Evaluation question 4 final cut pro
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Final Cut Pro was used to edit the short film. This software provided options for editing and allowed importing music and adding transitions between shots. Filters could also be applied, such as using greyscale in one scene. The software enabled adjusting the pace of shots to match the storyboard. Overall, Final Cut Pro was versatile for the construction and editing of the short film.
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Evaluation - Question 6
During the process of creating a film project, the student learned about various technologies. In pre-production, they researched film genres, characters, shots, and angles using computers and resources from class. They struggled to use new script writing software. In production, they used a Panasonic video camera to capture needed shots due to its lightweight and image quality. They adjusted the camera settings to achieve a more cinematic look. In post-production, they easily edited clips together using Premiere Pro software that they were familiar with from previous experience. They also used YouTube, Blogger, and Slideshare to share their work online.
Paul evalution
YouTube was used extensively to research ideas, techniques, and tutorials for editing an opening thriller sequence. The Art of the Title Sequence website also provided examples of title designs and editing styles from movies. A Flip camera was used to record planning discussions and capture storyboards. Final Cut Express software allowed precise editing and effects to be added. GarageBand was used to create background music, though preset sounds were limited. A Canon HD camera captured footage, and dollies and tripods were used to get smooth shots. LiveType created title sequences, but font options were limited. During and after production, team members blogged about progress and techniques. Feedback on the final project was positive.
Evaluation q6
The document discusses the various technologies used to create a student film project. Blogger allowed for collaboration between students and teachers by providing an online platform to share and record work. Video and still cameras were used to capture footage, which was saved to SD cards and transferred to a hard drive for backup. Motion 4 was used to create an opening title sequence and identify for their fictional film company. Final Cut Pro and Soundtrack Pro were combined to edit footage and add sound, with the finished products exported between the applications. All of the technologies played important roles in the final thriller opening.
Editing technology
This document discusses how Final Cut Pro was used to edit a documentary production. It describes using the software to create time lapses by adjusting clip speed and duration. Titles were also created in Final Cut to help structure the narrative. The color correction tool improved nighttime footage by highlighting colors and making shots clearer to enhance the overall quality.
Evaluation Of Technologies
The document discusses the various media technologies used to plan, film, edit, and evaluate a music video created by students for the Radiohead song "Talk Show Host". Planning involved researching similar music videos online and using Google Images. Test footage was captured with a Canon camera and edited together. The final video was filmed using the Canon and a Sony camcorder, and edited in Final Cut Express. It was shared via QuickTime, evaluated in a PowerPoint, and the feedback was recorded with the Canon camera. A blog documented their entire process.
Mashud q6
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Mashud q5
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Final Cut Pro
Final Cut Pro is a video editing software that can be used to edit videos and make them look more professional. It allows multiple videos to play simultaneously and offers various transitions between cuts. While tricky to use initially, practice with Final Cut Pro on a school project will make it easier to use over time. It has features like color correction and audio enhancement that will help students create a high-quality trailer for a coursework assignment.
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Evaluation - Question 6
During the process of creating a film project, the student learned about various technologies. In pre-production, they researched film genres, characters, shots, and angles using computers and resources from class. They struggled to use new script writing software. In production, they used a Panasonic video camera to capture needed shots due to its lightweight and image quality. They adjusted the camera settings to achieve a more cinematic look. In post-production, they easily edited clips together using Premiere Pro software that they were familiar with from previous experience. They also used YouTube, Blogger, and Slideshare to share their work online.
Paul evalution
YouTube was used extensively to research ideas, techniques, and tutorials for editing an opening thriller sequence. The Art of the Title Sequence website also provided examples of title designs and editing styles from movies. A Flip camera was used to record planning discussions and capture storyboards. Final Cut Express software allowed precise editing and effects to be added. GarageBand was used to create background music, though preset sounds were limited. A Canon HD camera captured footage, and dollies and tripods were used to get smooth shots. LiveType created title sequences, but font options were limited. During and after production, team members blogged about progress and techniques. Feedback on the final project was positive.
Evaluation q6
The document discusses the various technologies used to create a student film project. Blogger allowed for collaboration between students and teachers by providing an online platform to share and record work. Video and still cameras were used to capture footage, which was saved to SD cards and transferred to a hard drive for backup. Motion 4 was used to create an opening title sequence and identify for their fictional film company. Final Cut Pro and Soundtrack Pro were combined to edit footage and add sound, with the finished products exported between the applications. All of the technologies played important roles in the final thriller opening.
Editing technology
This document discusses how Final Cut Pro was used to edit a documentary production. It describes using the software to create time lapses by adjusting clip speed and duration. Titles were also created in Final Cut to help structure the narrative. The color correction tool improved nighttime footage by highlighting colors and making shots clearer to enhance the overall quality.
Evaluation Of Technologies
The document discusses the various media technologies used to plan, film, edit, and evaluate a music video created by students for the Radiohead song "Talk Show Host". Planning involved researching similar music videos online and using Google Images. Test footage was captured with a Canon camera and edited together. The final video was filmed using the Canon and a Sony camcorder, and edited in Final Cut Express. It was shared via QuickTime, evaluated in a PowerPoint, and the feedback was recorded with the Canon camera. A blog documented their entire process.
