Evaluation question 6 mo
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The document discusses the process of making a film. It describes using various hardware like a video camera and microphone, as well as software like editing programs and websites for research. YouTube and blogs were used to find inspiration for the film opening and track their work. A practice film was made and uploaded to YouTube for feedback before finishing. A range of devices were used for filming, sound, and editing with the computer and Movie Studio Platinum 12.0. Special effects like black and white were used for scenes like a flashback.
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6) What have you learnt about technologies from the process of constructing t...
The document discusses technologies used at different stages of a film production project. In pre-production, blogger was used to document progress and upload files like photos and PowerPoints, while Google was used for genre research. PowerPoint and SlideShare helped upload presentations to blogger. In production, a Panasonic camera recorded high quality footage, and a fake programming website simulated hacking. In post-production, Adobe Premiere Pro edited footage, while Hercules added sound effects and music.
Evaluation question 4
For their media coursework, the student used various digital technologies like YouTube, Blogger, Premier Pro, and Photoshop. YouTube was helpful for researching music videos and getting inspiration. Blogger allowed the student to plan, record progress, and get feedback. Premier Pro was used to storyboard, edit footage, and add effects to the final music video. Photoshop helped design promotional materials like advertisements and packaging. Throughout the process, technologies enabled research, planning, construction, and evaluation of the project.
Question 4 - Techology
This document discusses the various digital tools and software programs used during the production of a short film. It describes how Photoshop was used for research, planning, and design work. Final Cut Pro and iMovie were used to edit footage and add effects to construct the film. Social media platforms like Facebook, Twitter, and Instagram were utilized to promote the film and gather audience feedback. A variety of cameras, microphones, and other equipment were employed to film scenes and record audio. Overall, a wide range of digital technologies supported the different stages of production from initial research to final evaluation.
Media Technology
The document discusses the various technologies used during the process of creating a movie. These include:
- Blogger for regularly blogging each stage of the film's creation and research.
- Google for all research related to the film.
- YouTube to view other films for inspiration and later export their own film.
- A digital SLR camera to record footage and learn different camera shots.
- Royalty free music sites for the film's soundtrack to avoid copyright issues.
- Apple Macs which have the Final Cut X Pro editing program needed.
- Final Cut X Pro for editing all the footage into the final production.
Critical question 4
The document discusses how various technologies were used at different stages of a music video project. Online platforms like YouTube and Google Blogger were used for research and documentation. An iPhone and Canon camera were used to film footage in Italy and Kenya. Adobe Premier Pro was used to edit the video, adding effects and syncing the audio. Photoshop and InDesign were used to design the digital packaging. A Wix website was created to promote the artist, adding images, video links, and a tracklist.
Question 6
The document discusses the software and hardware used during various stages of a film production project. In the research stage, computers, Prezi, and cameras were used. During construction, cameras, Movie Studio Platinum, Internet Explorer, microphones, and blogger were utilized. For evaluation, Prezi, Word, Slideshare, YouTube, and blogger were employed. The document also notes problems encountered with Photoshop and microphones during filming, but that the issues were resolved. It concludes by stating blogger was easy to use with no problems encountered.
Question 6
The document discusses the various technologies used during the pre-production, production, and post-production stages of creating a film. During pre-production, blogger, Google, and slideshare were used for research and organization. Panasonic cameras were used to film during production. Premier Pro software was used for editing in post-production and was practiced on a shorter clip first. Google forms, Facebook, and Twitter were also used to get public feedback.
Evaluation q4
The document discusses the use of new media technologies throughout the planning, production, and evaluation stages of creating a film trailer for an A2 Media Studies course. Technologies used included a blogger site to share work, YouTube for research and sharing drafts, Mac computers for production software, Adobe Premiere and After Effects for editing, Adobe Photoshop for print work, cameras for filming, phones for communication, IMDB for research, Facebook for feedback, Celltx for script planning, and Prezi/Powtoon for presentations. Search engines supported initial research.
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6) What have you learnt about technologies from the process of constructing t...
The document discusses technologies used at different stages of a film production project. In pre-production, blogger was used to document progress and upload files like photos and PowerPoints, while Google was used for genre research. PowerPoint and SlideShare helped upload presentations to blogger. In production, a Panasonic camera recorded high quality footage, and a fake programming website simulated hacking. In post-production, Adobe Premiere Pro edited footage, while Hercules added sound effects and music.
Evaluation question 4
For their media coursework, the student used various digital technologies like YouTube, Blogger, Premier Pro, and Photoshop. YouTube was helpful for researching music videos and getting inspiration. Blogger allowed the student to plan, record progress, and get feedback. Premier Pro was used to storyboard, edit footage, and add effects to the final music video. Photoshop helped design promotional materials like advertisements and packaging. Throughout the process, technologies enabled research, planning, construction, and evaluation of the project.
Question 4 - Techology
This document discusses the various digital tools and software programs used during the production of a short film. It describes how Photoshop was used for research, planning, and design work. Final Cut Pro and iMovie were used to edit footage and add effects to construct the film. Social media platforms like Facebook, Twitter, and Instagram were utilized to promote the film and gather audience feedback. A variety of cameras, microphones, and other equipment were employed to film scenes and record audio. Overall, a wide range of digital technologies supported the different stages of production from initial research to final evaluation.
