Evaluation question 7
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The student learned several important skills from completing their AS Media coursework project. They gained experience using audio editing software like Adobe Audition and Premier, learning how to import and export files and use various tools. They also learned the importance of taking time to properly record high quality audio and do multiple takes to ensure perfection. Through the process, the student developed their understanding of how to produce a professional radio broadcast and conduct interviews.
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Q6
The document discusses technologies learned during the construction of a product. The author learned how to use Prezi for assignments, gaining an understanding after an hour of use. At home, the author relies on Word and PowerPoint. Construction involved learning Final Cut Pro video editing skills like color correction and attribute transfers. As a photography student, the author served as camera operator to get a wide range of shots with proper exposure. At home, the author is limited to Word and PowerPoint but can create detailed presentations to effectively answer questions.
7
The document reflects on the learning from a preliminary task to the final draft. It notes that the preliminary task lacked a clear, agreed-upon idea and range of shots. For the final draft, the team struggled at first but was able to pull together an idea they all liked after meeting and discussing further. The final draft incorporated a range of shots and Foley sounds. The main lesson is that planning and having priorities are key to success on such collaborative projects.
Proposal Music Video
This proposal outlines a music video project for an audience aged 10-35 of all genders and social statuses. The student has learned Premiere Pro and Photoshop skills over the year and wants to create an EDM music video incorporating animation and editing clips to the song beat. Research will identify a suitable song and animation creation in Photoshop. No filming is needed as clips are already collected. The student will edit clips in Premiere Pro and evaluate the final work by analyzing strengths and areas for improvement.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Question 7 Media
The student learned three key areas for improvement in progressing from their preliminary project to the full production: editing, location, and sound. For editing, they gained experience using Adobe Premiere and learned how effects like tints impact the outcome. Regarding location, feedback noted issues with posters in the classroom setting used, so a more appropriate inherited house location was chosen for the final piece. And for sound, ambient noise was removed and an underlying soundtrack added to make the final production more enjoyable and scary.
Music video production 1
This document provides guidance on writing effective reports for music video production assignments. It explains the differences between describing, explaining, and evaluating, and emphasizes focusing on explaining key points asked for in the assignment brief rather than providing excessive extra details. Students are instructed to peer review a classmate's assignment by identifying whether they described, explained, or evaluated different aspects, and whether they used examples and evidence to support their points. Based on the feedback, students should make a plan to improve their work and redraft their assignment.
Tv, film & radio handbook
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
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Q6
The document discusses technologies learned during the construction of a product. The author learned how to use Prezi for assignments, gaining an understanding after an hour of use. At home, the author relies on Word and PowerPoint. Construction involved learning Final Cut Pro video editing skills like color correction and attribute transfers. As a photography student, the author served as camera operator to get a wide range of shots with proper exposure. At home, the author is limited to Word and PowerPoint but can create detailed presentations to effectively answer questions.
7
The document reflects on the learning from a preliminary task to the final draft. It notes that the preliminary task lacked a clear, agreed-upon idea and range of shots. For the final draft, the team struggled at first but was able to pull together an idea they all liked after meeting and discussing further. The final draft incorporated a range of shots and Foley sounds. The main lesson is that planning and having priorities are key to success on such collaborative projects.
Proposal Music Video
This proposal outlines a music video project for an audience aged 10-35 of all genders and social statuses. The student has learned Premiere Pro and Photoshop skills over the year and wants to create an EDM music video incorporating animation and editing clips to the song beat. Research will identify a suitable song and animation creation in Photoshop. No filming is needed as clips are already collected. The student will edit clips in Premiere Pro and evaluate the final work by analyzing strengths and areas for improvement.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Question 7 Media
The student learned three key areas for improvement in progressing from their preliminary project to the full production: editing, location, and sound. For editing, they gained experience using Adobe Premiere and learned how effects like tints impact the outcome. Regarding location, feedback noted issues with posters in the classroom setting used, so a more appropriate inherited house location was chosen for the final piece. And for sound, ambient noise was removed and an underlying soundtrack added to make the final production more enjoyable and scary.
Music video production 1
This document provides guidance on writing effective reports for music video production assignments. It explains the differences between describing, explaining, and evaluating, and emphasizes focusing on explaining key points asked for in the assignment brief rather than providing excessive extra details. Students are instructed to peer review a classmate's assignment by identifying whether they described, explained, or evaluated different aspects, and whether they used examples and evidence to support their points. Based on the feedback, students should make a plan to improve their work and redraft their assignment.
