Evaluation Question 6
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The student learned about various filmmaking technologies through constructing a product. They filmed with a Sony CMOS HDV 1080i camera, learning how to manually adjust focus, white balance, and exposure. Additional tools like a tripod, monopod, lamp, and skateboard were used to capture different shot types. Final Cut Pro X was used to edit the footage, utilizing processes like cutting, trimming, adjusting volume and clip speed, color correction, and transitions.
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Editing note
I started editing my movie the day after shooting it using Adobe Premiere Pro. I removed two jump cuts by using dip to black video transitions. Combining clips was simple, so I then adjusted the color scheme and added a blue tint. I changed the aspect ratio to 2.35:1 for a more cinematic look. After including background music to add an ominous feel, I remembered to add the movie title before exporting. Finally, my masterpiece was complete after rendering in Premiere Pro.
Question 6
The document discusses various technologies used in constructing a product. YouTube was used to publish and share the final opening, and to analyze other thrillers. Prezi was used to create slideshows that could be embedded. iMovie was the primary editing tool and was used to add effects. Garageband allowed for recording and altering voiceovers. A camera and tripod were used to capture different shot types but took some practice to use properly. Tracks provided smooth camera movement and were easy to set up.
6. production reflection 2
Rhiannah Baker reflects on the process of producing a video project. She filmed footage of her friend dancing with cards displaying words. She then edited the video clips and images in Premiere, arranging them in order and adding a creepy lullaby audio track. Finally, she rendered and exported the finished video as an mp4 file to upload to YouTube.
What have you learnt from technologies from constructing this product
This document discusses what was learned about various technologies from creating a thriller project. It describes learning how to use features of Final Cut like color correction, fades, and transitions to edit footage more efficiently. GarageBand was used to create an original score by utilizing different instrument sounds. Creating the score in GarageBand while viewing the uploaded footage allowed for more accurate sound positioning. Different camera techniques were also explored, such as handheld footage to depict chaos and canted angles for point-of-view shots.
6)what have you learnt about technologies and the use of technology
The document discusses the technologies and equipment used to create a thriller film. It describes using a Canon XM2 professional camera with an internal microphone, but also having to separately record audio to match lip movements since scenes were filmed from multiple angles. A dolly track was used for tracking shots to give a smooth, professional look. A tripod was also important for high angle shots, panning, and preventing camera shake. Final Cut Pro editing software was used, which the author was familiar with, and it allowed changing scene colors and adding special effects with Adobe After Effects like an exploding title related to the film's theme of terrorism.
Evaluation of coronation street trailer
iMovie allowed the creator to cut, edit, and add sound effects to create a trailer for Coronation Street. They were able to cut footage at specific moments and found the software easy to use. Different techniques were used in editing clips, including deleting unwanted footage to attract a specific audience. Sound levels were adjusted and effects added to make clips flow together authentically. Soap opera conventions like creating suspense through editing and varying camera angles with close-ups and long shots were utilized to keep the audience engaged.
Equipment and Software List for Trailer
The document lists the equipment and software used to create a trailer, including a Canon EOS 1100D camera for filming scenes, a tripod to steady shots, and a Zoom microphone for recording sound effects. Adobe Premiere Pro was used to edit the trailer, utilizing tools like the pen tool for special effects. Garageband software helped produce original music fitting for the horror genre of the trailer by allowing experimentation with different instruments.
How did you use new media technologies in the construction and research, plan...
The document discusses the use of various new media technologies in creating a music video project. Photoshop was used to edit images and add fonts. Final Cut Pro allowed editing of video clips, adding effects, and assembling the final project. A HTC smartphone was used to record high definition video footage. A Canon camera was also used initially but was replaced due to poor quality. A Mac computer provided access to software and allowed assembly of the final project. Memory cards and USB devices transferred files between devices.
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Editing note
I started editing my movie the day after shooting it using Adobe Premiere Pro. I removed two jump cuts by using dip to black video transitions. Combining clips was simple, so I then adjusted the color scheme and added a blue tint. I changed the aspect ratio to 2.35:1 for a more cinematic look. After including background music to add an ominous feel, I remembered to add the movie title before exporting. Finally, my masterpiece was complete after rendering in Premiere Pro.