Mashud q6
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Mashud q5
The document discusses technologies learned during the process of creating a film project. It describes using a camera to record clips, importing clips into Final Cut Pro for editing. In Final Cut Pro, the author learned to make subclips to select scenes, use cut and color correction tools to structure the film, and adjust sound levels using the pen tool. GarageBand was used to find and create music, while Livetype and Motion were used to create title screens, with Motion adding additional effects. The programs integrated directly with Final Cut Pro to import work into the film project.
Final Cut Pro
Final Cut Pro is a video editing software that can be used to edit videos and make them look more professional. It allows multiple videos to play simultaneously and offers various transitions between cuts. While tricky to use initially, practice with Final Cut Pro on a school project will make it easier to use over time. It has features like color correction and audio enhancement that will help students create a high-quality trailer for a coursework assignment.
Postproduction
The document discusses the stages of post-production for various media projects completed by the student. It prompts the student to brainstorm and detail their post-production process, including the tools and software used, as well as their strengths and weaknesses. The student is asked to evaluate their progression of editing and Photoshop skills between two projects, and how their use of technologies like Final Cut Express helped them present work creatively and tie it to key media concepts.
Evaluation – Q6
I have learned about various technologies through constructing this product:
- Using Blogger to write blog posts and view others' work, and Google to research information for the project.
- Watching films on Netflix for inspiration and information on the horror genre.
- Using Celtx scriptwriting software to layout our script and format it in a director's style.
- Filming with a Canon DSLR camera and Zoom audio recorder for high quality video and audio, adding effects in post.
- Editing in Adobe Premiere Pro and Corel VideoStudio to trim shots, add effects like flashbacks, and make the product look professional.
- Uploading the final video to YouTube and blog
Evaluation task 4
New media technologies were used throughout the construction of a music video. A WordPress blog was created for communication and research was conducted online using sites like Prezi and Scribd. Filming used a DSLR camera and flycam, and editing was done in Adobe Premiere Pro. Mobile phones facilitated meetings and uploads. Photoshop was used to design packaging, and presentation technologies like Prezi and WordPress were employed for evaluations.
Evaluation question 6
During the construction of a media product, the document discusses several technologies learned:
A digital video camera was used to film, and how to operate it and use a tripod. Adobe Premiere Elements allowed editing, cutting, and adding transitions. Websites like Dafont.com, Freesound.org, and YouTube were used for fonts, sound effects, uploading finished videos, and analyzing other films. BlogSpot taught how to embed YouTube videos to document the construction process.
Section 6
This document summarizes the preproduction, production, and postproduction stages of a student psychological horror film. In preproduction, they researched similar films and determined their target audience was 15+. In production, they used a Panasonic camera and props like fake blood. In postproduction, they edited the film using Adobe Premiere Pro to add visual effects, sound editing, and connect clips together. Technologies used included YouTube, Google, Celtexts for scriptwriting, and Adobe Premiere Pro for editing. The camera had focusing issues and picked up background noise. Lessons learned included using Blogger, filming with the Panasonic camera, editing in Premiere Pro, and scriptwriting in Celtexts.
What have you learnt
The document discusses technologies used to create a film product. A Panasonic camera was used for handheld and tripod shots. Final Cut Pro was used for editing, which allowed transitions and effects but required tutorials to learn. Some footage issues occurred during transfer but were resolved. Sound editing on Final Cut Pro involved altering diegetic and non-diegetic sounds between scenes using volume and panning controls. Permissions were obtained to use external sound effects.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Question Four: Construction
For research and planning, the document's author used a DSLR camera with a tripod and stabilizer to record visuals and a Yeti microphone to record audio and sound effects using Audacity. After Effects was used to create an intro, which was difficult as the author was new to the software, but became more comfortable using it to create a title. Premiere Pro was used for video editing to create a dynamic trailer composition mainly using fading techniques. Photoshop was the main graphic editing tool used to create the poster and magazine cover through its multi-layer design capabilities.
Q4 evaluation
I used various media technologies at each stage of planning and constructing my evaluation. During research and planning, I used Photoshop to design the CD package and websites like YouTube to analyze music videos. I also used Blogger to electronically present my work. Throughout the process, I relied on Microsoft Word to write notes, scripts, and analyses and used the internet, including Google, to find more information and ideas. For production, I used a digital camera, professional lighting, a green screen, and a tripod. I edited the final video using software that allowed me to cut unwanted footage and adjust lighting and color.
4
The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
Section 6
In preproduction, the filmmakers researched psychological horror films such as The Shining to inform their project. They determined their target audience would be 15+ due to strong violence. In production, they used a Panasonic camera and props like fake blood. In postproduction, they edited visual effects, sound, and connected clips in Adobe Premiere Pro. They describe the technologies used for research, scriptwriting, filming, and editing. The camera was suitable but lacked focus and picked up background noise at times. Overall, the filmmakers learned filmmaking skills like recording, editing, and using various technologies.
Portfolio supporting document
Harry collaborated with peers on music videos using cameras and drones, adding visual effects in Premiere Pro. He enjoys making music on GarageBand and has created a multi-level animated retro game in Photoshop. His first film was an experimental horror genre project, while other works include a car marketing video and a documentary on bird feeding with narration. Harry focuses on post-production editing, camera settings, shots, and camera movements to refine his projects.
Question 6
The document discusses the technologies and equipment used to create a media product. It describes using cameras and tripods for filming establishing shots and pans. It also discusses using GarageBand to create music with effects and loops, as well as using royalty-free music. LiveType was used to create the movie title, which was initially confusing but became easier with use. Final Cut HD was used to edit clips, add transitions, and text for credits, though exporting to HD took some experimenting. In summary, it discusses the filming, music creation, titling, editing, and exporting processes used to create a professional media product.