Tv, film & radio handbook
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
Question 7
The author learned several important lessons from their preliminary task to the full production. They improved their research skills and ability to analyze information. Time management was challenging as an individual project. The author also better understands genre conventions and techniques like mise-en-scene and lighting and how to apply them professionally. Evaluating their own work helped them recognize where they could improve and develop their skills further. The knowledge gained from the preliminary task greatly benefited the production and will continue to aid the author's success long-term.
Proposals music video
This document provides guidance on writing an effective music video proposal. It discusses explaining a creative idea in writing, evaluating peer proposals, and improving proposals through feedback. By the end, students should be able to structure a proposal, present their video idea clearly, and ensure correct spelling and grammar. The document guides students through drafting a proposal, getting peer feedback, revising based on feedback, and completing additional planning documents to submit with their proposal.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Aaron cork as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Aaron Cork, on a pre-production tasks assignment. The teacher notes that Aaron was missing several key pre-production documents and materials in his initial submission. Aaron has now uploaded all of the missing work to his blog, including a script, storyboards, shot lists, floor plans, location photos, costumes, props, actor information, equipment lists, and a production schedule. The teacher acknowledges that Aaron's work now varies from basic to well-thought-out overall and merits a proficient level, raising his mark from 3/20 initially to 12/20 after completing all tasks.
Factual development and planning pro forma
The document provides planning details for a web documentary project. It includes:
1. A mood board and content outline were created to develop ideas for the project, which will use an interview format.
2. Interview questions were drafted for three subjects - an individual with few tattoos/piercings, one with more modifications, and a tattoo artist.
3. A shot list and production schedule were made to plan filming over four weeks, including filler footage, interviews at multiple locations, and time for editing.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned about using different camera shots for video, the purpose of each shot, and how to use Adobe Premiere Pro video editing software. They also gained experience working as part of a team to record, edit, and produce a quality final work. Areas for future improvement include lighting, planning, focus, and audio quality.
Evaluation (planning)
The document discusses the positives and negatives of planning a project. Positives included creating a detailed shot list, planning interview questions, and researching common conventions. However, the planning lacked details on filming logistics like equipment and locations. It also included unrelated photos too early in a mind map. Overall, the planning was helpful for understanding conventions but could have been more practical in scoping filming details and testing locations.
Mv production assignment evaluation form 2019 finished
The document provides an evaluation of Thea Jennings' production process for a music video. It discusses the strengths and weaknesses of her research, planning, time management, technical qualities, aesthetic qualities, and audience appeal. It also includes feedback from peers on what they liked about the product and areas for improvement. Thea agrees with feedback about removing "preview" text and disagrees with using image stabilization, as the clips are not very shaky. The changes she would make based on feedback is to use image stabilization to reduce shake in moving clips.
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This document provides guidance on conducting an effective interview for field research. It outlines the key steps: 1) Setting up the interview by contacting the interviewee in advance to arrange details; 2) Preparing by developing questions and background research; 3) Conducting the interview by asking open-ended, non-biased questions, taking notes, and verifying understanding; 4) Following up by thanking the interviewee and having them review the findings. Conducting successful interviews requires attention to preparing, meeting with, and following up on the interviewee.
Social action video - workshop
This document outlines a social action workshop focused on completing public information film (PIF) videos by an upcoming deadline. Students are instructed to identify unfinished work and set goals to complete during the workshop. They review progress, with most still in planning or filming stages. Examples of effective PIF techniques are discussed, like shocking audiences and clearly communicating impactful messages. Students update task lists and set new goals to work towards in their PIF production during the allotted workshop time.
Alas, No Mind Meld: Designer-Developer Communication for a Harmonious Future
Designers and developers are so different that sometimes it's almost like we're speaking different languages. What can we as designers to to help bridge these communication gaps to allow for smoother web projects?
Presented at WordCamp NYC 2012.
Question 7
The student learned several important lessons from their preliminary task to the full production:
They developed better research, analysis, and presentation skills. Time management was difficult working alone but the student learned to spread work out over time. The student also learned how to properly apply genre conventions and technical techniques like mise-en-scène and lighting to create a more polished video. Evaluating their own work helped the student learn to be more critical and identify areas for future improvement. Overall, the knowledge gained from the preliminary task greatly benefited the production and will aid the student's long-term success working in media.