Media Technology
The document discusses the various technologies used during the process of creating a movie. These include:
- Blogger for regularly blogging each stage of the film's creation and research.
- Google for all research related to the film.
- YouTube to view other films for inspiration and later export their own film.
- A digital SLR camera to record footage and learn different camera shots.
- Royalty free music sites for the film's soundtrack to avoid copyright issues.
- Apple Macs which have the Final Cut X Pro editing program needed.
- Final Cut X Pro for editing all the footage into the final production.
Critical question 4
The document discusses how various technologies were used at different stages of a music video project. Online platforms like YouTube and Google Blogger were used for research and documentation. An iPhone and Canon camera were used to film footage in Italy and Kenya. Adobe Premier Pro was used to edit the video, adding effects and syncing the audio. Photoshop and InDesign were used to design the digital packaging. A Wix website was created to promote the artist, adding images, video links, and a tracklist.
Question 6
The document discusses the software and hardware used during various stages of a film production project. In the research stage, computers, Prezi, and cameras were used. During construction, cameras, Movie Studio Platinum, Internet Explorer, microphones, and blogger were utilized. For evaluation, Prezi, Word, Slideshare, YouTube, and blogger were employed. The document also notes problems encountered with Photoshop and microphones during filming, but that the issues were resolved. It concludes by stating blogger was easy to use with no problems encountered.
Question 6
The document discusses the various technologies used during the pre-production, production, and post-production stages of creating a film. During pre-production, blogger, Google, and slideshare were used for research and organization. Panasonic cameras were used to film during production. Premier Pro software was used for editing in post-production and was practiced on a shorter clip first. Google forms, Facebook, and Twitter were also used to get public feedback.
Evaluation q4
The document discusses the use of new media technologies throughout the planning, production, and evaluation stages of creating a film trailer for an A2 Media Studies course. Technologies used included a blogger site to share work, YouTube for research and sharing drafts, Mac computers for production software, Adobe Premiere and After Effects for editing, Adobe Photoshop for print work, cameras for filming, phones for communication, IMDB for research, Facebook for feedback, Celltx for script planning, and Prezi/Powtoon for presentations. Search engines supported initial research.
Evaluation 4 The use of Technology towards my coursework
The document discusses the various technologies used at different stages of the author's coursework project. During research and planning, the author relied heavily on online resources like Wikipedia, IMDB, Google Docs, Slideshare, and surveys using SurveyMonkey. Photoshop was used for layouts and moodboards. For construction, the author used Adobe Premiere and Photoshop, storing files on Google Drive and Dropbox. A Canon camera was used to film footage. Evaluation involved creating videos in iMovies and presentations in Prezi and PowerPoint, with content uploaded to YouTube, Slideshare, and Photobucket. The author concludes that various forms of technology and new media were crucial
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Evaluation Question 6
The document discusses various media technologies used in creating a thriller movie project, including a Canon camera, Wix, IMDb, YouTube, Rotten Tomatoes, a microphone, Audacity, Prezi, Apple Macs, GarageBand, Bubbl.us, and Final Cut Express. It provides brief descriptions of how each technology was used, any difficulties encountered, and ease of use after gaining experience. The technologies were employed for tasks like uploading research, analyzing other movies, recording and editing audio, creating presentations and mind maps, and assembling video clips and music into the final movie product.
EVALUATION.
The student used a range of technologies to complete their media project. They used Safari to access websites like Haverstock Media and YouTube to conduct research and update their blog on Haverstock Media. They also used the internet to create slideshows and presentations. They filmed their project using a camera, tripod, and dolly. They edited the film using a Mac and Final Cut Pro, adding music and titles using Live Type. Through the process, they learned about filming techniques and the challenges of filming in busy public places.
Evaluation 6
The document discusses the technologies used and lessons learned during the process of creating a film opening. In the research phase, websites like IMDb, box office records, and the UK Film Council were used to research target audiences and successful films in the genre. YouTube was used to watch sample film openings. During construction, the author learned how to use a new camera, microphone, editing software, Photoshop, and lighting equipment. Editing in Movie Studio Platinum involved adding filters, brightness adjustments, and integrating narration. For evaluation, Prezi, Word, Powtoon, Blogger, and PowerPoint were used to analyze the opening and examples from other films. Overall, a wide range of software, websites, and equipment
Question 4
During the production of their short film, the document's author used various new media technologies. They researched online using Google, YouTube, and IMDB to gather information on films and genres. They created a questionnaire using a HD camera and Final Cut Express. A storyboard was made using photos taken on a Canon camera and edited in Final Cut Express. Adobe Photoshop was used to design the film poster and logo. The film was shot on a HD camera and edited together in Final Cut Express, which was used to create transitional effects and the radio trailer. Google documents and social media were used to distribute and collect feedback on a questionnaire about the film.
Evaluation question 1
The student used a variety of media technologies throughout the construction, research, planning, and evaluation stages of their project. They relied heavily on search engines like Google to research horror and zombie movie conventions by finding trailers on YouTube and Wikipedia articles. PowerPoint was used to analyze real media texts and presentations were uploaded to blogs using SlideShare. Photoshop and Premiere Pro were used for image and video editing. Photoshop was used to design a movie poster and magazine cover while Premiere Pro was used to edit footage and add effects to create a film trailer. Research was also conducted by viewing actual magazine covers online.