Media question 4
Jack used various media technologies at different stages of his documentary project. He used the program Comic Life to create storyboards from still images, which helped speed up the editing process. He also used blogs to share research and production materials with his team. For editing, he learned to use Final Cut Pro, which allowed for easy timeline composition and effects. He created a high quality radio trailer using GarageBand, recording audio and importing into the program. Word, Photoshop, and InDesign were used to design a double-page magazine article. PowerPoint and SlideShare were used for the evaluation presentation and blog upload.
Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Evaluation Question 4
The document discusses the use of new media technologies in the planning, construction, and evaluation of a media project. Blogger was used to organize planning and research, presenting content through video, images, and slideshows, and to gather feedback through questionnaires. Adobe Premiere Pro and Adobe Premiere Elements were used for editing, with Premiere Pro used for storyboards and drafts, and Elements used for final editing at home. Photoshop was used to manipulate images. Video and images were captured using a Sony a6000 camera and Canon HF G25 camcorder. Additional software like Prezi, YouTube, and SlideShare were used to share and present content in different formats. Audio equipment included a
How to edit using premiere pro
To edit using Premiere Pro, you must first save your project in an organized folder structure with separate folders for footage, sound, and archives. Within Premiere Pro, you then set up a new project and import converted footage files. The basic editing process involves previewing clips, dragging them onto the timeline in the desired order, and using toolbar tools like the razor tool to cut and edit the sequence as needed. More advanced techniques can then be explored like adding transitions, effects, and text.
What have you learnt about technologies from the
Kainaat Mirza discusses their experience filming and producing an opening title sequence for a project. They were able to use advanced cameras and software that they had not used before. This included using focus settings on the camera, steady shots from a tripod, and a unique perspective from attaching a gorilla pod to a railing. Soft box lighting equipment and editing software like Final Cut Pro X helped them add effects and refine the project. Sound was also created using GarageBand to complement one of the scenes.
What have you learnt about technologies from the process of constructing this...
Jack learned about various digital technologies through creating his project. He used Blogger to document his process, gaining knowledge of publishing information online. He used YouTube to upload project footage and show it to a global audience, while also learning video editing skills in Final Cut Pro. He learned camera and editing techniques shooting with a Panasonic camera and tripod. After Effects taught him animation and visual effects skills like particle simulations. Soundtrack Pro helped him create soundtracks and synchronize audio. Prezi and SlideShare allowed interactive presentations online.
Evaluation Question 4
The document describes the equipment used to film and edit a music video. This included a camera to film the various locations and capture images for the digipak. A basic tripod was used to keep the camera still for fast-paced shots. A phone played the music loudly on set to help sync performances with the lyrics. A projector also provided background lighting for some performance shots. Editing software like Adobe Premier Pro on school computers was used to edit the video and create the magazine and digipak layouts using Photoshop.
Belleza y cuerpo ,
El documento ofrece consejos para mantener un estilo de vida saludable, incluyendo exfoliarse la piel, hidratarse, hacer ejercicio en casa para quemar calorías, y seguir una dieta balanceada según las porciones recomendadas por la OMS, con énfasis en cereales, vegetales, frutas, lácteos, proteínas y una cantidad limitada de grasas.
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Postproduction
The document discusses the stages of post-production for various media projects completed by the student. It prompts the student to brainstorm and detail their post-production process, including the tools and software used, as well as their strengths and weaknesses. The student is asked to evaluate their progression of editing and Photoshop skills between two projects, and how their use of technologies like Final Cut Express helped them present work creatively and tie it to key media concepts.
Evaluation – Q6
I have learned about various technologies through constructing this product:
- Using Blogger to write blog posts and view others' work, and Google to research information for the project.
- Watching films on Netflix for inspiration and information on the horror genre.
- Using Celtx scriptwriting software to layout our script and format it in a director's style.
- Filming with a Canon DSLR camera and Zoom audio recorder for high quality video and audio, adding effects in post.
- Editing in Adobe Premiere Pro and Corel VideoStudio to trim shots, add effects like flashbacks, and make the product look professional.
- Uploading the final video to YouTube and blog
Evaluation task 4
New media technologies were used throughout the construction of a music video. A WordPress blog was created for communication and research was conducted online using sites like Prezi and Scribd. Filming used a DSLR camera and flycam, and editing was done in Adobe Premiere Pro. Mobile phones facilitated meetings and uploads. Photoshop was used to design packaging, and presentation technologies like Prezi and WordPress were employed for evaluations.
Evaluation question 6
During the construction of a media product, the document discusses several technologies learned:
A digital video camera was used to film, and how to operate it and use a tripod. Adobe Premiere Elements allowed editing, cutting, and adding transitions. Websites like Dafont.com, Freesound.org, and YouTube were used for fonts, sound effects, uploading finished videos, and analyzing other films. BlogSpot taught how to embed YouTube videos to document the construction process.
Section 6
This document summarizes the preproduction, production, and postproduction stages of a student psychological horror film. In preproduction, they researched similar films and determined their target audience was 15+. In production, they used a Panasonic camera and props like fake blood. In postproduction, they edited the film using Adobe Premiere Pro to add visual effects, sound editing, and connect clips together. Technologies used included YouTube, Google, Celtexts for scriptwriting, and Adobe Premiere Pro for editing. The camera had focusing issues and picked up background noise. Lessons learned included using Blogger, filming with the Panasonic camera, editing in Premiere Pro, and scriptwriting in Celtexts.