Guide to make a good music video
This document provides guidance for making a music video, including directions for shooting footage, editing the video, getting feedback, and being assessed. It recommends shooting the performance from multiple angles to have flexibility in editing. When editing, it advises being ruthless with cuts to make the video more powerful, and using effects to disguise problems. It emphasizes getting feedback from audiences on rough cuts to help develop the video, and summarizing and evaluating the feedback. The document stresses following guidelines to ensure a high quality final product is achieved.
AAU UX club presentation - April 23, 2015
This document provides tips and advice for designers. It suggests learning psychology and facilitation skills, establishing processes, and being comfortable with uncertainty. It emphasizes understanding users, keeping up with research, and creating portfolio work that tells a story. Designers are advised to create detailed specifications for developers, listen to their feedback, and ensure designs are finalized before implementation. The document also lists inspirational designers and recommends exploring other experiences, finding mentors, and using various techniques like walking and humor to overcome creative blocks.
Guide to make a good music video
This document provides guidance for making a music video, including sections on shooting, editing, lip syncing, screenings and feedback, and assessment. The key points are:
- When shooting, use a CD player with an audible microphone and shoot performance angles three times from different views. Additional shots are also needed.
- During editing, organize footage, import only needed clips, and line up the "base track" for lip syncing before adding other elements. Being ruthless in cuts creates a tighter, more powerful piece.
- Get feedback from target audiences by screening rough cuts twice and using tools like surveys to improve the video based on comments about genre, artist impression, and mise-en-scene
Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
Evaluation 7
- The preliminary task involved filming a scene of two people conversing across a room to practice continuity rules.
- Research was conducted on the 180 degree rule, shot reverse shot, and match on action to better understand continuity.
- Completing the preliminary task revealed areas for improvement and was useful practice for filming, editing in Premiere Pro, and developing scripts in Celtx.
- Key lessons learned included learning the tools in Premiere Pro, using Celtx for scriptwriting, applying continuity rules, and learning filming techniques like shots.
Evaluation for media trailer
Suhena Begum evaluated her progress and contributions to a group project. She learned how to properly use camera and film equipment. She acted in the project and researched park trailers to inform the group's editing decisions. Some difficulties included a lack of actors and limited filming time due to missed lessons. Going forward, she will prepare more thoroughly with detailed research to avoid similar issues and take on more technical editing tasks to improve her skills.
3. production experiments
The document describes the audio editing process for a project. Software such as Audacity and Adobe Premiere were used. Audacity was used to edit individual sound effects by trimming, adding fades, and other edits. Premiere was then used to assemble the edited effects together and adjust relative volumes. The reflection indicates the editing techniques and methods will be applied to the final product.
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The document provides an evaluation of an advertisement for Nescafe coffee 2 in 1 sachets. The summary is as follows:
The advertisement persuaded people to buy the product by showing how easy it is to make with just ripping open the top and mixing it with hot water. It targeted busy working adults aged 18-30 by showing how quick it is to make. The strengths included its humorous feel and being shot quickly, while weaknesses were that it had a childlike feel from the music and actors did not speak clearly without a script.
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Question 7
The author learned several important lessons from their preliminary task to the full production. They improved their research skills and ability to analyze information. Time management was challenging as an individual project. The author also better understands genre conventions and techniques like mise-en-scene and lighting and how to apply them professionally. Evaluating their own work helped them recognize where they could improve and develop their skills further. The knowledge gained from the preliminary task greatly benefited the production and will continue to aid the author's success long-term.
Proposals music video
This document provides guidance on writing an effective music video proposal. It discusses explaining a creative idea in writing, evaluating peer proposals, and improving proposals through feedback. By the end, students should be able to structure a proposal, present their video idea clearly, and ensure correct spelling and grammar. The document guides students through drafting a proposal, getting peer feedback, revising based on feedback, and completing additional planning documents to submit with their proposal.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned basic camera skills for video, different shot types and angles and how to use Adobe Premiere Pro. They also gained experience working as part of a team to record, edit and produce a quality final work. Areas for future improvement include better lighting, planning, focus and audio quality.
Aaron cork as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Aaron Cork, on a pre-production tasks assignment. The teacher notes that Aaron was missing several key pre-production documents and materials in his initial submission. Aaron has now uploaded all of the missing work to his blog, including a script, storyboards, shot lists, floor plans, location photos, costumes, props, actor information, equipment lists, and a production schedule. The teacher acknowledges that Aaron's work now varies from basic to well-thought-out overall and merits a proficient level, raising his mark from 3/20 initially to 12/20 after completing all tasks.