Question 6
The document discusses various technologies used in constructing a product. YouTube was used to publish and share the final opening, and to analyze other thrillers. Prezi was used to create slideshows that could be embedded. iMovie was the primary editing tool and was used to add effects. Garageband allowed for recording and altering voiceovers. A camera and tripod were used to capture different shot types but took some practice to use properly. Tracks provided smooth camera movement and were easy to set up.
6. production reflection 2
Rhiannah Baker reflects on the process of producing a video project. She filmed footage of her friend dancing with cards displaying words. She then edited the video clips and images in Premiere, arranging them in order and adding a creepy lullaby audio track. Finally, she rendered and exported the finished video as an mp4 file to upload to YouTube.
What have you learnt from technologies from constructing this product
This document discusses what was learned about various technologies from creating a thriller project. It describes learning how to use features of Final Cut like color correction, fades, and transitions to edit footage more efficiently. GarageBand was used to create an original score by utilizing different instrument sounds. Creating the score in GarageBand while viewing the uploaded footage allowed for more accurate sound positioning. Different camera techniques were also explored, such as handheld footage to depict chaos and canted angles for point-of-view shots.
6)what have you learnt about technologies and the use of technology
The document discusses the technologies and equipment used to create a thriller film. It describes using a Canon XM2 professional camera with an internal microphone, but also having to separately record audio to match lip movements since scenes were filmed from multiple angles. A dolly track was used for tracking shots to give a smooth, professional look. A tripod was also important for high angle shots, panning, and preventing camera shake. Final Cut Pro editing software was used, which the author was familiar with, and it allowed changing scene colors and adding special effects with Adobe After Effects like an exploding title related to the film's theme of terrorism.
Evaluation of coronation street trailer
iMovie allowed the creator to cut, edit, and add sound effects to create a trailer for Coronation Street. They were able to cut footage at specific moments and found the software easy to use. Different techniques were used in editing clips, including deleting unwanted footage to attract a specific audience. Sound levels were adjusted and effects added to make clips flow together authentically. Soap opera conventions like creating suspense through editing and varying camera angles with close-ups and long shots were utilized to keep the audience engaged.
Equipment and Software List for Trailer
The document lists the equipment and software used to create a trailer, including a Canon EOS 1100D camera for filming scenes, a tripod to steady shots, and a Zoom microphone for recording sound effects. Adobe Premiere Pro was used to edit the trailer, utilizing tools like the pen tool for special effects. Garageband software helped produce original music fitting for the horror genre of the trailer by allowing experimentation with different instruments.
How did you use new media technologies in the construction and research, plan...
The document discusses the use of various new media technologies in creating a music video project. Photoshop was used to edit images and add fonts. Final Cut Pro allowed editing of video clips, adding effects, and assembling the final project. A HTC smartphone was used to record high definition video footage. A Canon camera was also used initially but was replaced due to poor quality. A Mac computer provided access to software and allowed assembly of the final project. Memory cards and USB devices transferred files between devices.
Evaluation quesiton 4
The document discusses the production of a music video. It describes using a Sony HDR handheld camera, tripod, and fish lens to film footage. An Apple Mac was used for editing with Premiere Pro and Photoshop to edit video clips and add effects, including using green screen photography of the artist to later edit in different backgrounds.
Evaluation q6
The document discusses what was learned about technologies from constructing a thriller film opening. A Canon EOS 450D camera was used, which captured good quality HD video and sound. Problems with lighting and camera steadiness required re-shooting. Using a tripod helped produce a more professional result with smooth camera movements. Editing software like iMovie and GarageBand were easy to use and taught skills like importing footage, editing, and adding sound effects. The overall process was time-consuming but simple, involving filming, editing footage, adding audio, and exporting the final video.
Media collage
This document summarizes the learning experience of editing an opening scene using an iMac. The author struggled at first due to lack of experience with Mac and iMovie software. Over time, the author learned how to perform various editing tasks like adding filters, cutting clips, color correcting, and adding sound. They also found it difficult to match lighting between clips and ended up using color correction instead of their initial filter approach. Overall, the author feels they gained valuable skills that can be applied to future projects.
Technology – filming and editing
The document discusses the various technical equipment and software used to film and edit a documentary project. This included digital SLR cameras, video cameras, lighting equipment, microphones, tripods, and a tracking dolly for filming. Adobe Premiere Pro was used for video editing, allowing footage to be cut and audio/music to be added. Adobe Photoshop was used to edit print advertisements by manipulating images. Adobe Audition was used to edit audio clips for a radio trailer.