What have you learnt
The document discusses technologies used to create a film product. A Panasonic camera was used for handheld and tripod shots. Final Cut Pro was used for editing, which allowed transitions and effects but required tutorials to learn. Some footage issues occurred during transfer but were resolved. Sound editing on Final Cut Pro involved altering diegetic and non-diegetic sounds between scenes using volume and panning controls. Permissions were obtained to use external sound effects.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Question Four: Construction
For research and planning, the document's author used a DSLR camera with a tripod and stabilizer to record visuals and a Yeti microphone to record audio and sound effects using Audacity. After Effects was used to create an intro, which was difficult as the author was new to the software, but became more comfortable using it to create a title. Premiere Pro was used for video editing to create a dynamic trailer composition mainly using fading techniques. Photoshop was the main graphic editing tool used to create the poster and magazine cover through its multi-layer design capabilities.
Q4 evaluation
I used various media technologies at each stage of planning and constructing my evaluation. During research and planning, I used Photoshop to design the CD package and websites like YouTube to analyze music videos. I also used Blogger to electronically present my work. Throughout the process, I relied on Microsoft Word to write notes, scripts, and analyses and used the internet, including Google, to find more information and ideas. For production, I used a digital camera, professional lighting, a green screen, and a tripod. I edited the final video using software that allowed me to cut unwanted footage and adjust lighting and color.
4
The document discusses the new media technologies used at different stages of a project. An HD video camera was used to record footage for a trailer to ensure high quality. A 55mm lens camera was used to take basic pictures for a magazine and film poster. Photoshop was used to edit the images for the poster and magazine, applying effects like color enhancement and blurring. Final Cut Pro was used to edit the trailer, adding transitions, speed adjustments, and blurred effects to make it scary. Prezi and SlideShare were used to visually present evaluation information about the project.
Section 6
In preproduction, the filmmakers researched psychological horror films such as The Shining to inform their project. They determined their target audience would be 15+ due to strong violence. In production, they used a Panasonic camera and props like fake blood. In postproduction, they edited visual effects, sound, and connected clips in Adobe Premiere Pro. They describe the technologies used for research, scriptwriting, filming, and editing. The camera was suitable but lacked focus and picked up background noise at times. Overall, the filmmakers learned filmmaking skills like recording, editing, and using various technologies.
Portfolio supporting document
Harry collaborated with peers on music videos using cameras and drones, adding visual effects in Premiere Pro. He enjoys making music on GarageBand and has created a multi-level animated retro game in Photoshop. His first film was an experimental horror genre project, while other works include a car marketing video and a documentary on bird feeding with narration. Harry focuses on post-production editing, camera settings, shots, and camera movements to refine his projects.
Question 6
The document discusses the technologies and equipment used to create a media product. It describes using cameras and tripods for filming establishing shots and pans. It also discusses using GarageBand to create music with effects and loops, as well as using royalty-free music. LiveType was used to create the movie title, which was initially confusing but became easier with use. Final Cut HD was used to edit clips, add transitions, and text for credits, though exporting to HD took some experimenting. In summary, it discusses the filming, music creation, titling, editing, and exporting processes used to create a professional media product.
Media question 4
Jack used various media technologies at different stages of his documentary project. He used the program Comic Life to create storyboards from still images, which helped speed up the editing process. He also used blogs to share research and production materials with his team. For editing, he learned to use Final Cut Pro, which allowed for easy timeline composition and effects. He created a high quality radio trailer using GarageBand, recording audio and importing into the program. Word, Photoshop, and InDesign were used to design a double-page magazine article. PowerPoint and SlideShare were used for the evaluation presentation and blog upload.
Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Evaluation Question 4
The document discusses the use of new media technologies in the planning, construction, and evaluation of a media project. Blogger was used to organize planning and research, presenting content through video, images, and slideshows, and to gather feedback through questionnaires. Adobe Premiere Pro and Adobe Premiere Elements were used for editing, with Premiere Pro used for storyboards and drafts, and Elements used for final editing at home. Photoshop was used to manipulate images. Video and images were captured using a Sony a6000 camera and Canon HF G25 camcorder. Additional software like Prezi, YouTube, and SlideShare were used to share and present content in different formats. Audio equipment included a
How to edit using premiere pro
To edit using Premiere Pro, you must first save your project in an organized folder structure with separate folders for footage, sound, and archives. Within Premiere Pro, you then set up a new project and import converted footage files. The basic editing process involves previewing clips, dragging them onto the timeline in the desired order, and using toolbar tools like the razor tool to cut and edit the sequence as needed. More advanced techniques can then be explored like adding transitions, effects, and text.
What have you learnt about technologies from the
Kainaat Mirza discusses their experience filming and producing an opening title sequence for a project. They were able to use advanced cameras and software that they had not used before. This included using focus settings on the camera, steady shots from a tripod, and a unique perspective from attaching a gorilla pod to a railing. Soft box lighting equipment and editing software like Final Cut Pro X helped them add effects and refine the project. Sound was also created using GarageBand to complement one of the scenes.
What have you learnt about technologies from the process of constructing this...