Factual development and planning pro forma
The document provides planning details for a web documentary project. It includes:
1. A mood board and content outline were created to develop ideas for the project, which will use an interview format.
2. Interview questions were drafted for three subjects - an individual with few tattoos/piercings, one with more modifications, and a tattoo artist.
3. A shot list and production schedule were made to plan filming over four weeks, including filler footage, interviews at multiple locations, and time for editing.
Preliminary Project Evaluation
The document summarizes what the author learned from a filmmaking task. They learned about using different camera shots for video, the purpose of each shot, and how to use Adobe Premiere Pro video editing software. They also gained experience working as part of a team to record, edit, and produce a quality final work. Areas for future improvement include lighting, planning, focus, and audio quality.
Evaluation (planning)
The document discusses the positives and negatives of planning a project. Positives included creating a detailed shot list, planning interview questions, and researching common conventions. However, the planning lacked details on filming logistics like equipment and locations. It also included unrelated photos too early in a mind map. Overall, the planning was helpful for understanding conventions but could have been more practical in scoping filming details and testing locations.
Mv production assignment evaluation form 2019 finished
The document provides an evaluation of Thea Jennings' production process for a music video. It discusses the strengths and weaknesses of her research, planning, time management, technical qualities, aesthetic qualities, and audience appeal. It also includes feedback from peers on what they liked about the product and areas for improvement. Thea agrees with feedback about removing "preview" text and disagrees with using image stabilization, as the clips are not very shaky. The changes she would make based on feedback is to use image stabilization to reduce shake in moving clips.
Interviewing—owl
This document provides guidance on conducting an effective interview for field research. It outlines the key steps: 1) Setting up the interview by contacting the interviewee in advance to arrange details; 2) Preparing by developing questions and background research; 3) Conducting the interview by asking open-ended, non-biased questions, taking notes, and verifying understanding; 4) Following up by thanking the interviewee and having them review the findings. Conducting successful interviews requires attention to preparing, meeting with, and following up on the interviewee.
Social action video - workshop
This document outlines a social action workshop focused on completing public information film (PIF) videos by an upcoming deadline. Students are instructed to identify unfinished work and set goals to complete during the workshop. They review progress, with most still in planning or filming stages. Examples of effective PIF techniques are discussed, like shocking audiences and clearly communicating impactful messages. Students update task lists and set new goals to work towards in their PIF production during the allotted workshop time.
Alas, No Mind Meld: Designer-Developer Communication for a Harmonious Future
Designers and developers are so different that sometimes it's almost like we're speaking different languages. What can we as designers to to help bridge these communication gaps to allow for smoother web projects?
Presented at WordCamp NYC 2012.
Question 7
The student learned several important lessons from their preliminary task to the full production:
They developed better research, analysis, and presentation skills. Time management was difficult working alone but the student learned to spread work out over time. The student also learned how to properly apply genre conventions and technical techniques like mise-en-scène and lighting to create a more polished video. Evaluating their own work helped the student learn to be more critical and identify areas for future improvement. Overall, the knowledge gained from the preliminary task greatly benefited the production and will aid the student's long-term success working in media.
Guide to make a good music video
This document provides guidance for making a music video, including directions for shooting footage, editing the video, getting feedback, and being assessed. It recommends shooting the performance from multiple angles to have flexibility in editing. When editing, it advises being ruthless with cuts to make the video more powerful, and using effects to disguise problems. It emphasizes getting feedback from audiences on rough cuts to help develop the video, and summarizing and evaluating the feedback. The document stresses following guidelines to ensure a high quality final product is achieved.
AAU UX club presentation - April 23, 2015
This document provides tips and advice for designers. It suggests learning psychology and facilitation skills, establishing processes, and being comfortable with uncertainty. It emphasizes understanding users, keeping up with research, and creating portfolio work that tells a story. Designers are advised to create detailed specifications for developers, listen to their feedback, and ensure designs are finalized before implementation. The document also lists inspirational designers and recommends exploring other experiences, finding mentors, and using various techniques like walking and humor to overcome creative blocks.
Guide to make a good music video
This document provides guidance for making a music video, including sections on shooting, editing, lip syncing, screenings and feedback, and assessment. The key points are:
- When shooting, use a CD player with an audible microphone and shoot performance angles three times from different views. Additional shots are also needed.