Print screens
The document discusses various editing techniques used to create a music video in Adobe Premiere. It describes using the reverse speed option to play a clip backwards and increase its speed to create a disorienting effect. It also discusses using the razor tool to cut clips and create quick cuts, flipping clips horizontally to make split screens, adjusting brightness to improve dark footage, inserting an image of a play button, adding titles to identify the song and introduce elements, applying noise and tint effects, using strobe and ghosting effects to simulate party lights and atmosphere, and fading out the song audio while fading in real party audio using constant power and gain tools to create a natural close to the video.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Research into equipment
The document discusses the equipment that will be used to film a music video, including several cameras, lenses, and accessories. The Canon 550D DSLR camera will be used for most of the filming and photography, and will be equipped with different lenses - a zoom lens for photos and an aperture lens for video. Additional footage will be captured with a GoPro Hero4 Black for its slow motion and underwater capabilities. A steadicam will be used to smoothly follow movements, while a tripod and camera slide will allow for stable shots and smooth camera movements from various angles. This variety of high quality equipment is expected to produce successful footage for the music video project.
Equipment
The document discusses the key equipment needed for a video project:
1) A video camera is the most important piece of equipment to film shots that will be edited into the final production. It is important to be comfortable with the camera and understand how to use effects, lighting, and angles.
2) A tripod can be useful for some shots like advertisements but moving between handheld and tripod shots is recommended to avoid a boring, static video.
3) A computer is needed to edit the filmed shots together and add sound effects, voiceovers, and other edits to make the video more professional.
4) A music player should be brought to filming locations so actors can lip sync accurately to the
Equipment
The document discusses the key equipment needed for a video project:
- The video camera is the most important piece of equipment to film shots that will be edited into the final production. It is important to be comfortable with the camera's functions.
- A tripod can be useful for some shots but moving between handheld and tripod shots provides a range of camera angles.
- While the computer is not used for shooting, it is important for editing shots together, adding sound effects, voiceovers and other edits to make the video more professional.
- A music player is recommended to play music for actors to lip sync to during shooting, to help syncing audio during editing.
Q4- Media a2: Hanna-Mariam Chowdhury
The document discusses the production stages and software tools used to create a short film. A Panasonic camcorder was used to film scenes due to its easy operation and high video quality. A tripod was needed for most scenes to provide a steady view of characters and scenery. Final Cut Pro was used to edit scenes by adjusting warmth, length, and transformations. Photoshop was utilized to accurately layer and cut a snow globe photo into the film poster. Blogger and other online tools helped present and share the work in different formats.
Lucy cotter technologies
The document discusses the technologies used to create an opening video sequence. It describes using a Canon video camera to film shots, and how lighting and keeping steady shots was challenging. A tripod helped keep shots steady and at consistent angles. Editing was done using Final Cut Pro on a Mac desktop, which was different than Windows. A voice recorder captured audio clips that were edited into the sequence. The editing process involved arranging shots, adding effects, titles, transitions, and soundtracks in Final Cut Pro. Various software and websites were used for communication, fonts, music, sound effects, and sharing the final video.
Media technologies evaluation
From constructing their media product, the group learned about various editing and camera technologies. They used iMovie for editing, which allowed them to arrange footage and add audio. They also learned that cameras need to be fully charged before filming. Using a phone camera resulted in lost footage that couldn't be retrieved for the final film.
How to use movie maker
This document provides instructions for using Movie Maker, including downloading and installing the program from a provided URL, adding pictures and music from the menu bar, experimenting with visual effects, and saving the finished movie. It notes that while additional items can be added, music cannot later be deleted. The overall process allows the user to become a moviemaker and enjoy creating their movie.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Editing a Video in Premiere Pro
The document discusses editing a video in Premiere Pro. It describes adding text over an opening clip with red gels on the camera lens. Clips were sped up to match the upbeat song tempo. Effects like increased contrast and sharpening were applied to red-filtered clips for depth. White balance and contrast corrections improved washed-out clips. A fade out was added at the end to smoothly end the video.
