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The document discusses various technologies and skills the author learned during creating a movie project. The author learned about using different camera angles beyond just left and right, such as high and low angles, to convey meaning. They also learned to use iMovie editing software after initial problems with Adobe software, including how to add transitions, cut sections, and import music. Viewing other students' films on YouTube provided inspiration and lessons on what works best. Research on IMDB also helped with understanding popular film genres and audiences.
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Evaluation
The document discusses the use of various media technologies in the construction, research, planning and evaluation of a project. It describes:
1) The use of digital cameras, flip cameras, HD cameras and iStopMotion software for filming and stop motion elements.
2) The use of Final Cut Express and iMovie for video editing at different stages of the project.
3) The use of Photoshop for photo editing and creation of collateral materials.
4) The use of online platforms like Blogger, SlideShare, Facebook, YouTube and Gmail for sharing content, gathering feedback and collaborating with others.
Question 7
1) The team learned how to better work together through compromising and delegating tasks for their full product compared to their preliminary task.
2) They improved their time management for the full project by planning filming schedules and meetings, which allowed more time for polishing.
3) The camera work and editing for the full product was of higher quality compared to the preliminary task due to using better equipment, more advanced editing software, and steadier camera movements.
Barbering evaluation
The document summarizes the process of creating a barbering tutorial video for a client. It discusses:
1) Filming the video went according to plan after completing pre-production such as storyboards and assigning roles.
2) Editing began by reviewing footage and selecting shots to include, then ordering shots taken by different cameras.
3) Overall editing went well though the software had some issues, and text was added to shots as requested by the client to provide more detail.
Question 4
The document discusses the various media technologies and tools used by the author at different stages of their coursework. These included Blogger for uploading work, Photoshop for editing images, Prezi and SlideShare for creating slideshows, a DSLR camera for filming and photos, Microsoft Office including PowerPoint, social media for evaluation feedback, Survey Monkey for collecting feedback, and a mobile phone for planning, communication and some filming.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Evaluation Media 2
The document discusses how the author and their team addressed their audience and attracted viewers to their thriller film project. They conducted market research and aimed to include popular elements like action and a female protagonist. The author also learned new skills in filming, editing, and creating a blog to document the process. They gained experience using software like iMovie and learned the importance of planning shots and adding music/sound effects when editing. The preliminary task helped them improve techniques for their final product by practicing with the camera and learning from mistakes.
Question 4
The student used a variety of media technologies throughout the construction, research, planning, and evaluation stages of their project. During research and planning, they used Prezi, Microsoft Word, PowerPoint, and Google Drive. Prezi allowed for creativity and embedding of media like video. During construction, they used a camera to film footage, Photoshop to edit ancillary tasks, and Premiere Pro to edit the trailer. They uploaded their work to Blogger and shared the trailer on YouTube and social media. Throughout the process, they learned new skills in software like Photoshop and Premiere Pro by watching tutorials online.
Evaluation 4
The student used a variety of software to complete their coursework, including Microsoft Word, PowerPoint, Prezi, Photoshop, YouTube, Adobe Premiere Pro, After Effects, and Instagram. PowerPoint and Word were used for research and writing, while Prezi allowed for presentations with pictures and text. Photoshop was used to edit photos professionally. Adobe programs like Premiere Pro and After Effects were utilized to construct video elements such as a trailer, credits, and visual effects. A Canon camera and phone were also employed to capture footage.
Recommended
Evaluation
The document discusses the use of various media technologies in the construction, research, planning and evaluation of a project. It describes:
1) The use of digital cameras, flip cameras, HD cameras and iStopMotion software for filming and stop motion elements.
2) The use of Final Cut Express and iMovie for video editing at different stages of the project.
3) The use of Photoshop for photo editing and creation of collateral materials.
4) The use of online platforms like Blogger, SlideShare, Facebook, YouTube and Gmail for sharing content, gathering feedback and collaborating with others.
Question 7
1) The team learned how to better work together through compromising and delegating tasks for their full product compared to their preliminary task.
2) They improved their time management for the full project by planning filming schedules and meetings, which allowed more time for polishing.
3) The camera work and editing for the full product was of higher quality compared to the preliminary task due to using better equipment, more advanced editing software, and steadier camera movements.
Barbering evaluation
The document summarizes the process of creating a barbering tutorial video for a client. It discusses:
1) Filming the video went according to plan after completing pre-production such as storyboards and assigning roles.
2) Editing began by reviewing footage and selecting shots to include, then ordering shots taken by different cameras.
3) Overall editing went well though the software had some issues, and text was added to shots as requested by the client to provide more detail.
Question 4
The document discusses the various media technologies and tools used by the author at different stages of their coursework. These included Blogger for uploading work, Photoshop for editing images, Prezi and SlideShare for creating slideshows, a DSLR camera for filming and photos, Microsoft Office including PowerPoint, social media for evaluation feedback, Survey Monkey for collecting feedback, and a mobile phone for planning, communication and some filming.