- During editing, organize footage, import only needed clips, and line up the "base track" for lip syncing before adding other elements. Being ruthless in cuts creates a tighter, more powerful piece.
- Get feedback from target audiences by screening rough cuts twice and using tools like surveys to improve the video based on comments about genre, artist impression, and mise-en-scene
Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
Evaluation 7
- The preliminary task involved filming a scene of two people conversing across a room to practice continuity rules.
- Research was conducted on the 180 degree rule, shot reverse shot, and match on action to better understand continuity.
- Completing the preliminary task revealed areas for improvement and was useful practice for filming, editing in Premiere Pro, and developing scripts in Celtx.
- Key lessons learned included learning the tools in Premiere Pro, using Celtx for scriptwriting, applying continuity rules, and learning filming techniques like shots.
Evaluation for media trailer
Suhena Begum evaluated her progress and contributions to a group project. She learned how to properly use camera and film equipment. She acted in the project and researched park trailers to inform the group's editing decisions. Some difficulties included a lack of actors and limited filming time due to missed lessons. Going forward, she will prepare more thoroughly with detailed research to avoid similar issues and take on more technical editing tasks to improve her skills.
3. production experiments
The document describes the audio editing process for a project. Software such as Audacity and Adobe Premiere were used. Audacity was used to edit individual sound effects by trimming, adding fades, and other edits. Premiere was then used to assemble the edited effects together and adjust relative volumes. The reflection indicates the editing techniques and methods will be applied to the final product.
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Mv production assignment evaluation form 2019 finished
Mv production assignment evaluation form 2019 finished
Alas, No Mind Meld: Designer-Developer Communication for a Harmonious Future
Alas, No Mind Meld: Designer-Developer Communication for a Harmonious Future
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Advert evaluation
The document provides an evaluation of an advertisement for Nescafe coffee 2 in 1 sachets. The summary is as follows:
The advertisement persuaded people to buy the product by showing how easy it is to make with just ripping open the top and mixing it with hot water. It targeted busy working adults aged 18-30 by showing how quick it is to make. The strengths included its humorous feel and being shot quickly, while weaknesses were that it had a childlike feel from the music and actors did not speak clearly without a script.
Google apps and common core
This presentation accompanied a workshop designed to help teachers develop strategies for the use of Google Apps with teaching skills related to Common Core State Standards.
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This document discusses how teacher candidates can use Google tools to address Common Core State Standards, Common Core Teaching Standards, and 21st century skills. It explains that the CCSS, CCTS, and 21st century skills are connected, and teachers need to be aware of this connection. It then outlines how Google Docs, Forms, and Templates can be used for lesson planning, note-taking, assessments, publishing student work, and facilitating collaboration. Finally, it encourages the effective use of technology to improve learning rather than replace traditional practices.
Evaluation question 1
This document discusses the development of a student radio broadcast project to match conventions of real radio examples. It explains that recording was done professionally in a studio. Jingles were created with copyright-free music and sound effects to match styles heard on real stations. The presenters spoke clearly into microphones using a formal tone, and the broadcast was edited smoothly without gaps. Questions were prepared to ask the public. The project was titled "The Docks FM" and included dock-related sounds to portray the local atmosphere of Grimsby and challenge conventions by focusing on a specific local theme and location.
Differentiation with technology
Differentiated instruction is an approach to teaching that aims to meet individual student needs. It involves tailoring instruction to meet students where they are in terms of readiness, interests, and learning profile. Teachers can differentiate instruction by modifying content, process, product, and learning environment based on ongoing assessment of student differences. This approach considers student readiness, interests, and learning styles to guide instructional format, assignment options, and other factors.
Main task 1
The front cover of the Brighton Magazine features a bold modern font masthead spread across the top with tiny hidden lettering. In the top left corner are details about price, date and volume. The strapline gives an insight into the magazine's content about gigs, clubs, culture and listings in Brighton. A bold capitalized cover line in the bottom right aims to entice readers to open the magazine. The only main image on the cover shows 4 men in sharp suits holding film cameras, tying into the main feature articles about film in "The Film Issue".
Photoshoot plan
The document outlines a photoshoot plan for Brighton, England. It details that the photographer will take photos along the seaside, in shopping areas, and in places with activities to capture Brighton's atmosphere all year round. They will be accompanied by two friends who may pose as models. Specific locations mentioned include The Lanes area and vintage/independent shops there. Safety issues that could arise include slips, trips, falls, traffic, windy weather, and losing equipment. The photographer will take a train from Bedford, traveling for about 2 hours and 45 minutes to arrive in Brighton around 11am to begin the photoshoot.
