evaluation question by hana
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Using Final Cut Pro for the first time to edit a film opening, the student played around with different scenes to get familiar with the software and learn how to properly edit the film. Motion was challenging to use because any small errors could ruin the production names but the student learned how to add effects and animate objects. Live Type was the easiest software, allowing the student to add titles by changing fonts and effects. Garage Band was also simple to use for finding suitable music and sound effects that matched different scenes in the film opening.
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The document discusses the various technologies used to create the opening of a thriller film, including Final Cut Pro for editing, Soundtrack Pro for the soundtrack, Live Type for title sequences, and professional cameras. It also acknowledges the role of Google and YouTube in researching and learning how to complete the project.
Eq 6
I learned to use several software programs to construct my film opening:
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The document discusses various technologies used to create a film opening, including learning how to use Apple Macs, Adobe Premiere Pro, Live Type, GarageBand, After Effects, YouTube, a DSLR camera, tripod, QuickTime Player, and a soundproof room. Key technologies discussed are Apple Macs for editing, Premiere Pro for video editing, Live Type for titles, GarageBand for original music, and a DSLR camera for high quality filming. The creator had to learn to use many of these technologies during the process, such as Macs, Premiere Pro, Live Type, After Effects, and QuickTime Player.
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The document discusses the use of technology in creating a film project. It describes how the author used various software programs like Final Cut Pro, GarageBand, and LiveType to edit footage, create music, and design titles. As the primary editor and idea generator, the author gained experience using these programs and exploring their technical features. They worked with others but took responsibility for directing the editing process and experimenting with different effects to achieve the style they envisioned for the film.
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The document discusses the software and hardware used during various stages of a film production project. In the research stage, computers, Prezi, and cameras were used. During construction, cameras, Movie Studio Platinum, Internet Explorer, microphones, and blogger were utilized. For evaluation, Prezi, Word, Slideshare, YouTube, and blogger were employed. The document also notes problems encountered with Photoshop and microphones during filming, but that the issues were resolved. It concludes by stating blogger was easy to use with no problems encountered.
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From the prelim task to the full product, the learner gained experience in research, planning, filming, and editing. Some key things learned were:
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Presentation1 shazad edwards
The document discusses the use of various media technologies in creating a music video. It describes using video filters like Viewfinder and Earthquake in Final Cut Pro to add visual effects during editing. It also discusses using a Canon EOS 700D camera to film special shots, capturing long hours of footage using large memory cards. Photoshop was used to design the album cover, advertisements and apply consistent colors/fonts. YouTube provided inspiration from other artists' music videos. Websites like Blogger, Thinglink, Prezi and Slideshare helped present and explain the work through blogs, images and presentations.
Evaluation4
The document discusses the technologies used in planning, researching, and creating a teaser trailer. Websites like Prezi and Pearl and Dean were used to present ideas and research target audiences. Free sound was used to find and layer sound clips. Illustrator and Photoshop were used to create a poster, and GarageBand was used to edit sound clips. Final Cut Pro was used to edit video clips and add sound edited in GarageBand. Canon 80D cameras were used to film, and iMacs, phones, and an iPad were used at different stages of planning and production.
Evaluation Question 4
The document discusses the use of various digital technologies in the production of different media artifacts. Adobe Photoshop was used to create a poster, allowing effects and image cutting. Adobe InDesign facilitated flat planning and professional layout of a double page spread. Final Cut Pro, while initially complicated, enabled advanced film editing through clipping, filtering, and blue screening. GarageBand helped provide fitting sound effects and music, which could then be imported into Final Cut Pro to accompany the film clips.
Evaluation 4
The document discusses the use of various media technologies throughout the design, planning, and evaluation stages of a project. A laptop and computer were used for planning, designing, and editing tasks using software like Adobe Premier Pro, Photoshop, Paint, and Word. Hardware like a video camera, tripod, and digital camera were used to film and take photos. Websites provided fonts, images, soundtracks and a platform to share the teaser trailer. Various technologies were essential to the creation and presentation of the final products and ancillary materials.
Evaluation question 6
Throughout the process of creating their film opening, the document discusses several technologies the students used and what they learned from using each one. They used Macs to edit and research for the film, learning how to use the software. Blogger was used to track progress and share updates, where they learned to create and post blogs. Premiere Pro was used to edit the film, where they picked up skills like using in and out points. Live Type was used to add titles, teaching how to insert fonts and animations. Facebook helped with group communication and YouTube provided tutorials and a way to upload videos. Overall, the students gained experience with various software through completing this project.
Question 6 Media Evaluation
The document discusses various technologies used in the process of creating a film project. Blogger was used to collaboratively share research and ideas. Celtx software allowed the writer to format screenplays professionally. A Sony HD 1000 camera and tripod were used to film footage, although the tripod was limiting at times. Final Cut Express was used to edit the film, adding transitions and sound, and allowing revisions. Sound effects were found online as Garage Band proved difficult. Google Forms created an accessible audience questionnaire. Social media sites like Facebook, Twitter, and YouTube helped share and get feedback on the completed film.