Question 4
Bebe Henderson used several new media technologies throughout the construction, research, planning, and evaluation of ancillary products. These included Slideshare to create and share PowerPoint presentations online and compare to others'; Vimeo to upload film analysis videos and post to a blog during research; Celtx to collaboratively write scripts with details for actors; a Zoom H4 to record audio that became easier to use with practice; and Final Cut, which was the favorite for fun and intuitive video editing with separate audio and video tracks.
Evaluation q6
The document discusses the technologies used in creating a project, including a camera, tripod, sound equipment, and Adobe Premiere Pro. It describes learning how to properly use and adjust camera settings to get the best shots. A tripod was used to get steady shots and allow for panning and craning. Sound equipment includes a microphone, boom pole, and wind protection devices, though they were not used. Adobe Premiere Pro was used to edit clips together and color correct scenes for continuity.
Equipment list
Andrew will be using a Canon 700D camera for its quality, resolution, and easy usability. He is familiar with this camera type from previous projects. He will store footage on a 16GB SD card to ensure sufficient storage for outtakes and production stills. After deliberation, Andrew decided against using a tripod for the music video, feeling a handheld style would be more engaging for the audience. He will edit the project in Adobe Premiere Pro, which he is very comfortable with after 4 years of experience. Premiere Pro allows professional effects and integration with other programs needed to edit the music video.
As media evaluation (1) [autosaved]
The document discusses the technologies and software the student learned to use in creating their final product. They used Motion to create titles and credits, GarageBand to create opening and closing music featuring loops and animal sounds, and YouTube to export and share their videos. The student also gained experience using Final Cut Pro to edit their production, experimenting with effects and transitions. They assisted with operating a digital camera, tripod, boom pole and microphone during filming.
Evaluation Question 2
Our media product represents young adults and teenagers by featuring a teenage detective as the lead character to appeal to that age group. Typically, teenage characters are portrayed as unintelligent or involved in the crime, but our character subverts this by being an intelligent character able to help solve the crime. The gender representations conform to genre conventions, with the male character portrayed as intelligent and unemotional, and the female character as the victim, aligning with theories that promote subordinate social roles for women.
Question 7 part 3 visual representation
This document visually represents the progression from a preliminary task to mockups and final products for a classical music magazine. Over the process, many features and conventions were added, such as cover lines, banners, barcodes, and straplines. This highlights that the author's understanding of typical classical music magazine conventions improved from the initial task to the final product.
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Evaluation quesiton 4
The document discusses the production of a music video. It describes using a Sony HDR handheld camera, tripod, and fish lens to film footage. An Apple Mac was used for editing with Premiere Pro and Photoshop to edit video clips and add effects, including using green screen photography of the artist to later edit in different backgrounds.
Evaluation q6
The document discusses what was learned about technologies from constructing a thriller film opening. A Canon EOS 450D camera was used, which captured good quality HD video and sound. Problems with lighting and camera steadiness required re-shooting. Using a tripod helped produce a more professional result with smooth camera movements. Editing software like iMovie and GarageBand were easy to use and taught skills like importing footage, editing, and adding sound effects. The overall process was time-consuming but simple, involving filming, editing footage, adding audio, and exporting the final video.
Media collage
This document summarizes the learning experience of editing an opening scene using an iMac. The author struggled at first due to lack of experience with Mac and iMovie software. Over time, the author learned how to perform various editing tasks like adding filters, cutting clips, color correcting, and adding sound. They also found it difficult to match lighting between clips and ended up using color correction instead of their initial filter approach. Overall, the author feels they gained valuable skills that can be applied to future projects.
Technology – filming and editing
The document discusses the various technical equipment and software used to film and edit a documentary project. This included digital SLR cameras, video cameras, lighting equipment, microphones, tripods, and a tracking dolly for filming. Adobe Premiere Pro was used for video editing, allowing footage to be cut and audio/music to be added. Adobe Photoshop was used to edit print advertisements by manipulating images. Adobe Audition was used to edit audio clips for a radio trailer.