Evaluation
The document summarizes the process of creating a short promotional film for a college campus. A group of students were assigned roles and worked as a team to film footage around campus, conduct an interview, and edit the video together. They encountered some challenges during filming but overcame them by problem solving as a group. The editing process utilized video editing software and basic tools to cut footage and add transitions. In the end, the finished video met the goal of informing and persuading viewers despite some changes from the original plans. The project provided the students with experience making a film and collaboration skills.
Evaluation Media 2
The document discusses how the author and their team addressed their audience and attracted viewers to their thriller film project. They conducted market research and aimed to include popular elements like action and a female protagonist. The author also learned new skills in filming, editing, and creating a blog to document the process. They gained experience using software like iMovie and learned the importance of planning shots and adding music/sound effects when editing. The preliminary task helped them improve techniques for their final product by practicing with the camera and learning from mistakes.
Question 4
The student used a variety of media technologies throughout the construction, research, planning, and evaluation stages of their project. During research and planning, they used Prezi, Microsoft Word, PowerPoint, and Google Drive. Prezi allowed for creativity and embedding of media like video. During construction, they used a camera to film footage, Photoshop to edit ancillary tasks, and Premiere Pro to edit the trailer. They uploaded their work to Blogger and shared the trailer on YouTube and social media. Throughout the process, they learned new skills in software like Photoshop and Premiere Pro by watching tutorials online.
Evaluation 4
The student used a variety of software to complete their coursework, including Microsoft Word, PowerPoint, Prezi, Photoshop, YouTube, Adobe Premiere Pro, After Effects, and Instagram. PowerPoint and Word were used for research and writing, while Prezi allowed for presentations with pictures and text. Photoshop was used to edit photos professionally. Adobe programs like Premiere Pro and After Effects were utilized to construct video elements such as a trailer, credits, and visual effects. A Canon camera and phone were also employed to capture footage.
Presentation1
The document discusses various media technologies used during the planning, research, and production stages of a project. These included video cameras, still cameras, flip cameras, blogs, YouTube, Google, Camtasia, Final Cut Pro, and Photoshop. Blogs were used like diaries to document the process chronologically. YouTube provided music videos for inspiration and research. Final Cut Pro allowed editing of multiple tracks at once to sync footage. Photoshop was used to design promotional materials like magazine ads and CD covers.
Technologies in media
The document discusses the technologies used in various media coursework projects, including websites for researching films (IMDB), recording audio (microphone), editing video (Final Cut Express), editing audio (Audacity), using Apple Mac computers, making music (GarageBand), researching online (Google Chrome), building websites (Wix), filming footage (Canon camera), uploading videos (YouTube), presenting information (Prezi), conducting surveys (SurveyMonkey), reviewing films (Rotten Tomatoes), and presenting work (SlideShare). While some technologies like iMacs, Chrome, and Wix were easy to use, others like Final Cut Express, Audacity, GarageBand, uploading to iMacs, annotating YouTube videos
Technologies in media project
The document discusses various technologies and programs used for a media A-level coursework project. IMDB was used for researching horror films and provided summaries but not audience demographics. A small microphone recorded audio easily but had limited memory. Final Cut Express was difficult to learn but became easier with use for video editing. Audacity was hard to use at first for podcast editing. Apple Macs were familiar but files were hard to locate. GarageBand was challenging for creating music. Google Chrome was easy for research. Wix was familiar for website creation. A Canon camera was easy to use but uploading files to Macs was difficult initially. YouTube was known but annotations had to be learned. Prezi was hard to use due to options
Technologies used in construction and research
The document discusses the various digital tools and internet resources used to create a blog, posters, magazine covers, and horror trailer for a school project. These included using a blog to categorize and analyze work, embedding videos and images onto posts from YouTube and cameras. Polls were added but the response rate was low. Adobe Photoshop was used for posters, Premiere Elements to edit the video, and custom fonts and free sound effects were found online. Challenges included poor YouTube video quality and inability to rearrange blog posts.
Media Technologies
The document discusses how various media technologies were used in planning different aspects of a music video project. Planning involved creating a video to discuss initial ideas, choosing a song by listening to options on SoundCloud, making a filming schedule in Microsoft Excel, researching inspiration on YouTube, checking weather forecasts online, using Blogger to outline equipment and locations, devising a risk assessment in Excel, creating a storyboard and animatic, designing a website using Wix, scheduling website content in Excel, and planning a photo shoot using Facebook and texting.
Evaluation q6
The student learned about various technologies through constructing a film opening. They researched thrillers using statistics from the UK Film Council and analyzing previous thriller trailers and openings on YouTube and Google. Blogger was used to publish work, though the student found Prezi and SlideShare temperamental and difficult to use at times. Photoshop and Movie Studio Platinum were used for editing, but Movie Studio was slow and difficult to learn. Filming involved using cameras, microphones, lighting, and tripods, though remembering to turn on microphones was a challenge.
Evaluation question 6
Lucy Clarke learned how to use Photoshop and InDesign software to edit images and layout her music magazine. She became proficient in Photoshop and used it to edit photos and create her contents page. While she got the hang of basic InDesign functions, she struggled with more advanced features like text warping. She also used WordPress to create a blog to host her coursework, SlideShare to upload presentations, and a Fujifilm camera to take high-quality photos for her magazine pages.