Jack learned about various digital technologies through creating his project. He used Blogger to document his process, gaining knowledge of publishing information online. He used YouTube to upload project footage and show it to a global audience, while also learning video editing skills in Final Cut Pro. He learned camera and editing techniques shooting with a Panasonic camera and tripod. After Effects taught him animation and visual effects skills like particle simulations. Soundtrack Pro helped him create soundtracks and synchronize audio. Prezi and SlideShare allowed interactive presentations online.
Evaluation Question 4
The document describes the equipment used to film and edit a music video. This included a camera to film the various locations and capture images for the digipak. A basic tripod was used to keep the camera still for fast-paced shots. A phone played the music loudly on set to help sync performances with the lyrics. A projector also provided background lighting for some performance shots. Editing software like Adobe Premier Pro on school computers was used to edit the video and create the magazine and digipak layouts using Photoshop.
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What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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Belleza y cuerpo ,
El documento ofrece consejos para mantener un estilo de vida saludable, incluyendo exfoliarse la piel, hidratarse, hacer ejercicio en casa para quemar calorías, y seguir una dieta balanceada según las porciones recomendadas por la OMS, con énfasis en cereales, vegetales, frutas, lácteos, proteínas y una cantidad limitada de grasas.
god paint
La naturaleza es una obra de arte creada por Dios, con montañas, valles, ríos y océanos de diferentes colores que brindan belleza y asombro. Cada día trae consigo cambios sutiles en el paisaje a medida que avanza el clima y las estaciones, y aunque a veces haya tormentas, el sol siempre vuelve a salir. La Tierra es un regalo que debemos cuidar y apreciar.
Evaluation 4 done
The document discusses the use of various media technologies in the planning, research, and evaluation stages of a project. Slideshare and Powerpoint were used in the planning and research stages to document work in a presentation format. Powerpoint was used to create the slides, which were then uploaded to Slideshare and linked to a blog. Prezi was used for the evaluation question due to its focus on media technologies, allowing the user to zoom in and out of a project and share the Prezi file through other technologies like Blogger.
Evaluation question 1 more added
The poster challenges conventions of real media posters in several ways. It does not include images of the actors, instead only mentioning their names. The font, background image, and color scheme were chosen to suit the horror genre. The tagline "How well can you play?" relates to the title in a punning way and directly addresses the target audience. Placement of credits and adding a URL link where audiences can find more information also develop conventions. While some conventions are followed, like hierarchical actor names, the poster aims to intrigue audiences through its ambiguous and sinister style.
Presentation_On_25June09
The team configured a server with RAID 5 and installed Debian on it to provide a secure and reliable platform for software development. They created 3 virtual private servers on the server for subversion, wiki, and IOC purposes. Currently, MySQL is running on one VPS and MediaWiki, PHP, and Apache are running on another. The team learned about OpenVZ virtualization, RAID configuration, wiki installation, Debian installation, Linux commands, setting up VPS containers and networks, and LAMP installation. They also understood the campus network architecture and set up a server for an ACIIL project.
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Music video evaluation question 4
1) The student used Premier Pro to edit footage and add effects like letterboxing and color correction to produce their music video. Photoshop was used to design promotional materials like magazine ads and album artwork.
2) Other technologies used included Blogger to create an editable blog to publish work, YouTube for research and inspiration, and Prezi/Slideshare to publish presentations on the project.
3) Basic equipment like a handheld camera, tripod, torch, and reflector were used to capture footage.
Evaluation 4
New media technologies were essential for researching, planning, and producing a children's TV program. The group used the internet to research conventions of the genre on YouTube and BBC websites. They created title sequences and edited video clips using Final Cut Pro, learning how to use filters and adjust playback speed. Soundtrack Pro was used to compose an original soundtrack that fit the mysterious storyline. Photoshop allowed them to design magazine covers and DVD packaging by layering and manipulating photos. Overall, these technologies helped the group complete a professional-looking TV program and related materials.
Evaluation Question 6 - Augusto Pitsilides
The document discusses the various hardware and software used to create a film project. It describes using JVC camcorders, tripods, and a Fig Rig for filming. Final Cut Pro, Soundtrack Pro, Photoshop, Camtasia, and After Effects were the main software packages used for editing footage, adding effects and sound, creating titles, and capturing screen recordings. The document also mentions using websites like Prezi, Blogger, and Slideshare for presentations and blogging about the project's progress.
Question 4 evaluation
For research, planning, and evaluation of their documentary project, the student used various new media technologies and software programs. They used search engines like Google to research facts, and news websites for reliable sources. Presentation software like Powtoon, Emaze, Wideo, Prezi, and Slideshare were used to analyze similar media products and avoid repetition. For construction, they used Canon cameras, microphones, and Premiere Pro for editing. GarageBand was used to create a radio trailer. Photoshop created backgrounds and InDesign was used for layout of a TV guide article. The student found new software like Animoto and Glogster helpful for evaluation.