Presentation3
The document discusses the various technologies used to create a media project. The student used Safari to access websites like Haverstock Media and YouTube for research. Haverstock Media was used to create blog posts tracking progress, while YouTube provided examples of other film openings. Presentation tools like Prezi were used to make the blog more creative. Filming equipment like a camera, tripod, and dolly were used, along with Final Cut Pro to professionally edit footage and add music titles. The student learned filming is difficult in busy areas and that backgrounds must remain consistent between takes.
Eva3
1. The document discusses the various media technologies used during the research, planning, construction, and evaluation stages of a school project on horror film genres.
2. During research, the author used websites like UK Tribes and Google to research audience demographics and genre conventions. They also used YouTube to view trailers.
3. For construction, the author used Adobe Photoshop to create a poster, Adobe Dreamweaver to build a website, and Adobe Premier and Audition to edit a film trailer.
4. Feedback was gathered through social media sites and by uploading work to sites like YouTube for comments.
Untitled presontation
The document discusses the various technologies used to create an opening sequence project. It describes using a tripod, the Garageband app on Macs to add sounds, and an iPad to record clearer dialogue. Final Cut Pro on Macs was used to edit and create the opening sequence. Research was conducted using websites like YouTube, Pearl and Dean, Google Slides, and Google Docs. Garageband and Final Cut Pro were utilized for sound editing and video editing.
Question 6
George Ring learned a lot about filmmaking technology while constructing a film opening with a classmate. They used Nikon D3200 cameras to film from multiple angles. Editing was made easier by using two cameras and a blog to share work. Adobe Photoshop and Premier Pro were used to edit shots and add titles/music. YouTube and social media helped promote the film and get audience feedback. IMDB provided research on horror film demographics, budgets, and trailers.
Untitled presentation
The document discusses the various technologies used to create a film opening sequence. A tripod was used for filming, GarageBand was used to create sounds and music, and an iPad was used to record clear dialogue. A camera recorded all shots and Final Cut Pro was used to edit and assemble the opening sequence. Research was conducted using websites like YouTube to analyze other openings, and Google Slides, Docs, and Mahara were used to write and submit evaluations.
Evaluation question 6
The document discusses the various technologies used at different stages of constructing a media product. In the research stage, Google was used to research the genre and conventions while Blogger displayed findings. Celtx was used as a new technology to write the script. Blogger also displayed planning materials. Filming utilized a Panasonic HD camcorder and zoom recorder. Final Cut Express on a Mac was used to edit the entire film. Freesfx provided classical piano music. Microsoft Word and PowerPoint were used for evaluation.
Evaluation question 4
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a film project. Sony Vegas and Photoshop were used for editing film and creating film posters/reviews. GoPro and Lumix cameras were used for filming, though low light performance was an issue. Blogger and YouTube facilitated online research, planning, and sharing of videos. Dafont and Freesound provided fonts and sound effects. Wordle helped with brainstorming and evaluating ideas.
Evaluation question 4
The document discusses the use of new media technologies during the pre-production, production, and post-production stages of creating a music video. During pre-production, YouTube, SlideShare, and Prezi were used for research and planning, while Blogger was used to document the process. An iPhone and camera were used to capture raw footage during production. iMovie and Corel PaintShop Pro were utilized for editing the footage and creating graphics during post-production, while noise-cancelling headphones helped with the editing process. A Windows computer was also used for layout and design work.
Evaluation
The document discusses the various technologies used to construct a film opening, including YouTube to publish work and receive feedback, Blogger to upload planning ideas and the final film, a DSLR camera for clear filming, Premiere Pro for detailed editing, and social media like Facebook and Twitter to share planning ideas and the final film to get feedback.
Evaluation question 4
The document summarizes the various media technologies and tools the author used during their coursework project on creating a music video. These included YouTube for research on conventions and techniques from other music videos; Google to find information on the artist; Microsoft Word for risk assessments and lyrics analysis; PowerPoint for initial planning presentations; Blogger as their main blog to document all stages; their phone for quick lookups and organization; a camera, tripod, memory stick, and Adobe Premiere CC for filming, importing footage, and editing; and Photoshop to edit the digipak and advertisement. For evaluation, they used PowerPoint, Slideshare, Blogger, Prezi, and Glogster to present their reflections.
How did you use media technologies in theconstruction, research, planning and...
Throughout the project, the student used various media technologies for research, planning, construction, and evaluation. For research, they used Google to search online and YouTube to research music videos. They created a blog using Blogger to upload and share their work. For construction, they used camcorders, a DSLR camera, iMovie to edit video, and Photoshop for images. Evaluation involved using Word, PowerPoint, Camtasia to record screens, Movie Maker to edit video, Prezi for presentations, and Slideshare and surveys to gather feedback. Videos were shared on YouTube and Facebook to obtain audience feedback.