Fashion shoot 3
The document outlines a fashion photoshoot for a magazine spread on vintage outfits. It details plans to shoot professionally styled images of models wearing vintage clothing in the studio to provide visual examples for a double-page article. Models and equipment needs are listed. Health and safety considerations and the location at the local media department studio are also stated. The goal is to use the photos in a creative layout to showcase vintage styles and draw readers into an article about vintage fashion finds from Brighton boutiques.
Photoshop edits shoot 3
The document discusses various edits made to fashion photography images in Photoshop. Multiple images were brightened to improve lighting and balance exposure. Dials and other distracting elements were removed from walls using the spot healing tool. Models were re-centered by cropping photos. Stray hairs were erased from one model's photo. Cropping was also used to remove unnecessary space and focus on subjects.
Resources for improving engagement and assessment
An overview of online resources for formative assessment in the classroom for use with student devices.
Audience feedback for main and ancillary tasks
The document summarizes feedback from 10 people on a magazine, website, and billboard advertising a vintage lifestyle magazine called "Brighton On the Beach." Most respondents liked the vintage style and photography across the products. Suggested improvements included bolder fonts and designs, adding interactivity to the website, and filling blank space on the contents page. Most said they would buy the magazine given their interest in vintage fashion, though a few said the style was not to their tastes.
Media theories
This document summarizes a class discussion about media theories. The class was assigned to analyze quotes about how media portrays aggression. Students shared their opinions on the quotes in small groups and with the full class. One quote focused on how society channels male aggression through media. Some students thought this excluded female aggression, while others discussed aggressive female characters. The discussion covered topics like the consequences of violence in media and whether it can encourage real violent behavior.
WORDS ABOUT FORDS
The document provides details on fords in Irish tradition, including:
1) Fords were important places of communication in medieval times and often sites of battles as documented in annals. Place names sometimes commemorated individuals slain in battles at fords.
2) Supernatural beings were associated with fords in folklore traditions. A questionnaire from the 1950s sought information on local ford names and lore, though many details had been lost.
3) Responses included short anecdotes about ford names and longer legends, such as one explaining the name "Ford of the Pooka" where a shape-shifting Pooka tormented travelers until tricked, and another connecting the
Evaluation questions
The student was asked to create help sheets with ideas for answering each evaluation question. In class, the sheets were passed around so each question could be filled in with what should be included in answers. The student then took photos of each individual sheet for future reference when answering the evaluation questions. The sheets provide guidance on addressing how the media product relates to real forms and conventions, the effectiveness of combining the product with other materials, what was learned from audience feedback, and how technologies were used in creating and researching the project.
Evaluation question 1
This document summarizes how the media producer's products compare and contrast to existing real media products in their use of conventions and representation. Some key points made:
- The magazine cover challenges conventions by targeting a different "indie" audience interested in vintage clothing.
- Formats like the contents page and double page spread are similarly laid out to real magazines like Q and NME but use different visual styles and representations.
- The billboard takes a simpler, more minimal approach compared to the complex commercial Vogue billboard.
- The lifestyle website similarly focuses on Brighton but takes a different photographic approach than the BN1 website.
Collaborative Learning using Google Tools
This document discusses how teacher candidates can use Google tools to address Common Core State Standards, Common Core of Teaching Standards, and 21st century skills. It outlines how the standards are organized and describes how Google Docs, Slides, and Forms can be used for lesson plan collaboration, peer editing, publishing student work, and collecting assessment data. The document also discusses moving up levels of technology integration from substitution to redefinition and provides examples of templates and uses for each Google tool.
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Similar to Evaluation question 7
Evaluation Question 7
The document discusses the skills learned by the author in creating an audio bulletin using Adobe Audition. Some of the key skills learned include:
1) Advanced editing techniques in Adobe Audition like using parametric equalizers, editing multiple audio clips together, and removing background noises.
2) Improved recording skills like maintaining an optimal distance between 15-5cm from the subject and recording in quiet environments.
3) Developing newswriting skills like learning news values and writing scripts tailored for radio with appropriate audio cues.