Prelimanary task evaluation
This document summarizes Laura Knowles' evaluation of her group's preliminary task video project. Some key learnings included setting up cameras properly, editing techniques like adding titles and clipping videos. Shooting different shots out of order helped save time. The group worked well together with defined roles. A storyboard guided filming. The final video flowed better than expected. Areas for improvement included smoother transitions between shots and adding sound effects. Feedback from others will be in the next blog post. Laura acted as the villain and helped with editing to make the video flow well. She gained skills and contributed to the successful group outcome.
What have you learnt from your audience feedback
The document discusses receiving feedback on a trailer created by the author's group for a school creative arts evening. The feedback received after the event was positive and mostly praised the film's cinematography. This feedback helped the group identify mistakes during editing and make improvements to their trailer. The author also gathered feedback at different stages of development from both peers involved in media and those not, as well as from the target audience, to speed up the production process and schedule reshoots to fix issues caught earlier.
Question 7 looking back at your preliminary task, what do you feel you have l...
From the preliminary task to the final product, the student learned to use new equipment like a DSLR camera which improved photo quality, and learned new Photoshop skills to better edit images. Conventions were applied more accurately in the final piece, like feathering edges for a smoother look. Feedback helped the student create a more consistent and professional final product that better followed the conventions of similar magazines.
Technologies used2
The document discusses the tools and techniques used to create a blog, video, posters, and magazine for a school project on horror genres. Key points:
1. The blog was used to categorize and analyze videos, posters, and magazines on horror genres. Polls were added but posts and polls were separated, making comparisons difficult.
2. YouTube was used to embed videos but video quality was poor. Adobe Photoshop and Premiere Elements were used to design posters and edit videos, taking advantage of their editing tools.
3. Research online included analyzing movie trailers on YouTube to understand conventions and searching for popular horror movie taglines to inform the poster design. Custom fonts and free sound effects
Media doc
The document discusses how new media technologies were used at various stages of creating a short film project. Technologies like YouTube, Google Forms, and social media were used for inspiration, research, and collaboration. Equipment like cameras and audio recorders were used to film interviews and record voiceovers. Editing software like Final Cut Pro was used to edit footage. Photoshop was used to design a movie poster. Throughout the process, the filmmakers learned new skills like different editing effects to achieve their desired aesthetic.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
Evaluation post 6
The document discusses the student's experiences learning to use various tools for a media production course. It describes learning how to properly operate a video camera, including camera techniques, angles, and movement. It also discusses learning to use an iMac and the software GarageBand and iMovie to create a film opening. The student learned that a tripod is important for steady shots and that an SD card stores camera footage and photos. Other tools discussed include using Google for research, Art of the Title as a guideline for film openings, Blogger for uploading coursework online, and SlideShare for sharing PowerPoint presentations.
Scream 1 notes
This document provides an analysis of techniques used in the horror film "Scream". It discusses how the film establishes tension through lighting effects, amplified sounds, and eerie music. It also examines how the film subverts horror conventions by misleading the audience about the killer's identity and motives. Throughout, it references other horror films while also distinguishing Scream as a new type of psychological horror that engages the audience. Key techniques include masking the killer's face, using irony and dark humor, and keeping the audience constantly guessing about the killer.
Evaluation question 3_newest !!!!
From distributing questionnaires and gathering feedback through focus groups and social media, the creator of a music video learned about their target audience's preferences. They found that folk and indie music were most popular, as well as the acoustic subgenre. This feedback helped shape the creation of an acoustic-style music video combining folk and indie elements. Additional feedback suggested including a performance aspect, which improved audience engagement. Further feedback on promotional materials led to enhancements. Overall, audience feedback proved invaluable for creating a music video that would appeal to target viewers.
Questionnaire results
The document contains data from a questionnaire given to audiences about their music tastes and habits. The results show that the majority of respondents listen to folk and indie music every day, and their favorite subgenre is acoustic folk. Most use social media sites like Blogger and attend concerts. This data provides useful insights into the target audience for an indie/folk music video being created.
Location scouting
The document discusses location scouting ideas for a music video. The creators want to find a location that reflects the song's themes of sorrow and depression but also folk music origins in nature. They propose shooting in an isolated field to portray these ideas and relate to folk genre conventions. They also describe plans to incorporate flashback scenes showing a character sitting with his terminally ill brother through the use of camera angles and white sheets.
Location scouting
One of the ideas considered was to film the singer walking alone through a secluded field to convey feelings of isolation and relate back to folk music conventions. This location was chosen carefully to provide easy access for filming and ensure the travel distance wasn't a problem. A second idea involved using a camera mounted on a pole to enter through an upstairs window and portray a flashback scene of an ill brother in a white room being visited by his crying sibling. Relating these ideas back to techniques used in other music videos helped show thoughtful consideration of camera conventions.
Questionnaire Results
1) The document analyzes data from a questionnaire given to a folk/indie music audience to better understand their demographics and preferences.
2) The results show the audience is majority male, aged 20-30, who listen to music everyday and enjoy folk and indie genres, especially acoustic folk.