Q4
The student used various new media technologies at different stages of their short film project. In the construction stage, they used a Panasonic camera to film and iMovie to edit. Microsoft Publisher was used to design the film poster. In the research stage, they relied heavily on online resources like YouTube, Google, Wikipedia, and Blogger. Planning was done mostly with traditional methods. For evaluation, the student created audio and video files to upload to YouTube and used PowerPoint, SlideShare and their blog to receive and share feedback.
Evaluation question 6 mo
The document discusses the tools and resources used to create a student film. It describes using a video camera, microphone, and Movie Studio Platinum 12.0 editing software. Research was conducted online using Google, YouTube, and Blogger to find inspiration from other works and keep track of their progress. Test footage was uploaded to YouTube to get feedback and practice editing skills before filming the final project. A Panasonic camera presented initial challenges in setting up the stand but skills improved. An extended microphone was also used for sound, being careful it did not appear in shots. Various editing tools were explored to achieve different effects, like black and white format for a flashback scene.
EVALUATION 6
Harriet Bibby learned to use several technologies during the process of constructing her film product and evaluating it. She used websites like the UK Film Council, Box Office Mojo, and IMDB to research her film genre and target audience. For construction, she learned to use a digital camera, Movie Studio Platinum for editing, a sound recorder for Foley effects, and websites to find music. For evaluation, she used Prezi, Powtoon, Microsoft Word, PowerPoint, a sound recorder, Movie Studio Platinum, blogger, and Slideshare. Overall, while some technologies like the digital camera and Movie Studio Platinum took time to learn, she found most were reasonably easy to use once she got familiar with them
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Evaluation 4 The use of Technology towards my coursework
The document discusses the various technologies used at different stages of the author's coursework project. During research and planning, the author relied heavily on online resources like Wikipedia, IMDB, Google Docs, Slideshare, and surveys using SurveyMonkey. Photoshop was used for layouts and moodboards. For construction, the author used Adobe Premiere and Photoshop, storing files on Google Drive and Dropbox. A Canon camera was used to film footage. Evaluation involved creating videos in iMovies and presentations in Prezi and PowerPoint, with content uploaded to YouTube, Slideshare, and Photobucket. The author concludes that various forms of technology and new media were crucial
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Evaluation Question 6
The document discusses various media technologies used in creating a thriller movie project, including a Canon camera, Wix, IMDb, YouTube, Rotten Tomatoes, a microphone, Audacity, Prezi, Apple Macs, GarageBand, Bubbl.us, and Final Cut Express. It provides brief descriptions of how each technology was used, any difficulties encountered, and ease of use after gaining experience. The technologies were employed for tasks like uploading research, analyzing other movies, recording and editing audio, creating presentations and mind maps, and assembling video clips and music into the final movie product.
EVALUATION.
The student used a range of technologies to complete their media project. They used Safari to access websites like Haverstock Media and YouTube to conduct research and update their blog on Haverstock Media. They also used the internet to create slideshows and presentations. They filmed their project using a camera, tripod, and dolly. They edited the film using a Mac and Final Cut Pro, adding music and titles using Live Type. Through the process, they learned about filming techniques and the challenges of filming in busy public places.
Evaluation 6
The document discusses the technologies used and lessons learned during the process of creating a film opening. In the research phase, websites like IMDb, box office records, and the UK Film Council were used to research target audiences and successful films in the genre. YouTube was used to watch sample film openings. During construction, the author learned how to use a new camera, microphone, editing software, Photoshop, and lighting equipment. Editing in Movie Studio Platinum involved adding filters, brightness adjustments, and integrating narration. For evaluation, Prezi, Word, Powtoon, Blogger, and PowerPoint were used to analyze the opening and examples from other films. Overall, a wide range of software, websites, and equipment
Question 4
During the production of their short film, the document's author used various new media technologies. They researched online using Google, YouTube, and IMDB to gather information on films and genres. They created a questionnaire using a HD camera and Final Cut Express. A storyboard was made using photos taken on a Canon camera and edited in Final Cut Express. Adobe Photoshop was used to design the film poster and logo. The film was shot on a HD camera and edited together in Final Cut Express, which was used to create transitional effects and the radio trailer. Google documents and social media were used to distribute and collect feedback on a questionnaire about the film.
Evaluation question 1
The student used a variety of media technologies throughout the construction, research, planning, and evaluation stages of their project. They relied heavily on search engines like Google to research horror and zombie movie conventions by finding trailers on YouTube and Wikipedia articles. PowerPoint was used to analyze real media texts and presentations were uploaded to blogs using SlideShare. Photoshop and Premiere Pro were used for image and video editing. Photoshop was used to design a movie poster and magazine cover while Premiere Pro was used to edit footage and add effects to create a film trailer. Research was also conducted by viewing actual magazine covers online.
Presentation3
The document discusses the various technologies used to create a media project. The student used Safari to access websites like Haverstock Media and YouTube for research. Haverstock Media was used to create blog posts tracking progress, while YouTube provided examples of other film openings. Presentation tools like Prezi were used to make the blog more creative. Filming equipment like a camera, tripod, and dolly were used, along with Final Cut Pro to professionally edit footage and add music titles. The student learned filming is difficult in busy areas and that backgrounds must remain consistent between takes.
Eva3
1. The document discusses the various media technologies used during the research, planning, construction, and evaluation stages of a school project on horror film genres.
