discusses the various technologies used for research, production, and evaluation of a documentary. Google, YouTube, Microsoft Word, and PowerPoint were used for initial research. Footage was captured using a Sony camera, and a clip-on microphone and tripod were used for interviews. Images for a print ad were taken with a Nikon camera. Audacity was used to record audio, and Adobe Premier and Photoshop were used for video and image editing. Blogger hosted research blogs, while Prezi and Slideshare presented evaluations.
Evaluation Question 4
The student used a variety of media technologies throughout the different stages of their documentary project. They began by researching online, taking notes from documentaries on YouTube and creating a blog to document their work. Word was used to develop ideas and research content for the documentary. Interviews were conducted and recorded using video cameras and audio equipment, and edited in Premiere Pro. Stock footage was sourced online and imported into editing software. Effects, titles, and music were added to polish the final product, which was shared online through blogs and social media for feedback.
Question 4 presssss
The document summarizes how the author used various media technologies at different stages of creating a documentary project. At the planning stage, they used pen and paper to create storyboards, mind maps, and written materials. They uploaded these to their blog by scanning and editing images. For research, they used Google to find informational websites on phobias. Word was used for writing and Excel to create graphs from survey results. Adobe Premiere was the primary editing software, and footage was captured from tapes. Photoshop was used to design a print ad by transforming a photo. PowerPoint and SlideShare were also referenced but not described.
Evaluation question 6
Throughout creating a horror film opening sequence, the author learned about various technologies. They used a Canon camera to film scenes but found lighting was poor, requiring re-shoots. Adobe Premiere Pro was used to edit the film, where the author learned editing skills like trimming clips and adding transitions. Online surveys and research of other horror openings helped develop plot ideas. Adobe Photoshop allowed creating logos and banners to brand the film. Blogging about the project helped organize work and develop a creative horror theme.
Ak question 4
Over the course of her project, Amy used various new media technologies for research, planning, and production. She conducted online research using Google, Wikipedia, YouTube, and websites like Pearl and Dean. She created a SurveyMonkey questionnaire for audience research and used PowerPoint, Prezi, and Timetoast to present her findings. For filming, she learned to use a Canon camera, lights, and other equipment. Final Cut Pro was used to edit footage and add titles, transitions, and sound. Photoshop aided in designing the magazine cover and poster. The finished trailer was uploaded to YouTube and all products were posted to a Mahara journal for post-production.
Evaluation question 4
We used various media technologies at different stages of planning and producing our documentary on biscuit sales. In the research stage, we used the internet to find statistics on biscuit purchases and interviews with professionals. We used Word for documents, Excel to analyze survey results, a camera and tripod for filming, and a mobile phone to contact interview subjects. In production, we used Adobe Premiere to edit footage and add effects. We created a print ad using Photoshop. For this question, we explained our media use through a PowerPoint presentation.
Question 4
The student used various new media technologies at different stages of their project. During the research stage, they used websites like YouTube to analyze existing film trailers and Google to search for relevant information. They tested out video cameras by taking practice shots. In the construction stage, they used software like iMovie, Photoshop, and InDesign to edit videos, images, and layouts. They also found free fonts, sounds, and images online using websites like Dafont.com and FreeSound.com. Throughout the process, they logged their activities on Blogger and used Macs to store and share their work.
Question 4 evaluation
The document discusses how new media technologies were used at each stage of creating a movie trailer and posters for a horror film coursework project. Photoshop, InDesign, iMovie, and PicMonkey were used to construct and design the theatrical poster and trailer. YouTube and research of other horror trailers helped in planning the project. An online questionnaire and InDesign assisted with audience research. The trailer and posters were uploaded online for feedback during the evaluation stage.
4. How did you use new media technologies in the construction and research, p...
The document discusses the use of various new media technologies in creating, researching, planning, and evaluating a movie trailer, magazine cover, and poster. Google was used for general research on movie plots, symbols, and analyzing other similar media texts. YouTube provided inspiration from other trailers and ideas for shots and sounds. SlideShare, Prezi, and databases allowed for analyzing media texts and planning ideas. Blogger documented the process. Filming equipment like cameras, microphones, and lights were used to capture footage. Adobe Premier and Photoshop allowed for editing videos and images by adding effects and cropping out flaws. Various technologies like Prezi, blogs, and SlideShares were used to evaluate the projects.
Question 4
The document discusses the various media technologies used at different stages of creating a documentary project. In planning, the group researched online and watched similar documentaries on YouTube for inspiration. Microsoft Word and Excel were used to design questionnaires and analyze responses. Equipment like digital cameras, video cameras, and microphones were used to film interviews, reconstructions, and vox pops. Adobe Premiere was the primary software for editing video and audio. Photoshop was used to design print advertisements. PowerPoint, mobile phones, and blogs were utilized for evaluation and sharing the final work.