3) This information helps validate the creator's music video concept featuring acoustic folk music, which should appeal to and potentially gain popularity within the target audience.
Questionnaire results newest
The document contains data from a questionnaire given to audiences about their music tastes and habits. The results show that the majority of respondents listen to folk and indie music every day, and their favorite subgenre is acoustic folk. Most use social media sites like Blogger and attend concerts. This data provides useful insights into the target audience for an indie/folk music video being created.
Evaluation question 2
The document discusses how the creator of a music video effectively combined their main product with ancillary texts like a digipak and magazine cover to promote synergy. Key points:
1) The creator focused on keeping the same band across the music video, digipak, and magazine cover to relate all three aspects and provide a connection for the audience.
2) Examples like The Black Eyed Peas and U2 are discussed where they used similar stylistic elements like clothing, fonts, and locations/moods across ancillary texts and music videos.
3) The creator used a similar location, color/contrast effects, and facial expressions across their music video, digipak, and magazine cover
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Presentation1
The document discusses various media technologies used during the planning, research, and production stages of a project. These included video cameras, still cameras, flip cameras, blogs, YouTube, Google, Camtasia, Final Cut Pro, and Photoshop. Blogs were used like diaries to document the process chronologically. YouTube provided music videos for inspiration and research. Final Cut Pro allowed editing of multiple tracks at once to sync footage. Photoshop was used to design promotional materials like magazine ads and CD covers.
Technologies in media
The document discusses the technologies used in various media coursework projects, including websites for researching films (IMDB), recording audio (microphone), editing video (Final Cut Express), editing audio (Audacity), using Apple Mac computers, making music (GarageBand), researching online (Google Chrome), building websites (Wix), filming footage (Canon camera), uploading videos (YouTube), presenting information (Prezi), conducting surveys (SurveyMonkey), reviewing films (Rotten Tomatoes), and presenting work (SlideShare). While some technologies like iMacs, Chrome, and Wix were easy to use, others like Final Cut Express, Audacity, GarageBand, uploading to iMacs, annotating YouTube videos
Technologies in media project
The document discusses various technologies and programs used for a media A-level coursework project. IMDB was used for researching horror films and provided summaries but not audience demographics. A small microphone recorded audio easily but had limited memory. Final Cut Express was difficult to learn but became easier with use for video editing. Audacity was hard to use at first for podcast editing. Apple Macs were familiar but files were hard to locate. GarageBand was challenging for creating music. Google Chrome was easy for research. Wix was familiar for website creation. A Canon camera was easy to use but uploading files to Macs was difficult initially. YouTube was known but annotations had to be learned. Prezi was hard to use due to options
Technologies used in construction and research
The document discusses the various digital tools and internet resources used to create a blog, posters, magazine covers, and horror trailer for a school project. These included using a blog to categorize and analyze work, embedding videos and images onto posts from YouTube and cameras. Polls were added but the response rate was low. Adobe Photoshop was used for posters, Premiere Elements to edit the video, and custom fonts and free sound effects were found online. Challenges included poor YouTube video quality and inability to rearrange blog posts.
Media Technologies
The document discusses how various media technologies were used in planning different aspects of a music video project. Planning involved creating a video to discuss initial ideas, choosing a song by listening to options on SoundCloud, making a filming schedule in Microsoft Excel, researching inspiration on YouTube, checking weather forecasts online, using Blogger to outline equipment and locations, devising a risk assessment in Excel, creating a storyboard and animatic, designing a website using Wix, scheduling website content in Excel, and planning a photo shoot using Facebook and texting.
Evaluation q6
The student learned about various technologies through constructing a film opening. They researched thrillers using statistics from the UK Film Council and analyzing previous thriller trailers and openings on YouTube and Google. Blogger was used to publish work, though the student found Prezi and SlideShare temperamental and difficult to use at times. Photoshop and Movie Studio Platinum were used for editing, but Movie Studio was slow and difficult to learn. Filming involved using cameras, microphones, lighting, and tripods, though remembering to turn on microphones was a challenge.
Evaluation question 6
Lucy Clarke learned how to use Photoshop and InDesign software to edit images and layout her music magazine. She became proficient in Photoshop and used it to edit photos and create her contents page. While she got the hang of basic InDesign functions, she struggled with more advanced features like text warping. She also used WordPress to create a blog to host her coursework, SlideShare to upload presentations, and a Fujifilm camera to take high-quality photos for her magazine pages.
Prelimanary task evaluation
This document summarizes Laura Knowles' evaluation of her group's preliminary task video project. Some key learnings included setting up cameras properly, editing techniques like adding titles and clipping videos. Shooting different shots out of order helped save time. The group worked well together with defined roles. A storyboard guided filming. The final video flowed better than expected. Areas for improvement included smoother transitions between shots and adding sound effects. Feedback from others will be in the next blog post. Laura acted as the villain and helped with editing to make the video flow well. She gained skills and contributed to the successful group outcome.