2. During research, the author used websites like UK Tribes and Google to research audience demographics and genre conventions. They also used YouTube to view trailers.
3. For construction, the author used Adobe Photoshop to create a poster, Adobe Dreamweaver to build a website, and Adobe Premier and Audition to edit a film trailer.
4. Feedback was gathered through social media sites and by uploading work to sites like YouTube for comments.
Untitled presontation
The document discusses the various technologies used to create an opening sequence project. It describes using a tripod, the Garageband app on Macs to add sounds, and an iPad to record clearer dialogue. Final Cut Pro on Macs was used to edit and create the opening sequence. Research was conducted using websites like YouTube, Pearl and Dean, Google Slides, and Google Docs. Garageband and Final Cut Pro were utilized for sound editing and video editing.
Question 6
George Ring learned a lot about filmmaking technology while constructing a film opening with a classmate. They used Nikon D3200 cameras to film from multiple angles. Editing was made easier by using two cameras and a blog to share work. Adobe Photoshop and Premier Pro were used to edit shots and add titles/music. YouTube and social media helped promote the film and get audience feedback. IMDB provided research on horror film demographics, budgets, and trailers.
Untitled presentation
The document discusses the various technologies used to create a film opening sequence. A tripod was used for filming, GarageBand was used to create sounds and music, and an iPad was used to record clear dialogue. A camera recorded all shots and Final Cut Pro was used to edit and assemble the opening sequence. Research was conducted using websites like YouTube to analyze other openings, and Google Slides, Docs, and Mahara were used to write and submit evaluations.
Evaluation question 6
The document discusses the various technologies used at different stages of constructing a media product. In the research stage, Google was used to research the genre and conventions while Blogger displayed findings. Celtx was used as a new technology to write the script. Blogger also displayed planning materials. Filming utilized a Panasonic HD camcorder and zoom recorder. Final Cut Express on a Mac was used to edit the entire film. Freesfx provided classical piano music. Microsoft Word and PowerPoint were used for evaluation.
Evaluation question 4
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a film project. Sony Vegas and Photoshop were used for editing film and creating film posters/reviews. GoPro and Lumix cameras were used for filming, though low light performance was an issue. Blogger and YouTube facilitated online research, planning, and sharing of videos. Dafont and Freesound provided fonts and sound effects. Wordle helped with brainstorming and evaluating ideas.
Evaluation question 4
The document discusses the use of new media technologies during the pre-production, production, and post-production stages of creating a music video. During pre-production, YouTube, SlideShare, and Prezi were used for research and planning, while Blogger was used to document the process. An iPhone and camera were used to capture raw footage during production. iMovie and Corel PaintShop Pro were utilized for editing the footage and creating graphics during post-production, while noise-cancelling headphones helped with the editing process. A Windows computer was also used for layout and design work.
Evaluation
The document discusses the various technologies used to construct a film opening, including YouTube to publish work and receive feedback, Blogger to upload planning ideas and the final film, a DSLR camera for clear filming, Premiere Pro for detailed editing, and social media like Facebook and Twitter to share planning ideas and the final film to get feedback.
Evaluation question 4
The document summarizes the various media technologies and tools the author used during their coursework project on creating a music video. These included YouTube for research on conventions and techniques from other music videos; Google to find information on the artist; Microsoft Word for risk assessments and lyrics analysis; PowerPoint for initial planning presentations; Blogger as their main blog to document all stages; their phone for quick lookups and organization; a camera, tripod, memory stick, and Adobe Premiere CC for filming, importing footage, and editing; and Photoshop to edit the digipak and advertisement. For evaluation, they used PowerPoint, Slideshare, Blogger, Prezi, and Glogster to present their reflections.
How did you use media technologies in theconstruction, research, planning and...
Throughout the project, the student used various media technologies for research, planning, construction, and evaluation. For research, they used Google to search online and YouTube to research music videos. They created a blog using Blogger to upload and share their work. For construction, they used camcorders, a DSLR camera, iMovie to edit video, and Photoshop for images. Evaluation involved using Word, PowerPoint, Camtasia to record screens, Movie Maker to edit video, Prezi for presentations, and Slideshare and surveys to gather feedback. Videos were shared on YouTube and Facebook to obtain audience feedback.
Q4
The student used various new media technologies at different stages of their short film project. In the construction stage, they used a Panasonic camera to film and iMovie to edit. Microsoft Publisher was used to design the film poster. In the research stage, they relied heavily on online resources like YouTube, Google, Wikipedia, and Blogger. Planning was done mostly with traditional methods. For evaluation, the student created audio and video files to upload to YouTube and used PowerPoint, SlideShare and their blog to receive and share feedback.
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Evaluation 4 The use of Technology towards my coursework
Evaluation 4 The use of Technology towards my coursework
How did you use media technologies in theconstruction, research, planning and...
How did you use media technologies in theconstruction, research, planning and...