How did you use media technologies in the
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation stages of a media project. Technologies used included the internet for research, blogs for planning, cameras and microphones for filming, movie maker for editing, photoshop for poster and magazine design, and different presentation methods like PowerPoint and podcasts for evaluation. Challenges arose like battery and memory issues, but the technologies overall helped effectively complete the different stages of the project.
Question 4
The document summarizes how various media technologies were used at different stages of a documentary project. In the planning stage, pen and paper were used for storyboards and mind maps, which were then uploaded to a blog. During research, the internet (Google) was used to find information on phobias from various websites. Word was used for writing and Excel to create graphs from survey results. A camera, tripods, microphones and headphones were used for filming interviews. Mobile phones, emails and a stills camera were also used. Adobe Premiere was the primary software for editing, adding titles and sound. Photoshop was used to manipulate photos for a print ad. PowerPoint was uploaded to a blog using Sl
How did you use new media technologies in
The document describes the use of various new media technologies during the research, planning, construction, and evaluation stages of creating a horror film teaser trailer, poster, and magazine cover. Google, IMDb, Empire magazine, Total Film, YouTube, and Wikipedia were used for initial research. Word, Blogger, and a digital camera were used in the planning stage. iMovie, InDesign, Photoshop, and a camera were used for construction. YouTube, questionnaires, a dictaphone, Word, PowerPoint, and Slideshare were used for evaluation.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Question 4
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Evaluation question 4 media
The document discusses the various media technologies used at different stages of a documentary project. It describes using Adobe Premiere Pro for editing video footage and setting up cameras properly for filming interviews and cutaways. Internet research involved using Google to find information and YouTube for archive footage and music. Word was used for planning and Photoshop for a print advert. Throughout the project, the author gained experience with different technologies like Premiere Pro, cameras, and video converters.
Q4
The document discusses the various digital tools and online resources used during the research, planning, filming, editing, and evaluation stages of creating a documentary. These included using Google to research documentary conventions, YouTube to analyze documentary styles, and streaming services to identify recent topics. Photoshop, cameras, iMovie, and Prezi were used for planning, filming, editing, and presenting the documentary. Social media like Twitter was used to engage audiences.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
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Evaluation question 4
- 1. Evaluation Question 4 How did you use media technologies in the construction and research planning and evaluation stages?
- 2. Planning process For this topic, the group used all of the skills and ability that we had learnt previously in other tasks. This time, with all of our knowledge and understanding put together, I was able to get a better understanding of what we should do when it comes to planning, filming and editing the documentary itself, the print advert and the radio advert. In the planning process we used basic stationary to come up with ideas, brainstorms, and drawing out storyboards that were relevant to each shot we would use. We then scanned our storyboards and shot positioning onto the computer and put it onto our blog’s. During the research and planning process as a group we found relevant books, magazines and web site’s that could help us with our documentary. We also used the Internet to arrange interviews and to film cutaways to include.
- 3. Filming process When it came to filming we had to use our own knowledge from past experience to work and manoeuvre the camera. We made sure all of the settings on the camera were correct, made sure the microphone was working (sound checks), and provided sufficient light sources such as the red heads that we had a chance to use. We always made sure that the camera settings were correct, such as putting the frame in wide screen mode, so when it came to editing, we had no worries. We had to make sure all of the mise en scene was correct, such as location, props, and camera position to ensure that the shot wouldn’t include glaring problems and noticeable shadows. We had already planned the majority of this, so it was easy when we came to film.
- 4. Filming process continued We used tripods and microphones. We had to make sure that the sound quality of the interviews and the voxpops were of a good standard because if they weren’t we would have little time to re-film them after realising our error. To avoid this we used headphones and constructed a microphone test before every interview.
- 5. Editing process When we came to edit, we used adobe premiere. This is an application I had used previously, so I was pretty familiar with it. To capture the tape, all I needed to do was put the tape into the tape player, decided which parts we wanted to use and the input/output them.After repeating this over and over and over again, we had all our selected clips.We started cutting, dragging, cropping and putting them onto our timeline.
- 6. Adobe Photoshop When we started to plan our Newspaper print advert we brainstormed the ideas possible and thought about somebody sticking their tongue out as an extreme close up and putting a photograph that we took from Leroy's Lizard Lounge onto it. We thought that maybe a spider would be good, but when we tried this it looked very unrealistic and was quite tricky to correct. We then decided to look at the other stills we took from Leroy's lizard lounge and decided to change our original plan to incorporate a snakes head onto the tongue of our volunteer. We also made sure that the Channel 4 logo, information about ‘Face The Fear’ , and a slogan were on this piece.