Evaluation question 4
During the research, planning, construction, and evaluation stages, various media technologies were used. For research, Google was used to search for information on the target audience and genre, while Prezi and PowerPoint were used to organize findings and publish to Blogger. A camera was used to film interviews and pitches for review. During construction, a video camera filmed footage, a voice recorder captured audio, and Movie Studio Platinum was used to edit scenes together. A digital camera took high quality photos for the digipack and advert, which Photoshop merged and edited. For evaluation, Prezi, Movie Studio Platinum, Powtoon, and PowerPoint were used to create and publish answers to the evaluation questions in different formats
G324 Evaluation Question 4
G324 Evaluation Question 4 - How did you use media technologies in the construction and research, planning and evaluation stages? - Kieran Panchal
How did you use media technologies in the
1. The document discusses various media technologies used for a school project, including GarageBand for sound editing, Photoshop for image editing and designing ancillary texts, YouTube for research and sharing final projects, and PowerPoint and Prezi for presenting research.
2. Final Cut Pro was the primary video editing software used to import footage, add titles from Motion, apply audio, color correction, and export the final video.
3. Other technologies discussed include using a camera to film footage, Motion for creating titles, and utilizing an iMac which had the necessary software pre-installed.
Constructing our product
The document summarizes the process of creating an opening sequence for a project called FOUND. It describes:
1) The main editing software used was Final Cut Pro, which they used to edit shots, add effects, and pull the opening sequence together.
2) Other equipment included Mac computers to edit on, a camera to film footage, and a tripod for stability during shooting.
3) They gained experience with Final Cut Pro during a preliminary task, which helped them become more efficient and able to add effects for the final opening sequence.
Digital technology essay
1) Throughout their media studies course, the author learned how to use various digital technologies like Final Cut Pro, Photoshop, and Illustrator to create short films, film posters, magazines covers, and film trailers.
2) Their early projects focused on learning editing software like Final Cut Pro by recreating short films and practicing techniques like continuity editing.
3) Their final project was creating a teaser trailer for a thriller film called "Depth" along with promotional materials, requiring the use of Photoshop and Illustrator for the first time.
Evaluation question 4 (1)
During the research and planning stages, the student used various online tools like Google, Prezi, PowerPoint, and Blogger to conduct research and organize findings. Video footage from interviews and initial pitches were captured using a camera to allow review.
For construction of the music video and ancillary materials, the student utilized video and voice recording equipment, as well as editing software like Movie Studio Platinum and Photoshop. Mobile phones and cameras were also used.
To evaluate the project, the student created presentations and videos using Prezi, Powtoon, Movie Studio Platinum, and PowerPoint to answer the evaluation questions for posting online. Different media were chosen based on the needs of each question.
Question 4 evaluation
The document discusses the technologies used in the production of a music video. A video camera was used to record footage for the music video. Adobe Premiere was used to edit the footage and add effects like transitions, chroma keying, and time remapping. Photoshop was used to design ancillary materials like the CD back cover, allowing the addition of effects like glows, outlines, and blurs. YouTube and Blogger were used for uploading videos, presentations, and displaying work online during the planning and research stages.
Evaluation question 6
Adobe Premiere Pro and After Effects software were used to edit footage for a film project. Premiere Pro allowed cutting, trimming, editing audio and video to refine clips and organize their order. After Effects added title credits to footage using different fonts and animated text transitions to introduce clips. Both applications helped improve the film by precisely editing footage and clearly establishing timing through organized clip order and introductory credits.
Evaluation Question 4
Media technologies were used throughout all stages of the process, including blogging, YouTube, Slideshare, Prezi, Photoshop, camera equipment, and Apple Final Cut Pro X. Blogger was used to document the process. YouTube was used for research and embedding videos. Slideshare and Prezi were used to create professional-looking presentations. Photoshop was used for ancillary tasks and research. A Canon EOS600D camera captured high-quality footage. Tripods ensured steady shots. Final Cut Pro X was used to edit the documentary footage with voiceovers, effects, and cuts.
Evaluation q4
The document discusses the use of various new media technologies in the construction, research, planning, and evaluation stages of a project. Final Cut Pro, Photoshop, Illustrator, and digital cameras were used to create video footage, company branding, magazines, and posters. Final Cut Pro allowed editing of video clips, adding soundtracks and effects. Photoshop was used for image editing and layering on posters. Illustrator enabled adding professional fonts and text. YouTube distributed the final teaser trailer. Prezi, SlideShare, Google Docs and Emaze were used in the evaluation process to create and present visual evaluations.
Evaluation 4
The document discusses various media technologies used at different stages of a project. Premier Pro CS3 was used to edit video clips and add transitions, music, and color balancing to create a film trailer. A Sanyo Xacti camera was used to film clips for the trailer over several weeks. A Fuji film SLR was used to take high quality photos for a magazine cover and poster, adjusting settings to achieve different lighting effects. Photo Scape and Poster Forge software were used to edit images for the magazine cover and poster, with Photo Scape producing the best results. Windows Movie Maker was used to add title screens and effects to the film trailer. Other software included Any Video Converter to change file formats, Real
Media cw q4
The document discusses the use of various digital technologies in the production of a student film project. Photoshop was used to design the film poster, allowing the use of layers to efficiently layout text and images. GarageBand provided a large library of sound effects and music that were used to create atmosphere and a radio trailer. Final Cut Pro was used for video editing, allowing control over clip transitions and saturation to enhance the horror genre elements.
Software for editing
The document discusses the editing software that will be used for a film project. Final Cut Pro will be used for video editing because the creators have experience with the software and understand how to use it. Soundtrack Pro will be used for music editing for similar reasons. LiveType will be used for titles and credits since the team has experience with that software as well, which will allow them to create a more professional and polished final product.