Print screens
The document discusses various editing techniques used to create a music video in Adobe Premiere. It describes using the reverse speed option to play a clip backwards and increase its speed to create a disorienting effect. It also discusses using the razor tool to cut clips and create quick cuts, flipping clips horizontally to make split screens, adjusting brightness to improve dark footage, inserting an image of a play button, adding titles to identify the song and introduce elements, applying noise and tint effects, using strobe and ghosting effects to simulate party lights and atmosphere, and fading out the song audio while fading in real party audio using constant power and gain tools to create a natural close to the video.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Research into equipment
The document discusses the equipment that will be used to film a music video, including several cameras, lenses, and accessories. The Canon 550D DSLR camera will be used for most of the filming and photography, and will be equipped with different lenses - a zoom lens for photos and an aperture lens for video. Additional footage will be captured with a GoPro Hero4 Black for its slow motion and underwater capabilities. A steadicam will be used to smoothly follow movements, while a tripod and camera slide will allow for stable shots and smooth camera movements from various angles. This variety of high quality equipment is expected to produce successful footage for the music video project.
Equipment
The document discusses the key equipment needed for a video project:
1) A video camera is the most important piece of equipment to film shots that will be edited into the final production. It is important to be comfortable with the camera and understand how to use effects, lighting, and angles.
2) A tripod can be useful for some shots like advertisements but moving between handheld and tripod shots is recommended to avoid a boring, static video.
3) A computer is needed to edit the filmed shots together and add sound effects, voiceovers, and other edits to make the video more professional.
4) A music player should be brought to filming locations so actors can lip sync accurately to the
Equipment
The document discusses the key equipment needed for a video project:
- The video camera is the most important piece of equipment to film shots that will be edited into the final production. It is important to be comfortable with the camera's functions.
- A tripod can be useful for some shots but moving between handheld and tripod shots provides a range of camera angles.
- While the computer is not used for shooting, it is important for editing shots together, adding sound effects, voiceovers and other edits to make the video more professional.
- A music player is recommended to play music for actors to lip sync to during shooting, to help syncing audio during editing.
Q4- Media a2: Hanna-Mariam Chowdhury
The document discusses the production stages and software tools used to create a short film. A Panasonic camcorder was used to film scenes due to its easy operation and high video quality. A tripod was needed for most scenes to provide a steady view of characters and scenery. Final Cut Pro was used to edit scenes by adjusting warmth, length, and transformations. Photoshop was utilized to accurately layer and cut a snow globe photo into the film poster. Blogger and other online tools helped present and share the work in different formats.
Lucy cotter technologies
The document discusses the technologies used to create an opening video sequence. It describes using a Canon video camera to film shots, and how lighting and keeping steady shots was challenging. A tripod helped keep shots steady and at consistent angles. Editing was done using Final Cut Pro on a Mac desktop, which was different than Windows. A voice recorder captured audio clips that were edited into the sequence. The editing process involved arranging shots, adding effects, titles, transitions, and soundtracks in Final Cut Pro. Various software and websites were used for communication, fonts, music, sound effects, and sharing the final video.
Media technologies evaluation
From constructing their media product, the group learned about various editing and camera technologies. They used iMovie for editing, which allowed them to arrange footage and add audio. They also learned that cameras need to be fully charged before filming. Using a phone camera resulted in lost footage that couldn't be retrieved for the final film.
How to use movie maker
This document provides instructions for using Movie Maker, including downloading and installing the program from a provided URL, adding pictures and music from the menu bar, experimenting with visual effects, and saving the finished movie. It notes that while additional items can be added, music cannot later be deleted. The overall process allows the user to become a moviemaker and enjoy creating their movie.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Editing a Video in Premiere Pro
The document discusses editing a video in Premiere Pro. It describes adding text over an opening clip with red gels on the camera lens. Clips were sped up to match the upbeat song tempo. Effects like increased contrast and sharpening were applied to red-filtered clips for depth. White balance and contrast corrections improved washed-out clips. A fade out was added at the end to smoothly end the video.
Question 4
Bebe Henderson used several new media technologies throughout the construction, research, planning, and evaluation of ancillary products. These included Slideshare to create and share PowerPoint presentations online and compare to others'; Vimeo to upload film analysis videos and post to a blog during research; Celtx to collaboratively write scripts with details for actors; a Zoom H4 to record audio that became easier to use with practice; and Final Cut, which was the favorite for fun and intuitive video editing with separate audio and video tracks.
Evaluation q6
The document discusses the technologies used in creating a project, including a camera, tripod, sound equipment, and Adobe Premiere Pro. It describes learning how to properly use and adjust camera settings to get the best shots. A tripod was used to get steady shots and allow for panning and craning. Sound equipment includes a microphone, boom pole, and wind protection devices, though they were not used. Adobe Premiere Pro was used to edit clips together and color correct scenes for continuity.