Similar to Evaluation question 6 mo
Evaluation question 6 mo
The document discusses the tools and resources used to create a student film. It describes using a video camera, microphone, and Movie Studio Platinum 12.0 editing software. Research was conducted online using Google, YouTube, and Blogger to find inspiration from other works and keep track of their progress. Test footage was uploaded to YouTube to get feedback and practice editing skills before filming the final project. A Panasonic camera presented initial challenges in setting up the stand but skills improved. An extended microphone was also used for sound, being careful it did not appear in shots. Various editing tools were explored to achieve different effects, like black and white format for a flashback scene.
EVALUATION 6
Harriet Bibby learned to use several technologies during the process of constructing her film product and evaluating it. She used websites like the UK Film Council, Box Office Mojo, and IMDB to research her film genre and target audience. For construction, she learned to use a digital camera, Movie Studio Platinum for editing, a sound recorder for Foley effects, and websites to find music. For evaluation, she used Prezi, Powtoon, Microsoft Word, PowerPoint, a sound recorder, Movie Studio Platinum, blogger, and Slideshare. Overall, while some technologies like the digital camera and Movie Studio Platinum took time to learn, she found most were reasonably easy to use once she got familiar with them
Evaluation question six
The document discusses various filming, editing, and presentation technologies used for a student media project. A tripod was essential for steady shots during filming. The original storyboard guided editing in Premiere Pro, though the software had issues with saving work and handling many clips. Non-diegetic folk music from "Birds are Indie" was chosen to fit the film's atmosphere. Wordpress and Prezi were used to create an engaging blog, and websites like IMDb and Film4 provided research on indie dramas through full information and clips.
Question 6
The student used various technologies throughout the process of planning, constructing, and evaluating their media project. During planning, they researched online statistics and film information to inform their genre and target audience. YouTube provided examples of film openings. Blogger was used to record findings. Movie Studio Platinum and Photoshop were used for editing, titles, and overlays during construction. Evaluation utilized Prezi, Powtoon, SlideShare, and YouTube to make the evaluations appear professional. Lighting was set up, and freefx.com provided music and sound effects. The student learned about different technologies and how to effectively use editing, design, and presentation software throughout the process.
Evaluation question 6
The document discusses the technologies used during the different stages of creating a film opening project. During the research and planning stage, the individual used software like Blogger, Slideshare, Prezi, Word, and PowerPoint to present research and planning, as well as YouTube and IMBD to conduct research. Hardware like cameras were used to film interviews. During construction, various hardware like cameras, microphones, and computers were used along with software like Movie Studio Platinum for editing and Photoshop for titles and logos. The evaluation stage involved using software like Prezi, PowerPoint, Word, Emaze, Blogger and Slideshare to analyze the project, with Emaze being the most difficult to learn.
Evaluation Question 6
The document discusses the various technologies used at each stage of creating a media project:
- During planning and research, websites like IMDB, YouTube, and Blogger were used to gather information and document findings. While most were easy to use, some had limitations.
- During construction, editing software like Movie Studio Platinum and Photoshop were used to edit video, add effects, and create graphics. These took practice to learn but became easier with time.
- During evaluation, websites like Prezi, Powtoon, and Slideshare were used to present evaluations, along with Blogger and YouTube. Some had filtering issues that caused delays.
Question 4 redone.odp.pptx
During the production of a film, various technologies were used for planning, research, construction, and evaluation. Planning was done using Microsoft Word, Facebook, and WhatsApp to communicate. Research utilized websites like IMDB, BBC Film Network, YouTube, and Google to explore film techniques and genres. Final Cut Pro, iMovie, QuickTime Player, and other software were used for editing and constructing the film. The completed film and accompanying materials were shared online using Vimeo, SoundCloud, and blogs for evaluation of the project.
QUESTION 6
The document discusses the technologies used during the construction of a film opening. It describes using Google for research on film genres, conventions, distributors, and target audiences. YouTube was used to research trailers and openings in their genre. Blogger was used daily to upload evaluation questions, filming updates, edits, pitches, and feedback, as it allowed them to easily access their work. Prezi was used to present information on genre conventions. Photoshop and Movie Studio Platinum 12.0 were used for editing but sometimes crashed. Blogger and Prezi allowed for organization while editing software was useful but unstable at times.
Evaluation 6
Harriet Bibby evaluated the technologies used to construct a film product. She used various websites for planning and research, such as the UK Film Council website and IMDB. During construction, she learned to use a digital camera and Movie Studio Platinum for editing. While the camera and software were initially difficult, she gained experience over time. Sound recording and matching sounds to video footage posed challenges. Overall, Harriet found that internet research, Movie Studio Platinum for editing, and blogging were the most useful technologies, though some software had reliability issues.
Evaluation 6
Harriet Bibby evaluated the technologies used to construct a film product. She used various websites for planning and research, such as the UK Film Council website and IMDB. During construction, she learned to use a digital camera and Movie Studio Platinum for editing. While the camera and software were initially difficult, she gained experience over time. Sound recording and matching sounds to video footage presented challenges. Overall, Harriet found that internet research, Movie Studio Platinum for editing, and blogging were the most useful technologies, though some software had reliability issues.
Evaluation question 6
From producing a film opening, the student has learned about various technologies. The student was introduced to blogger and learned how to construct and organize a blog to plan filming and keep track of research and ideas. YouTube provided research by analyzing other openings and tutorials to improve skills. Creating a storyboard and animatic helped visualize shots and plan filming. Using a camera and voice recorder provided experience filming and recording high quality footage and sound. Adobe Premiere and Photoshop were used to edit, add titles and effects to produce the final opening. Websites provided non-copyrighted music and sounds to enhance the opening. Overall, the student gained substantial knowledge and experience using new technologies from constructing the media product.