What have you learnt from your audience feedback
The document discusses receiving feedback on a trailer created by the author's group for a school creative arts evening. The feedback received after the event was positive and mostly praised the film's cinematography. This feedback helped the group identify mistakes during editing and make improvements to their trailer. The author also gathered feedback at different stages of development from both peers involved in media and those not, as well as from the target audience, to speed up the production process and schedule reshoots to fix issues caught earlier.
Question 7 looking back at your preliminary task, what do you feel you have l...
From the preliminary task to the final product, the student learned to use new equipment like a DSLR camera which improved photo quality, and learned new Photoshop skills to better edit images. Conventions were applied more accurately in the final piece, like feathering edges for a smoother look. Feedback helped the student create a more consistent and professional final product that better followed the conventions of similar magazines.
Technologies used2
The document discusses the tools and techniques used to create a blog, video, posters, and magazine for a school project on horror genres. Key points:
1. The blog was used to categorize and analyze videos, posters, and magazines on horror genres. Polls were added but posts and polls were separated, making comparisons difficult.
2. YouTube was used to embed videos but video quality was poor. Adobe Photoshop and Premiere Elements were used to design posters and edit videos, taking advantage of their editing tools.
3. Research online included analyzing movie trailers on YouTube to understand conventions and searching for popular horror movie taglines to inform the poster design. Custom fonts and free sound effects
Media doc
The document discusses how new media technologies were used at various stages of creating a short film project. Technologies like YouTube, Google Forms, and social media were used for inspiration, research, and collaboration. Equipment like cameras and audio recorders were used to film interviews and record voiceovers. Editing software like Final Cut Pro was used to edit footage. Photoshop was used to design a movie poster. Throughout the process, the filmmakers learned new skills like different editing effects to achieve their desired aesthetic.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
Evaluation post 6
The document discusses the student's experiences learning to use various tools for a media production course. It describes learning how to properly operate a video camera, including camera techniques, angles, and movement. It also discusses learning to use an iMac and the software GarageBand and iMovie to create a film opening. The student learned that a tripod is important for steady shots and that an SD card stores camera footage and photos. Other tools discussed include using Google for research, Art of the Title as a guideline for film openings, Blogger for uploading coursework online, and SlideShare for sharing PowerPoint presentations.
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Question 7 looking back at your preliminary task, what do you feel you have l...
Question 7 looking back at your preliminary task, what do you feel you have l...
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Scream 1 notes
This document provides an analysis of techniques used in the horror film "Scream". It discusses how the film establishes tension through lighting effects, amplified sounds, and eerie music. It also examines how the film subverts horror conventions by misleading the audience about the killer's identity and motives. Throughout, it references other horror films while also distinguishing Scream as a new type of psychological horror that engages the audience. Key techniques include masking the killer's face, using irony and dark humor, and keeping the audience constantly guessing about the killer.
Evaluation question 3_newest !!!!
From distributing questionnaires and gathering feedback through focus groups and social media, the creator of a music video learned about their target audience's preferences. They found that folk and indie music were most popular, as well as the acoustic subgenre. This feedback helped shape the creation of an acoustic-style music video combining folk and indie elements. Additional feedback suggested including a performance aspect, which improved audience engagement. Further feedback on promotional materials led to enhancements. Overall, audience feedback proved invaluable for creating a music video that would appeal to target viewers.
Questionnaire results
The document contains data from a questionnaire given to audiences about their music tastes and habits. The results show that the majority of respondents listen to folk and indie music every day, and their favorite subgenre is acoustic folk. Most use social media sites like Blogger and attend concerts. This data provides useful insights into the target audience for an indie/folk music video being created.
Location scouting
The document discusses location scouting ideas for a music video. The creators want to find a location that reflects the song's themes of sorrow and depression but also folk music origins in nature. They propose shooting in an isolated field to portray these ideas and relate to folk genre conventions. They also describe plans to incorporate flashback scenes showing a character sitting with his terminally ill brother through the use of camera angles and white sheets.
Location scouting
One of the ideas considered was to film the singer walking alone through a secluded field to convey feelings of isolation and relate back to folk music conventions. This location was chosen carefully to provide easy access for filming and ensure the travel distance wasn't a problem. A second idea involved using a camera mounted on a pole to enter through an upstairs window and portray a flashback scene of an ill brother in a white room being visited by his crying sibling. Relating these ideas back to techniques used in other music videos helped show thoughtful consideration of camera conventions.
Questionnaire Results
1) The document analyzes data from a questionnaire given to a folk/indie music audience to better understand their demographics and preferences.
2) The results show the audience is majority male, aged 20-30, who listen to music everyday and enjoy folk and indie genres, especially acoustic folk.
3) This information helps validate the creator's music video concept featuring acoustic folk music, which should appeal to and potentially gain popularity within the target audience.
Questionnaire results newest
The document contains data from a questionnaire given to audiences about their music tastes and habits. The results show that the majority of respondents listen to folk and indie music every day, and their favorite subgenre is acoustic folk. Most use social media sites like Blogger and attend concerts. This data provides useful insights into the target audience for an indie/folk music video being created.
Evaluation question 2
The document discusses how the creator of a music video effectively combined their main product with ancillary texts like a digipak and magazine cover to promote synergy. Key points:
1) The creator focused on keeping the same band across the music video, digipak, and magazine cover to relate all three aspects and provide a connection for the audience.