Equipment list
Andrew will be using a Canon 700D camera for its quality, resolution, and easy usability. He is familiar with this camera type from previous projects. He will store footage on a 16GB SD card to ensure sufficient storage for outtakes and production stills. After deliberation, Andrew decided against using a tripod for the music video, feeling a handheld style would be more engaging for the audience. He will edit the project in Adobe Premiere Pro, which he is very comfortable with after 4 years of experience. Premiere Pro allows professional effects and integration with other programs needed to edit the music video.
As media evaluation (1) [autosaved]
The document discusses the technologies and software the student learned to use in creating their final product. They used Motion to create titles and credits, GarageBand to create opening and closing music featuring loops and animal sounds, and YouTube to export and share their videos. The student also gained experience using Final Cut Pro to edit their production, experimenting with effects and transitions. They assisted with operating a digital camera, tripod, boom pole and microphone during filming.
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Evaluation Question 2
Our media product represents young adults and teenagers by featuring a teenage detective as the lead character to appeal to that age group. Typically, teenage characters are portrayed as unintelligent or involved in the crime, but our character subverts this by being an intelligent character able to help solve the crime. The gender representations conform to genre conventions, with the male character portrayed as intelligent and unemotional, and the female character as the victim, aligning with theories that promote subordinate social roles for women.
Question 7 part 3 visual representation
This document visually represents the progression from a preliminary task to mockups and final products for a classical music magazine. Over the process, many features and conventions were added, such as cover lines, banners, barcodes, and straplines. This highlights that the author's understanding of typical classical music magazine conventions improved from the initial task to the final product.
Question 5 how did you attract
Here i have answered my AS media coursework question 5 evaluation section. I have analysed how my magazine has attracted my desired target audince by identification of typical conventions and conventions included in my own magazine.
fingersmith shot anaylsis
The document discusses how different film techniques are used to manipulate the audience's perceptions of relationships and characters in a film. Harsh editing and music are used to make the male character seem sinister in contrast to soft lighting and music used for a positive portrayal of a relationship. Dramatic music and fast camera movements create tension, while a still shot of a lake provides juxtaposition. A medium close-up shows the male as dominant over the vulnerable female to build tension. A shot focused on a gloved hand outlines a woman's body, representing her intense desires but also the restrictions of her unconventional relationship given the time period.
Media evaluation
This document summarizes key elements of the media product's opening scene that convey comedy and drama conventions. It describes the main character as socially awkward with an unattractive appearance meant for humor. Camera shots start mid-body to hide the face and build suspense, then close-up when revealed. Lighting starts dim but gets brighter to match her improving mood. Sounds like a screeching cat and party music are added for comedy, while the character hurts herself trying to pluck her unibrow.
Question 6
The document discusses technologies used to create a film project. It describes using an HD camera with tripod to film various shots over the weekend. It discusses learning how to operate the camera, adjust settings, zoom, focus, and hold it correctly. Final Cut Express software on Macs was used to edit the footage. It allowed cutting unwanted shots, adding titles, sound effects, music, and voiceovers recorded separately. The filmed footage had to be transferred from tape in the camera to the Macs to import into Final Cut Express for editing.
Audience feedback response
Looking back at the audience feedback given, there were clearly changes to made to adapt to our target audience. Here are the changes made.
Shooting scrip g201
The document provides a shooting script for the opening scene of a film. It outlines a series of shots that will be used, including classroom shots of students, close-ups of a character reacting to a banging locker, and shots of the character attempting to open a door. It then describes a rewind to the morning where establishing shots will show the character walking alongside the school and an extreme close-up of a mystery person from behind. The character then collides with the mystery person, dropping a book, which the character picks up and reads from.
Edited hooror films case study
Horror films aim to elicit emotional reactions from viewers by focusing on nightmares, fears, disgust, and the unknown. Common elements include ghosts, aliens, vampires, werewolves, curses, Satanism, demons, vicious animals, zombies, and serial killers. The history of horror films is outlined, noting the evolution from 1890s-1920s silent films to contemporary concerns addressed from the 1930s-1940s to present day parodies. Key figures like Bruce Campbell and Jamie Lee Curtis are discussed for their iconic horror roles. Thrillers similarly aim to keep audiences alert with danger, excitement, and suspense though they involve psychological and larger-scale threats like espionage or terrorism.