Question 6
The document discusses technologies the author learned during constructing a media project. They learned to use Blogger to post planning stages and research, YouTube to upload interviews, and Prezi and SlideShare to create and share presentations. They had some initial difficulties with file uploads and network restrictions at school but overcame them. For construction, the author used a D5000 camera, Sony Vegas and Movie Studio for editing, an audio recorder for sound effects, and royalty-free music websites. They found the software easy to use but music selection took time. For evaluation, the author again used Blogger, Prezi, audio recording and editing software, YouTube, and Microsoft Office programs which were generally familiar to them.
Q6
Through producing a film opening sequence, the document's author learned about various film production technologies. They gained experience using editing software like Adobe Premier Elements and Windows Movie Maker to improve footage. They also learned how to more effectively operate and handle a camera using techniques like a tripod. Additionally, the author expanded their understanding of using online platforms like YouTube and SlideShare to research other films, exhibit their own production, and ensure accessibility of planning documents and the finished film. The integration of multiple media platforms helped make the accompanying blog look professional and organized.
Q6 edited
Through producing a film opening sequence, the author learned about various technologies required for film production. They gained experience using editing software like Adobe Premier Elements and Windows Movie Maker to improve footage. They also learned how to more effectively operate and handle a camera using techniques like a tripod. Additionally, the author expanded their understanding of using YouTube for both researching other films and exhibiting their own production. They also used SlideShare to present planning materials on their blog to give audiences easy access to their filmmaking process.
Q6 edited
Through producing a film opening sequence, the document's author learned about various film production technologies. They gained experience using editing software like Adobe Premier Elements and Windows Movie Maker to improve footage. They also learned how to more effectively operate and handle a camera using techniques like a tripod. Additionally, they expanded their understanding of using online platforms like YouTube and SlideShare to research other films, exhibit their own production, and ensure accessibility of planning documents and the finished film. The use of multiple media platforms helped present their work professionally and in an organized manner on the project blog.
Evaluation Question 6
The student learned about various technologies through constructing a film opening project. In the research and planning stage, they used YouTube to find inspiration from similar films, Google to search for sites and find props, and IMDB to research the genre's box office performance. During construction, they used a HD camcorder, steady cam setup instead of a tripod for unique angles, and a computer to edit the film. Their editing software was Movie Studio Platinum, and they used Photoshop for titles. For evaluation, they created presentations using Blogger, PowerPoint, YouTube, and Prezi. Overall, the technologies helped with research, construction, editing, and evaluation of the film opening.
What have you learnt about technology 6
The document discusses the various technologies used to create a film. It describes using Photoshop to create graphics, Premier Pro for editing and creating an animatic. Hardware used included a digital camera, boom box, and tripod. Software applications like Premier Pro were used for editing despite initial difficulties learning the programs. Various websites like Blogger, YouTube, Prezi and SlideShare were employed to share elements of the work. Creating the film helped develop skills in using software programs, cameras and capturing different shot types.
Q3
Shaiann Mangan used various media technologies throughout the construction, research, planning, and evaluation stages of her project. During planning, she used Blogger to document work, YouTube to find inspiration videos, and Prezi and SlideShare to present work. For production, she used video and digital cameras to record, hard drives and memory cards to store footage, and Final Cut Pro to edit. She documented the process on Blogger and used her BlackBerry to capture audience response. For ancillary products, she used Photoshop and Paint to design a digipak and DaFont to choose a font. Throughout, she shared work and progress using Blogger, YouTube, and SlideShare.
Question 6.
The document discusses technologies the author learned about through constructing a media project.
The author learned to use Blogger to blog the project planning stages, YouTube to upload videos, and Prezi and SlideShare to create and share presentations. They summarize how each platform worked and issues they overcame like slow uploading speeds.
For construction, the author discusses using a DSLR camera, Sony Vegas and Movie Studio for editing, an audio recorder for sound, and royalty-free music sites. They touch on lighting choices and editing process.
For evaluation, the author lists using the same platforms like Blogger, Prezi, YouTube, along with Word and PowerPoint. They discuss recording an evaluation response and editing it
Critical Evaluation Question 4
The document discusses the various media technologies used during the planning, research, construction, and evaluation stages of creating a film project. Planning involved using Word for schedules, Movie Maker for storyboards, and Facebook and phone/email for communication. Research utilized SurveyMonkey for audience surveys, IMDB for film information, Google for problem solving, and YouTube for inspiration. Construction saw the use of Final Cut for editing, Logic for scoring, LiveType for credits, Camera for high quality footage, and Digital Editing Suite for recording audio. Evaluation was done through a blog on Blogspot and presentations on PowerPoint analyzing the process, audience feedback, and challenges faced.
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Script
The script for a music video is simple and stereotypical for its genre. It begins with the main protagonist in her bedroom looking upset while admiring things that remind her of her ex-boyfriend. Most of the video will feature performance scenes, and it concludes with the protagonist joining friends after changing clothes to go out with them.