2) Examples like The Black Eyed Peas and U2 are discussed where they used similar stylistic elements like clothing, fonts, and locations/moods across ancillary texts and music videos.
3) The creator used a similar location, color/contrast effects, and facial expressions across their music video, digipak, and magazine cover
Evaluation question 5 powerpoint done
The document discusses ways in which the filmmaker attracted and addressed their target audience of 16-24 year olds. They set the film in a dark, eerie school setting at night to draw the audience in. The main character Bruce is also a teen to make the story more realistic and relatable. Diegetic and non-diegetic sounds were used to build tension and keep viewers engaged. The opening sequence directly addresses the audience to catch their attention and make them want to see what happens next.
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3) However, fully realizing the benefits of RIA requires overcoming perceptions that they are only for animations and reconsidering traditional web design approaches which assumed linear interactions. Designers must learn
Case study on mtv and its audience newest 3
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Case study on mtv
MTV is a leading music channel that was launched in 1981 and primarily plays popular music videos. Over time, MTV expanded its programming to include reality and scripted television shows in addition to music videos. MTV has influenced other music channels to focus on specific genres. The MTV logo and branding have become iconic representations of music television. MTV's programming of the newest popular music drew large audiences of teenagers and young adults, helping revitalize the music industry. The channel now reaches over 300 million households worldwide.
Case study: MTV and it's Audience
MTV is a leading music channel that was launched in 1981 and primarily plays popular music videos. Over time, MTV expanded its programming to include various television shows targeting teens and young adults. While MTV still plays music videos, it now offers a wide range of genres across multiple channels. MTV's audience has grown significantly over the decades and now includes viewers worldwide ranging from ages 15 to 24 who tune in to discover the latest music trends.
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- Governance programs that identify, monitor and manage remediation of those risks.
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Baromètre EurObserv’ER 2014 - Etat des énergies renouvelables en Europe
Baromètre EurObserv’ER 2014 - Etat des énergies renouvelables en EuropePôle Réseaux de Chaleur - Cerema
Baromètre synthétique des filières d'énergies renouvelables réalisé par le consortium EurObserver. Disponible sur → [http://www.eurobserv-er.org/14th-annual-overview-barometer/]Viewers also liked (19)
Baromètre EurObserv’ER 2014 - Etat des énergies renouvelables en Europe
Baromètre EurObserv’ER 2014 - Etat des énergies renouvelables en Europe
Similar to Evaluation question 6 powerpoint done
Evaluation 4
Jordan Reid evaluated how they used media technologies in creating and researching projects. They found tutorials on YouTube very helpful for learning how to use editing tools in Adobe Premiere Pro. However, they struggled with some tools and switched to Movie Maker, which was easier to use. For their poster, Jordan used Photoshop and a graphics tablet. Their review was created using InDesign, which they found challenging but a good way to learn new skills like making a double page spread. Jordan utilized various tools within the different software and feels it helped them improve and create effective media products.
Evaluation 4
this is the final evaluation regarding what media technologies did I use to create all of my media products
Presentation1
The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
During research, Blogger and YouTube were used to log research findings and view professionally made music videos for inspiration. Blogger allowed work to be accessed online, while YouTube provided examples of conventions and editing techniques.
Planning utilized Blogger to log schedules, ideas, and feedback. IMovie created an animatic of the storyboard. A digital camera took recce photos. SlideShare and PowerPoint organized presentations.
Construction applied video and still cameras to record footage, Photoshop for visual editing, and Final Cut Express for audio/video editing.
Evaluation employed Facebook
Presentation1
The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
In the planning stage, the group used Blogger to log ideas, share work, and receive feedback. IMovie was used to create an animatic from the storyboard. A digital camera allowed them to take recce photos of potential filming locations.
During construction, different video cameras were used for filming. Photoshop enabled editing of images for promotional materials. Final Cut Express was the primary editing software.
For evaluation, Facebook provided a way to gather audience feedback on the finished video. A Flip camera recorded in-person feedback sessions.
Construction of our opening sequence
The document discusses the process of filming and editing an opening sequence. It describes using a tripod to stabilize camera shots and get different heights and angles. A Sony HD camera was used to film clear, professional-looking scenes. Final Cut Pro was used to edit footage, adding transitions, effects, and sound. YouTube provided resources for researching company idents. Mahara saved and organized all work. The group collaborated well, delegating tasks and supporting each other to successfully complete the opening sequence.
Presentation1
This document discusses the use of various media technologies during the research, planning, construction, and evaluation stages of creating a music video project.
During research, blogger and YouTube were used to log research findings and analyze other music videos. Planning utilized blogger, iMovie, digital cameras, slideshare, and PowerPoint to develop storyboards, schedules, and pitches. Construction applied video cameras, stop motion, Photoshop, and Final Cut Express for filming, editing, graphics, and special effects. Evaluation employed Facebook and a flip camera to gather and record audience feedback.