Q4
The document summarizes the various technologies used for research, planning, filming, editing, and evaluating a documentary project. Google, YouTube, Microsoft Word, and PowerPoint were used for initial research. Footage was captured using a Sony camera, and a clip-on microphone and tripod were used for interviews. Images for a print ad were taken with a Nikon camera. Audacity was used to record audio, and Adobe Premier and Photoshop were used to edit video, audio, and images. Blogger hosted research blogs, while Prezi and Slideshare presented evaluations.
Q7.
The student learned several important lessons when progressing from their preliminary task to creating a full opening sequence. In the preliminary task, they learned basic filmmaking rules like match on action and shot reverse shot. When creating the opening sequence, the student planned more extensively, researched conventions of their genre, and improved their skills with camera work, sound design using foley, and editing software. Looking back, the student sees significant progress in their abilities and confidence with filmmaking and expects their skills to continue improving on future projects.
Q4
The document discusses the various technologies used for research, production, and evaluation of a documentary. Google, YouTube, Microsoft Word, and PowerPoint were used for initial research. Footage was captured using a Sony camera, and a clip-on microphone and tripod were used for interviews. Images for a print ad were taken with a Nikon camera. Audacity was used to record audio, and Adobe Premier and Photoshop were used for video and image editing. Blogger hosted research blogs, while Prezi and Slideshare presented evaluations.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Evaluation Question 4
The document discusses the equipment used to film a music video, including a camera, tripod, and projector. It describes setting up shots, ensuring proper focus and exposure. A phone was used to play music loudly on set. Editing software on school computers were used to edit the video and create graphics for the packaging. The document also mentions using a personal computer and online tools like blogs, presentations, surveys and YouTube to complete, share and gather feedback on the project.
Question 7
The document discusses what was learned from the preliminary task to the full product. It was noted that planning was poor for the preliminary task, which made it challenging and required changing ideas halfway. This highlighted the importance of thorough planning. Other lessons included utilizing foley sounds to add realism, and gaining more experience with cameras and editing software to implement more advanced titles, transitions, and shot types in the full product. Overall, mistakes from the preliminary task helped inform what was needed to progress to a higher quality final project.
Question 4 evaluation
The document discusses the use of new media technologies in the production stages of a documentary. In the research stage, the internet was used to analyze other documentaries and find topics. Microsoft Word and Excel were used to write information and create questionnaires. Adobe Premier was the main software used for editing, which allowed skills to improve over time. A digital camera was used to capture behind-the-scenes footage and stills during editing. Photoshop created a print advert, and the school radio studio recorded voiceovers.
4
Technology was used throughout all stages of creating a music video, including planning, production, and evaluation. Blogger was used as a diary to document the process. Google was used for research and identifying conventions. YouTube was also used for research by viewing existing music videos and analyzing conventions. A DSLR camera was used to film footage and photography. Final Cut Pro was used to edit the video together, add transitions, and incorporate effects. Photoshop was used to design print materials like the CD cover.
Evaluation question 4
Jack Ward used various media technologies throughout the construction, research, planning, and evaluation of his project. He used his computer skills along with internet research, Blogger, Prezi, Glogster, YouTube, Adobe Photoshop, Premier, and Audition to develop documentary, radio ad, and print ad. He also utilized the school's Ice Radio station, SLR cameras, and HD video cameras. These technologies helped provide high quality media and presentations, and were essential to achieving a professional standard.
FMP Evaluation.
This document summarizes Stephen Royle's production process evaluation project. It covers the positives of having a contextual PowerPoint for research, including identifying practitioners, existing products, and tutorials. It also discusses the research conducted on two relevant video production companies, an existing after movie, and different venue locations. Planning elements like production schedules, call sheets, kit lists, and layout plans are mentioned. Peer feedback praised the professional look and feel, lighting, and camera work, while noting some minor audio issues could be improved on. The document evaluates time management, use of technical qualities like audio balancing, and audience appeal of aesthetic qualities.
Question 6
The document discusses what the author learned about technologies from constructing a product. They became familiar with Adobe Premiere Pro which they used to edit footage for their opening sequence and other videos. They also learned how to use Adobe After Effects and Audition while working on the project, having to learn as they went along. The author notes it would have been beneficial to practice with the software before beginning work.