Evaluation Q2 2
The document discusses the effectiveness of combining a main music product with ancillary texts for a music video in the R&B genre. It describes incorporating various R&B conventions into the music video such as narrative, lighting, costume, editing, and mise-en-scene. Specific examples are provided of how these elements were used to tell the story of the song and engage the target audience. Brand identity is also discussed and how it was maintained across the digital, music video, and magazine advert products to effectively promote the artist.
Evaluation Q1
The document discusses conventions in music videos and how the author's music video both followed and challenged conventions of the R&B genre. It followed conventions such as establishing the main protagonist, incorporating both narrative and performance scenes with changes in lighting, using subtle costume choices, and editing techniques common to the genre. However, it challenged conventions by not including a title at the beginning, not focusing on exotic locations, and portraying a strong female protagonist going against stereotypes.
Evaluation Q3 2
The interviews and questionnaires conducted with the target audience prior to filming helped the creator learn what their audience wanted and did not want to see in the music video. The audience preferred mainstream artists like Chris Brown who appeal to female audiences and address everyday issues in their music. Feedback after filming indicated the creator could have shown more emotion during performances and used a flashier costume and makeup. Viewing the video with family also provided suggestions to change minor details and the Drake reference.
Evaluation Q3
The document discusses feedback received from audiences on a music video. Pre-filming interviews and questionnaires with the target audience of young R&B fans helped the creator understand what to include, like relatable everyday themes. Post-filming feedback noted areas for improvement like being more emotive in the performance scene and using a flashier costume. Overall, the feedback process informed how to better meet audience expectations for the R&B genre.
Evaluation Q2
The document discusses the effectiveness of combining a main music video product with ancillary texts for a genre of R&B. Key aspects that were incorporated into the music video and other products included establishing characters, lighting, costume, editing, narrative, and mise-en-scene to tell the story of the song. High and low key lighting were used depending on the tone. Costumes were subtle rather than bright or dark. Editing included slow pacing and fades. The album digipak and magazine advert maintained strong brand identity through consistent use of font, colors, and other visual elements to effectively promote the artist.
Conventions of magazine adverts for digipaksi
The conventions of magazine adverts for digipaks include a picture of the album, the artist name, and release date. They also feature consistent branding elements like fonts, images, and color schemes to promote the album name, record label, and social media links. Additional information directs customers to websites and stores to purchase the album.
Script
The music video does not have a detailed script as it consists of simple scenes. One scene takes place in a classroom where the main girls act as rebels who break the rules while the extra students have confused and annoyed expressions. The overall video focuses on a rebellious theme without complex scripting for most of the scenes.
Shot list
The shot list describes various camera shots for a music video, including extreme long shots of girls dancing, close ups panning across girls' faces at a table and in a classroom, long shots of girls in a classroom, extreme close ups of girls singing, close ups of their clothes, tilt shots, quick cuts due to a fast beat, and tracking shots of a person walking in London.
Shooting schedule
This document provides a shooting schedule for a film titled "TLC - Hat 2 Da Back" with details about location, characters, props, and shot descriptions for various scenes filmed over multiple days. It lists scenes filmed on September 19th at DeAston School Hall featuring three band member characters singing and goofing around while wearing baggy, funny clothes and glasses. Additional classroom scenes were filmed on September 21st and 22nd at Room 25 of the same school, including close-ups of the teacher and students. The final scene was filmed on September 28th on a London road, with a long shot of a ghetto-looking area and one band member character.
Pitch
The video pitch proposes emphasizing how the three main characters are different by dressing them in baggy clothes in a classroom full of white students and teacher who are uncomfortable. Shots will show the girls singing and dancing together having fun, in a ghetto area to fit a typical hip-hop video, and unexpectedly in dresses at one point to prove a point against stereotypes. The video will include various scenes from the song and end with a dance during a musical breakdown before fading out with the girls having fun.
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Evaluation question 6 mo
- 2. During the process of the making of our film we used a number of different devices. We used a video camera, microphone, editing software etc. During research for our film we used not only a variety of hardware but also software. We used a bunch of websites like Google and YouTube for research on our genre, misce en scene and other different aspects of our film. We used YouTube for research on genre types and ideas for our film opening. Inspiration for our film opening was gotten from music videos and movies we saw on the site like movie ‘Baby Boy’ and Rihanna’s video ‘Russian Roulette’ It wasn’t difficult at all because these are sites that I’m very familiar with these websites.
- 3. Another website we used was ‘Blogger’ to keep track of our work. This was my first time of using this site but I got the hang of it very quickly which made work a whole lot easier for me. Now I have an up and running blog to keep track of my work. Before making our film opening we had a practice run. We made a short film and uploaded it on YouTube for feedback.
- 4. For the construction of our film we used a range of devices. We used a ‘Panasonic Camera for filming . We also used an extended microphone for those parts in our film that had sound. Another very important device was the computer that had the software we used to edit or film.
- 5. The software we used for editing was Movie Studio Platinum 12.0 Editing wasn’t as hard as I thought it would be we used a variety of different tools In one of our scenes we had a flashback scene. To create this we used a black and white format to make it have sort of that kind of ancient look to it.