Evaluation Q 6 and 7
The document discusses the various types of media and technologies the author learned to use while completing a film course. This includes learning how to use video editing software like Final Cut Pro, understanding issues like rendering clips, and utilizing techniques like the rule of thirds when filming. The author also learned how to use audio software GarageBand to produce soundtracks, and utilized online resources like YouTube and blogs to conduct research and share work. Overall, the author felt they gained significant skills and knowledge in areas like camerawork, editing, sound, and film techniques over the course of the project.
Media evaluation task 4
The document describes the various new media technologies used at different stages of creating and evaluating a music video project. Blogger was used to showcase work and receive teacher feedback. Slideshare uploaded evaluation tasks for viewing. YouTube was used to publish videos and receive comments. iMovie was used for video editing and sharing work between group members. Facebook promoted the video, gathered feedback from friends, and helped organize production schedules. Overall, these free online tools facilitated various aspects of planning, production, and evaluation.
Show project presentation
The student researched different types of webisodes and shows to inform their project. They found that webisodes are typically shorter and comedic, so decided their show would have this format. The class split into two groups to work more effectively. The student took on roles like director, camera operator, and filling in for the production manager. Their group planned, filmed, and distributed several short comedic webisodes about students in detention via YouTube. They gained feedback through YouTube statistics and interviews to improve their show. The project improved the student's filmmaking skills and taught them about online production processes.
Show project presentation
The student researched different types of webisodes and shows to inform their project. They found that webisodes are typically shorter and comedic, so decided their show would have this format. The class split into two groups to work more effectively. The student took on roles like director, camera operator, and filling in for the production manager. Their group planned, filmed, edited and distributed short comedic webisodes about students in detention via social media. They gained feedback through online views and comments. Overall the project improved the student's filmmaking skills and taught them about online production processes.
Evaluation Question Six
The document discusses the technologies used at different stages of constructing a media product for an AS Media course. In the planning stage, websites like IMDb, RottenTomatoes, and YouTube were used to research the genre and find examples. Movie Studio Platinum, a video camera, boom microphone, and Photoshop were learned to construct the product. Blogger was an important tool for evaluating and getting feedback on the product. Using various technologies at each stage helped gain experience and complete the coursework.
Question 6
The student learned several new technologies while completing a film project. They learned how to use iMovie to edit footage, add titles and sound, and export the final video. They gained experience using a digital camera, such as setting it on a tripod, zooming, and reviewing footage. The student also learned how to create a YouTube and Facebook page to publish and promote the video. A new platform, Edublogs, allowed them to publish planning documents and embed other media, providing valuable experience designing their own blog.
Question 6
The document discusses technologies used in creating a film project. It describes learning to use a Sony camera, which provided higher quality footage than a phone. A tripod was also used to stabilize shots and allow different angles. Other equipment included memory cards for storage, roto lights for lighting effects, and Premiere Pro software for editing. YouTube was used to share the film, and other software like PowerPoint, Word, and Prezi were utilized for presentations and research on the film blog. Survey Monkey was also employed to conduct audience research on thriller film preferences.
Kennymusamedia
The document discusses various technologies used in constructing a title sequence called "Meat-eater". YouTube was heavily relied upon for tutorials and research when problems arose. It allowed quick uploading and sharing of content. The website "Art of the Title" was also very useful for researching title sequence styles and formats. Mahara was used to blog about progress and showcase work. Photoshop, LiveType, Final Cut Express, Soundtrack and GarageBand applications were utilized at different stages of editing, designing, and producing music for the project. The iMac computers and tripods were essential tools, and Flipcams were used to capture footage. Overall, the document reflects on how various online resources and software programs contributed significantly to the
Kennymusamedia
The document discusses various technologies used in constructing a title sequence called "Meat-eater". YouTube was heavily relied upon for tutorials and research when problems arose. It also allowed quick uploading of videos and images. The website "Art of the Title" provided examples of different title sequences that helped with research and ideas. Mahara was used to create blogs and present work. Photoshop, LiveType, Soundtrack, Final Cut Express, and GarageBand applications were used to edit images and video, create logos, and produce soundtracks. The iMac computers and tripods were essential tools. Flipcams were also used to record footage. Overall, the document outlines the many technologies that contributed to the success of the
Kennymusamedia
The document discusses various technologies used in constructing a title sequence called "Meat-eater". YouTube was heavily relied upon for tutorials and research when problems arose. It allowed quick uploading and sharing of content. The website "Art of the Title" was also very useful for researching title sequence styles and formats. Mahara was used to blog about progress and showcase work. Photoshop, LiveType, Final Cut Express, Soundtrack, and GarageBand applications were utilized at different stages of the project for editing photos, creating logos, assembling the final product, and producing soundtracks. The iMac computers and tripods were essential tools for practical work and shooting footage. Learning to use these technologies expanded the individual's technical
Kennymusamedia
The document discusses various technologies used in constructing a title sequence called "Meat-eater". YouTube was heavily relied upon for tutorials and research when problems arose. It allowed quick uploading and sharing of content. The website "Art of the Title" was also very useful for researching title sequence styles and formats. Mahara was used to blog about progress and showcase work. Photoshop, LiveType, Final Cut Express, Soundtrack, and GarageBand applications were utilized at different stages of the project for editing photos, creating logos, assembling the final product, and producing soundtracks. The iMac computers and tripods were essential tools for practical work and shooting footage.