Evaluation Q7: Looking back at your preliminary tasks, what do feel you have...
From creating preliminary mockups to the final product, the document discusses what was learned during the progression of tasks for a magazine project. Market research helped understand conventions and design trends. Photoshop skills were enhanced through effective image manipulation. Experience was also gained in professional photography, including exposure, focus, and shooting angles. Blogging tools and upload methods were learned through maintaining a project blog.
Evaluation question 6
The student learned how to use HD cameras and Final Cut Express editing software to create their product. They learned how to record with the cameras, change settings, and create different shots. With the software, they learned how to add transitions between shots, add text and make it move, and incorporate music. Creating a digital product allowed for easy editing and changes. Their skills with the software improved significantly over the course of the project.
The faces behind the story
This document provides details about four potential characters for a story including their age, height, ethnicity, eye color, and availability. Coco Pemberton is listed as a 17-year-old black student with brown eyes and availability after school. Information is also given for Hannieh Mills, Deeqa Ali, and Hannah Marshall, including their ages, heights, ethnicities, eye colors, and free periods.
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Evaluation Q7: Looking back at your preliminary tasks, what do feel you have...
Evaluation Q7: Looking back at your preliminary tasks, what do feel you have...
Similar to Evaluation Question 6
Question 6
The student learned to use three new technologies: a camera, video editing software, and logo creation software. They learned how to adjust the camera settings and mount it on tripods. Importing footage and using editing tools like cuts, layers, and transitions in Final Cut Pro proved challenging. Creating a logo in Adobe Illustrator and then animating it in Final Cut Pro was also difficult due to mastering the shape tools and transferring files between programs.
Question 4
The document discusses how the author used various technologies in researching, planning, constructing, and evaluating a documentary project about teenage employment.
For research, the author used the internet to find statistics, archive footage on YouTube, and potential interview subjects. Microsoft Word and Excel were used to create questionnaires and analyze feedback.
Construction involved using an HD video camera on a tripod for interviews and b-roll footage. A digital camera captured stills. Adobe Photoshop designed the print ad and Adobe Premiere Pro edited the documentary, adding titles, transitions, and effects.
Evaluation platforms included Prezi, Smore, SlideSnack, SlideServe, YouTube, and SlideShare to present
Question 6
The document discusses the various technologies and skills the students learned while constructing a film project. They learned how to use Adobe Premiere Pro to edit shots, adjust speeds, and transition between clips. They also gained experience using color corrections and warping tools in After Effects. The students filmed their project using a Canon camera and rig for steady shots. They documented their process using a blog on Tumblr and various media like cameras, dictaphones, and presentation software. Creating the soundtrack proved challenging, but they ultimately found licensed music on iTunes to use. Through this project, the students learned the full filmmaking process.
Aaron powerp
The document discusses the technologies used to create a film project. A HD camera, tripod, and dolly were used to film high quality footage. Editing software like Final Cut, iMovie, GarageBand, and Live Type were used to edit video, audio, colors, and add titles. Final Cut and Live Type were difficult to learn initially but became easier with use. Photoshop was used to create graphics and logos. Social media like Facebook, Twitter, and YouTube were used to share and get feedback on the work.
Ola presentation
The document discusses the various technologies used to create a film opening, including Final Cut Pro for editing video clips, Sound Track Pro for adding sound, and Live Type for creating title sequences. A video camera and tripod were used to film footage, while a video drive and card reader helped store and retrieve the digital media. Overall, the technologies made collecting, editing, and organizing the various media more efficient and helped produce a professional-looking final product.
Evaluation question 4
The document discusses the various media technologies used at different stages of a music video project. During research, online resources and video recording equipment were used to gather audience insights. Planning involved Microsoft Word, PowerPoint, and mobile phones. Video production used DSLR and mobile phone cameras to capture footage. Editing was done in Sony Movie Studio Platinum with effects like filters. Ancillary tasks like photos were taken with DSLRs in a studio and edited in Photoshop. Evaluations combined written work, online publishing, and multimedia presentations. A wide range of technologies were leveraged throughout the project.