Preliminary task evaluation grid
Piers Thorley evaluated his performance on preliminary tasks for a radio station project. He found that planning went well but could have included more details. Subsequent tasks like identifying roles, finding archive clips, and script writing went smoothly, but the script had to be shortened. Creating a jingle turned out well though the software had complicated aspects. Recording in the studio and with a dictaphone went easily but it was awkward speaking alone to devices. Editing audio was straightforward in Audition but the tools were frustrating at times. Teamwork was excellent overall but different opinions arose. Areas for future improvement included being better organized, learning software beforehand, rehearsing recordings, and managing time on class work.
Question 4
The student used new media technologies throughout the construction, research, planning and evaluation stages of their documentary project. During research and planning, they used the internet to search for interview subjects and facts, as well as Microsoft Word, PowerPoint and Excel. For construction, they used an HD camera, tripod, microphone, digital still camera and Adobe Premiere Pro and Photoshop for editing footage, graphics and a print advert. For evaluation, they used Blogger, Prezi, SlideShare, PowToons and SlideBoom to present their work online, exporting videos to YouTube.
Q6
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
Evaluation Question 6
The document discusses the technologies learned during the process of creating a thriller film product. It describes learning to use hardware like cameras, microphones, and tripods correctly. Software like Final Cut Express and LiveType were used to edit footage and create titles/logos. Various internet sites helped with planning, research, and sharing work, including Blogger, YouTube, DaFont, and Survey Monkey. The document evaluates early exercises in filming, sound, and editing techniques and shows how skills improved over the course of creating the final thriller opening scene.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Evaluation question 4
The student used various new media technologies at different stages of the project, including SurveyMonkey to conduct surveys, Prezi and Slideshare to create presentations, Scribd to upload documents, YouTube to analyze music videos, Wordle to display song lyrics, a camera and tripod for filming, Adobe Premiere Elements for video editing, Photoshop for image editing, BeFunky for photo effects, and DaFont for downloading fonts. Overall, these technologies helped with research, planning, and evaluation, and were essential to achieving the goals of the project and developing new skills.
Evaluation Question 4
The student used various media technologies throughout the construction, research, planning, production, and evaluation stages of their project. During construction, they used Blogger to upload files and embed content from SlideShare, YouTube, and images. In research, they employed Survey Monkey, Facebook, Microsoft Office, YouTube, iMovie, and Vimeo. Planning incorporated SoundCloud, Facebook Messenger, Photoshop, and audio recording on an iPhone. Production featured Adobe Premier Pro, a Nikon DSLR camera, iPhone filming, and YouTube uploading. Evaluation analyzed footage in Premier Pro and shared on social media, while writing was done in Word and PowerPoint on a laptop.
Use of technologies
We used Adobe Premier Pro and Photoshop to edit our music video and create promotional materials. We had limited editing experience and encountered challenges with timing and computer access for editing. We filmed using a Canon DSLR with natural and artificial lighting, and shared the final video on YouTube and Facebook to gather feedback.
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Evaluation question 7
- 1. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product? Evaluation Question 7 AS Media Coursework
- 2. How does your final broadcast demonstrate a progression in the standards of production (recording and editing) compared to your preliminary? • The main task final broadcast has shown a lot of development in the time between the preliminary task and the final take. It has improved a lot in many areas, such as gathering the interviews. We improved when editing the final pieces together, because we then had experience with the software that we were using. We got more confident during making the final draft because we had a better idea of what we were doing. • In our preliminary task, we didn’t have much experience with creating a radio broadcast. We didn’t know where to start and made some mistakes along the way. One mistake was to use a ‘transition sound’ in-between the different interviews we had collected. We decided to scrap the sound, it was too distracting and sounded terrible.
- 4. What do you think you have learnt from completing the coursework overall? • I have learnt many things while proceeding through this coursework. I have learnt about how to create a professional and well made radio broadcast, and learned how to successfully record and edit things together. • I learned about the different aspects to a radio interview, and the different techniques and how they work, and how to conduct a professional one myself.
- 6. What have I learned? • During the process of making it, I have learned how to use the different software's such as adobe audition and premier, and also the recording sound software, pro tools. I have managed to explore around the software and understand how to use them, finding out how to use the different tools, and import and export the files needed. I think that most of the software's were easy to use and smooth to work.
- 8. I have also learned… • I have learned that you need to take time with recording, and make sure that if you want to record, you record it to the best possible quality as you can. You should always take several takes to get the perfect recording, and we found out that we should re-do recoding because it didn’t sound right when we listened to it back. • We took note that we booked the studio, and the equipment needed, in order to produce our work. We learned that we needed to take time out of lessons to write the script and prepare for the recording session.