Question 6
The document discusses technologies used in creating a film project. It describes learning to use a Sony camera, which provided higher quality footage than a phone. A tripod was also used to stabilize shots and allow different angles. Other equipment included memory cards for storage, roto lights for lighting effects, and Premiere Pro software for editing. YouTube was used to share the film, and other software like PowerPoint, Word, and Prezi were utilized for presentations and research on the film blog. Survey Monkey was also employed to conduct audience research on thriller film preferences.
Evaluation 6
The document discusses the process of editing a title sequence using various software and hardware. It describes using Final Cut Pro software to edit individual clips into a professional-looking video. Blogger was used to create a blog to document the process and store information. Slideshare and YouTube were used to upload blog posts and share work. A camera and tripod were used to film the title sequence, with the tripod enabling stable shots and camera movement. The process provided an opportunity to learn new editing, filming, and presentation skills.
Question 6 powerpoint
The document discusses technologies learned during the process of creating a title and opening sequence. It summarizes:
- Editing software like Serif Movie Plus was used to edit scenes, add effects like fading and zooming. This helped learn basics of video editing.
- A camera was used to film clips and its different angles and framing were practiced. Lighting, audio, and camera quality affected the footage.
- Software like Adobe Fireworks allowed creating titles with effects like glow and shadow. This helped make titles that fit the thriller genre.
- Websites like Weebly, YouTube, Google Forms, and Slideshare were used. Weebly helped build a professional blog.
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Horror eval 4
This document discusses the target audience for the film "Entity" which is 15-25 year olds. A young adult male named Danny was cast as the protagonist Bruce to appeal to this demographic. Bruce is portrayed as a fit, well-dressed 18-year-old for audiences to see as a role model. Both male and female audiences can relate to Bruce to feel connected to the film. The school setting was used with subjective camera movements to make the film feel realistic to an audience who would have experiences in school. Social media was used to present the low-budget British film to a wider niche audience.
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Title research
The author needed to come up with an impactful name for their horror film that audiences could relate back to the genre. After intensive research using dictionaries, the internet, and a thesaurus, the author and their group settled on the name "Entity" after looking up the word "demon". The name "Entity" fit well to describe the dark cloaked figure in the film and intrigued audiences about the mysterious paranormal events without spoiling the film.
Evaluation question 4 powerpoint done
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Analysis of cd pack kaiser cheifs newest
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Analysis of cd cover pack jcb song new
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Evaluation question 6 powerpoint done
- 1. what have you learnt about technologies from the process of constructing this product ?
- 2. I have learnt quite a lot of things during the creation and editing of our movie. For instance I learnt no just to have basic camera angles such as left or right angles, but to also have high angled shots and low angled shots. This gives the viewer an effect of looking up or down on someone giving them power or even showing how worthless they are compared to another person. For our films we decided to use different cameras as well as angles to get good shots for our scene. Also we went beyond the normal rules of angles by the camera actually moving around Danny. Then in editing when we sped up the clip it looked as if Danny had frozen and the camera span around him giving different angles.
- 3. Another thing that I learnt is how to use iMovie effectively. To start off with my group was using Adobe premium to work our movie and edit but the files were taking far too long to convert and therefore we didn’t get much work done as we were waiting around for a while. So we used a MacBook and iMovie. I learnt various skills such as how to make good transitions effectively and how to cut different sections and to split them up. We did use other adobe type documents to help create the perfect title that we wanted and also to create blood dripping animations for the titles. The other thing that we did through editing was to download music such as tension building music and to add it at the specific time to give a really good spine chilling effect to the audience. We had to drag, cut and expand the music to make sure it linked well with each part of our film.
- 4. What I have learnt about blogger is that I can now know how to upload pieces of work that I need and also in many different ways such as using scribd to upload some of my work so that it is easier to view and also doesn’t take up a lot of space on my blog. I have also learnt that during my blog you can upload data sheets and questionnaires which I created using survey monkey. Also by viewing other pieces of work that my class mates have uploaded I am able to give feedback to help them improve on their work. One thing I found that you can also do is by uploading pictures such as storyboards and location scouting; this helped me and my team by actually viewing the image instead of describing it.
- 5. Another helpful thing I learnt through my production stages is that I could view other classes films on YouTube and give feedback of what I thought went well and what I thought didn’t go well. This was really helpful to view because then it gave me an idea of what sort of film get #s the most views whether it was a slasher or a thriller. It helped also to see what some people did differently to others so that I could compare what worked well and what didn’t. Other things that helped through using YouTube were the fact that I could look at tutorials on how to use some good transitions and how to add effects to our movie. This helped a lot because then we could ether imitate what the tutorial does or tweak it around a bit so that we still have a great clip.
- 6. One really big help that we had was on the website imdb. This was because when I was researching what films sold best and what type of audience would view the film then imdb help out a lot, this was because it is a website dedicated to having information on TV shows/ films/ documentaries and also actors and directors etc. So this was very useful to find the right information that I needed to help create my film.