Media studies eval powerpoint (improved)
The student used various media technologies at different stages of creating their documentary:
- A Sony camera was used to film all footage, interviews, and voiceovers. Dell computers were used for research, planning, and editing footage using Adobe Premiere Pro and Photoshop. Clip microphones captured clear interview audio.
- During construction, Adobe software edited footage together. Photoshop designed graphics. YouTube provided archive footage and hosted the final product.
- Evaluation involved reviewing footage on computers and YouTube, and answering questions using PowerPoint, Photoshop, and footage from the documentary.
How did you use new media technologies in the construction and research, plan...
The document discusses how new media technologies were used at various stages of creating a children's TV program. It summarizes that the internet was used for research, planning, and evaluating other products. The editing program Final Cut Pro was used to create the title sequence, add video and audio elements, and edit effects. Photoshop was used to create ancillary materials like magazine covers by layering and manipulating images. Audio Boo and SlideShare were used to upload audio and presentations to a blog. Blogger allowed work to be organized and presented over time, and new media technologies overall enabled a professional looking final product.
How did you use new media technologies in the construction and research, plan...
The document discusses how new media technologies were used at various stages of creating a children's TV program. It summarizes that the internet was used for research, planning, and evaluating other products. The editing program Final Cut Pro was used to create the title sequence, add video and audio elements, and adjust timing. Photoshop was used to create ancillary materials like magazine covers by layering and manipulating photos and images. Audio Boo and SlideShare were used to upload and embed audio and presentations on a blog. Blogger allowed work to be organized and presented over time, and new media technologies overall enabled a professional looking final product.
Similar to Evaluation question 4 final cut pro (20)
How did you use new media technologies in the construction and research, plan...
How did you use new media technologies in the construction and research, plan...
How did you use new media technologies in the construction and research, plan...
How did you use new media technologies in the construction and research, plan...
More from ChezInspireMe
Evaluation question 4
In the construction and research stages, the student used Adobe Photoshop and InDesign. Photoshop was used to edit background images, such as blurring a forest scene and adding smoke. InDesign was used to layout the double page spread and import images. The student also used Blogger to document their work, which they then shared via Slideshare and PowerPoint to collaborate with their production crew.
Question 3; film
The filmmaker received feedback that the characterization of the protagonist and antagonist was unclear. Specifically, the scene where the protagonist approaches the antagonist did not establish their roles well. There was also not enough emphasis on establishing the villainous nature of the antagonist through various shots showing her mysterious persona. Adapting techniques from other films like "Paranormal Activity 3" and "Orphan" that clearly establish the creepy nature of the antagonists could have helped audiences better understand the narrative.
Question 3; crew pack
The original production crew pack timetable lacked strict time framing for filming, which led to reshoots. However, it was efficient for tracking crew availability and equipment needs. A better timetable would have allotted specific days and maximum times for shooting, props, and documenting progress to improve efficiency and avoid reshoots. As producer, a more accurate and disciplined schedule should have been created for the production crew to follow strictly.
Evaluation question 2
The combination of the main product and ancillary texts is very effective. The poster depicts the protagonist in a long shot standing alone in the trees, which directly relates to one of the key shots in the film where the protagonist stands alone in the center of the frame surrounded by trees. For the double page spread, the creator aimed to directly link it to the climax of the film. Elements like character costumes, lighting colors, and the protagonist's image were adapted from the climax scene to the double page spread layout and design.
Pro log fed
The document summarizes the production log for creating a double page spread and film poster reviewing a short film. Key steps included selecting a two-page layout, dividing content for each page, placing background images and mock text to layout the design, cropping and fitting images and text, and creating the title with the chosen font style. The double page spread included three columns, headline, logo, review excerpt, rating, and a film still. Details on editing the main background image and adding elements like blurred effects, smoke, and tagline are provided for the film poster.
Production log cheryl[1] a2 (upload to blog)
This production log summarizes the first three weeks of filming for a short film. In week 1, the film crew had a camera workshop to learn filming skills. Week 2 involved shooting the exposition scene, establishing the main character at home, school, and in public. Various camera shots and angles were used to introduce the character. Week 3 continued shooting other scenes, including one at a bus stop and of the character interacting with a bully.
Mock up and research changed
The document provides information and examples of layouts for double page spreads in Empire magazine. It discusses conventional elements like separating the image and text, using consistent color schemes, and including page numbers. It also notes some unconventional elements like merging text with enlarged drop caps. Three mock-up layouts are proposed for a horror film promotion, incorporating things like stand first introductions, reviews, and multiple articles/images across the spread.
Sound finished pro log
The document provides a production log summarizing the placement of sound effects and music in a short film. An urban song called "Pass Out" was used for the opening scene to relate to the main character. An "alarm clock" sound effect was added to coincide with scenes of an alarm. The climax scene uses divided rushes of forest sounds with varying volume enhancements. Music was added to a "Chinese whisper" scene to change the mood and pace. An overview lists all sounds used throughout the film, including the opening song, climax forest sounds, and alarm clock.
Production log session 10
The document provides screenshots and details of shots taken for the exposition and classroom scenes of a film. For the exposition scene, shots show the protagonist crossing the road, interacting with a homeless person, and boarding a bus for college. Examples of these shots are selected for closer examination. The classroom scene features different camera angles such as medium close-ups and predominantly wide shots to establish the setting and capture multiple classroom actions at once from a large scale perspective.