Evaluation Question 4 part 2
To construct their documentary project, the students used various media technologies. They filmed footage using a Canon camera, tripod, microphone, and headphones. The tripod helped achieve steady shots, though some were broken. A microphone was needed for interviews to reduce background noise. Students edited their footage using Final Cut Express, uploading and organizing their media. They creatively manipulated footage using filters, blurring, speed/slowing changes. A double page spread was created using Microsoft Word and Photoshop. Various technologies were utilized to evaluate their work, including uploading a video review to YouTube.
Hardware - Q4
The document discusses the use of various hardware technologies in the planning, research, and evaluation stages of a coursework project. A Canon still camera was used to capture photos for a magazine and poster, using settings to adjust lighting and focus. A digital camcorder was used to record documentary footage, employing tools like zoom and a tripod to shoot from different angles. A sound mixer was utilized to create voiceovers that were added to the documentary, transferring audio between computers. Microphones were also used to record voiceovers onto an Audacity timeline.
Question 4 media
The filmmakers used various media technologies in planning, researching, constructing, and evaluating their short film. They used YouTube to watch other films and tutorials on editing software like Adobe Premier Pro. Livetype Pro was used to create opening credits with textures and effects. An HD camera and tripod were used to film, taking advantage of features like face tracking and automatic exposure adjustment. Planning involved creating a storyboard and animatic using photos edited in Final Cut Express. Adobe Premier Pro was used to edit the film, add soundtracks, and create professional cinematic effects and transitions. A commentary was recorded using iMovie.
Evaluation part 4 new
The document describes the use of new media technologies in the construction, research, planning and evaluation stages of a project. YouTube and IMBD were used for researching style models and planning trailer and print works. A Nikon D9 SLR camera and Sony HDR-FX7 HD camcorder were used to shoot photos and videos in high definition. Adobe Premiere was used to edit the media product and add effects. Adobe Photoshop allowed editing of photos through layers. Adobe After Effects created a special electrocution effect between characters. Sound equipment like a Soundcraft mixer were used for voice recordings.
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.
How did you use media technologies in the construction and research, planning...
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The document discusses the use of various media technologies in planning, researching, and evaluating a short film project. Blogger was used to document the filmmaking process and get feedback on similar films. YouTube provided insights from audience comments on characters and story elements. Canon and other equipment like microphones, lights, and a steady cam were used to achieve the desired visual style and sound quality. Premier Pro was used to edit together footage, add sound, color correct, and finalize the film.How did you use new media technologies in the construction, research and plan...
How did you use new media technologies in the construction, research and planning and evaluation stages?
Q6
The document discusses the technology used to create a film opening, including Final Cut Pro for editing footage, Soundtrack Pro for composing non-diegetic music, and Motion to create an ident for the fictional distribution company DAK Pictures. An iMac with these programs allowed the footage from a JVC camera and stored on SD cards and a video drive to be easily pieced together. Final Cut Pro was used to import, edit, and add effects to the footage, Soundtrack Pro to compose soundtracks, and Motion to create title graphics. Overall, the process was a fun learning experience and the author sees potential in using this technology for a future profession.
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.
Question 6
The document discusses various technologies used in creating a coursework project. The student used a Canon EOS600D camera to learn filming techniques like adjusting lighting and focus. A Manfrotto tripod provided stable shots. Lights were used to illuminate different areas of a corridor. A microphone recorded a telephone ringing sound. Various software like Final Cut, GarageBand, YouTube, and Wix were used for editing, sound, sharing videos, and creating a website to present the coursework.
Bilal and mahir
We learned about several technologies from creating a media product. We used Final Cut Pro to edit video by adding music, cropping clips, and inserting text. Motion helped create animated opening credits and 3D intro text easily. A Canon MD205 camera captured footage, which was easy to transfer to a Mac and stabilize shots using a tripod and stabilizer.
Question 4 powerpoint
This document discusses the process of making a movie product using various digital skills and technologies. It describes using Cinema 4D to create an opening logo, After Effects for title animations, and Premiere Pro for editing footage, audio, and assembling the final product. Filming equipment included a Sony Handycam and camera dolly. Planning involved storyboards, scripts, and location scouting. Mac computers were used for their software and performance. Evaluation of the project was presented on a blog and with PowerPoint.
AS Media-Question 4 Evaluation
Evaluation Question 4- What have you learnt about technologies from the process of constructing this product
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.
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