Production log session 10
The document provides screenshots and details of shots taken for the exposition and classroom scenes of a film. For the exposition scene, shots show the protagonist crossing the road, interacting with a homeless person, and boarding a bus for college. Examples of these shots are selected for closer examination. The classroom scene features different camera angles such as medium close-ups and predominantly wide shots to establish the setting and capture multiple classroom actions at once from a large scale perspective.
Production log crew pack
The Fallen Apple Productions crew pack outlines responsibilities and tasks for the film crew of an upcoming short horror film. The producer, Cheryl, is responsible for securing locations, finding actors and props, creating the script, and overseeing the crew. The director, Topaz, will decide shots and scenes to match the storyboard and genre conventions. Camera and sound operator Deborah must find appropriate sounds and work with the director on shots. Editor Orianne will select shots, ensure narrative flow, and edit the film with input from the camera operator and director. A production timetable schedules camera workshops, rehearsals, and two weeks of filming over three weeks.
Production log final filming
Week 6 was the last week of filming for the Fallen Apples production. It was also the 3rd week of editing. The last day of filming involved reshoots of shots to replace mistakes made in editing. This final day of filming allowed them to reshoot scenes from new angles to improve continuity and replace errors from earlier editing. They also continued editing and worked on production logs.
Production log part 2
Week 3 of filming was challenging due to replacing an actress last minute. This caused delays and limited preparation time. Week 4 was productive with filming of multiple scenes and the start of editing. Week 5 involved reshooting a scene and continuing editing, though filming took longer than planned due to actor scheduling issues.
Production log cheryl[1] a2 (upload to blog)
This production log summarizes the first three weeks of filming for a short film. In week 1, the film crew had a camera workshop to learn camera skills. Week 2 involved shooting the exposition scene, introducing the main character at home, traveling to school, and arriving on campus. Various camera angles were used to show the character's reactions and follow his journey. The last scene of the exposition was easiest to film as it took place in an open public space.
Generic influences
The short film draws influence from the plot and characters of the feature film "Jennifer's Body". Specifically, the antagonist of the short film eliminates the protagonist, similar to "Jennifer's Body". However, the short film features a shy and reclusive antagonist persona rather than a popular one. The location of the school introduces the main characters and the woods brings them into conflict. The short film also features a subversion of the "Final Girl" character type commonly seen in horror films, with the "Final Girl" character being cunning and defeating the protagonist rather than the other way around. This unexpected conclusion leaves the door open for a potential sequel.
Fallen apple productions crew pack
The document outlines the roles and responsibilities of the production crew for Fallen Apple Productions' short film. It details the key tasks of the producer, director, camera and sound operator, and editor. It also includes a production timeline spanning 9 weeks, outlining the shooting and editing schedule. The crew consists of a producer, director, camera and sound operator, and editor, as well as two actors.
Fallen apple productions crew pack
The document outlines the roles and responsibilities of the production crew for Fallen Apple Productions' short film. It details the key tasks of the producer, director, camera and sound operator, and editor. It also includes a production timeline spanning 9 weeks, outlining the shooting and editing schedule. The crew consists of a producer, director, camera and sound operator, and editor, as well as two actors.
Horror genre
The document discusses adapting elements from feature films and short films in the horror genre to a new short film. It analyzes the shot composition, mise-en-scene, lighting, and locations used in films like "The Lovely Bones" and "The Hitcher" to build tension and fear. Specific techniques that will be adapted to the new short film include using a medium close-up shot of an antagonist in dark, deserted woods to startle the audience and create a sense of mystery and isolation for the protagonist.
Session 2
The document summarizes a group's final idea for a narrative story called "The Boy That Cried Wolf." It includes:
1) Details on the characters of Harry as the false hero/protagonist and Hermione as the antagonist/villain.
2) A description of the 5 stage narrative structure to be followed, with some subversions including leaving the story on a cliffhanger.
3) Explanations of changes made to simplify the original narrative and emphasize the horror element more toward the end.
4) Outlines of the exposition, development, complication, and climax scenes before adding a resolution at the end.
Session 2
The document summarizes a group's final idea for a narrative story called "The Boy That Cried Wolf." It includes:
1) Details on the characters, including the antagonist Hermione Wolfgang and protagonist Harry, who lies repeatedly.
2) An outline of the 5 stage narrative structure to be followed, with some subversions like ending on a cliffhanger.
3) Changes made to simplify the original narrative and emphasize the horror element more toward the end through the unknown.
4) The revised stages of Exposition, Development, Complication, Climax, and added Resolution, which leaves the audience wondering if Harry survives the assault committed at the climax.
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Evaluation question 4 final cut pro
- 1. Evaluation Question 4: How did you use media technologies in the construction and research, planning and evaluation stages?
- 2. Construction (short film): Final Cut Pro The software that was used to help edit the short film was ‘Final Cut Pro’. The software gave us a variety of options to choose from in order to edit our short film successful. In the first week and second week of filming as producer me and the editor looked around at a few of the tools on the software. The software allowed us to add transitions in between shots, such as fade and dissolve. Furthermore, the software allowed us to import music to add to the short film. We did this by adding the R’n’B track ‘Pass Out’ to the exposition scene in the film. Furthermore, the software also enabled us to increase the pace of shots or slow them down, in order to fit our storyboard. Using ‘Final Cut Pro’ also enabled us to add different filters to scenes, this is shown in the gossip scene where a greyscale filter had been added on to the scene. ‘Final Cut Pro’.