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The document discusses technologies learned during the process of constructing a film opening. Specifically:
1) Various software were used including Webs for planning, Final Cut Pro for editing videos, Logic Pro for creating soundtracks, and Motion for titles and text.
2) Learning to use these software involved experimenting with features, getting help from group members, and becoming familiar with functions.
3) Important filming techniques were also learned like using different camera shots and angles, as well as using a tripod for stability versus handheld filming. Practice was needed to master desired shots.
SHANAZ Q6
I have learned about various technologies from constructing our film opening. I learned how to create and use a website to plan and track our progress. I also learned how to use video editing software like Final Cut Pro and audio software like Logic Pro to edit footage and create soundtracks. Additionally, I learned motion graphics software like Motion to make titles with effects. Through the process, I learned the importance of camera techniques like different shots and using a tripod to stabilize shots. Overall, I gained experience using various software programs and tools to produce a video project.
Question 6
The document discusses the technologies and equipment used to create a media product. It describes using cameras and tripods for filming establishing shots and pans. It also discusses using GarageBand to create music with effects and loops, as well as using royalty-free music. LiveType was used to create the movie title, which was initially confusing but became easier with use. Final Cut HD was used to edit clips, add transitions, and text for credits, though exporting to HD took some experimenting. In summary, it discusses the filming, music creation, titling, editing, and exporting processes used to create a professional media product.
Presentation1
The document discusses the use of various new media technologies in the production of a music video. It describes how a camera, camcorder, tripod, Adobe Photoshop, Adobe Audition, Adobe Premier Pro, YouTube, USB stick, search engines, and Blogger were used at different stages of production for tasks like filming footage, editing, adding graphics, uploading content, and organizing files.
QUESTION - How did you use digital technology in your production work?
Final Cut Pro was used to edit the film. Issues arose with files becoming disconnected from the project and audio volume inconsistencies between actors. GarageBand was used to create sound effects and record voiceovers, which could then be imported into Final Cut Pro. Photoshop was used to edit the film poster, adjusting colors and adding text overlays. PowerPoint and websites like Slideshare and Soundcloud were used to create presentations and embed audio/visual content onto the blog.
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The document discusses the skills and technologies the author learned while creating a film opening for a media product, including Final Cut Pro, Photoshop, cameras, microphones, and GarageBand. The author gained experience with editing techniques in Final Cut Pro, learned to create transparent logos and graphics in Photoshop, improved cinematography skills using a Canon camera, learned how to use a separate microphone for audio recording, and was introduced to sound recording software through GarageBand despite initial difficulties. Overall, working on the media product helped the author develop new technical abilities and improve the quality of their work.
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The document discusses the various media technologies used at different stages of planning and creating an advert. In the planning stage, YouTube and the 4oD iPad app were used to research existing adverts. Storyboards were initially drawn by hand and photographed, then brightened using Snapseed. Location scouting helped determine filming angles. A Fujifilm camera captured footage for quality images. Voiceovers were recorded using the Quicktalk app on iPad and shared via email. Background music was created using the autoplay feature of the GarageBand app. Windows Movie Maker and iMovie were used to edit clips and add titles/logos.
Evaluation Q6P2
The document discusses the use of technology in creating a film project. It describes how the author used various software programs like Final Cut Pro, GarageBand, and LiveType to edit footage, create music, and design titles. As the primary editor and idea generator, the author gained experience using these programs and exploring their technical features. They worked with others but took responsibility for directing the editing process and experimenting with different effects to achieve the style they envisioned for the film.
Evaluation question 6
The document discusses the technologies used during the different stages of creating a film opening project. During the research and planning stage, the individual used software like Blogger, Slideshare, Prezi, Word, and PowerPoint to present research and planning, as well as YouTube and IMBD to conduct research. Hardware like cameras were used to film interviews. During construction, various hardware like cameras, microphones, and computers were used along with software like Movie Studio Platinum for editing and Photoshop for titles and logos. The evaluation stage involved using software like Prezi, PowerPoint, Word, Emaze, Blogger and Slideshare to analyze the project, with Emaze being the most difficult to learn.
As media evaluation (1) [autosaved]
The document discusses the technologies and software the student learned to use in creating their final product. They used Motion to create titles and credits, GarageBand to create opening and closing music featuring loops and animal sounds, and YouTube to export and share their videos. The student also gained experience using Final Cut Pro to edit their production, experimenting with effects and transitions. They assisted with operating a digital camera, tripod, boom pole and microphone during filming.
Question 6
The document discusses the software and hardware used during various stages of a film production project. In the research stage, computers, Prezi, and cameras were used. During construction, cameras, Movie Studio Platinum, Internet Explorer, microphones, and blogger were utilized. For evaluation, Prezi, Word, Slideshare, YouTube, and blogger were employed. The document also notes problems encountered with Photoshop and microphones during filming, but that the issues were resolved. It concludes by stating blogger was easy to use with no problems encountered.
Q6
We learned about various technologies from constructing this product:
Keynote was used to create text overlays with animation for green screen compositing into iMovie. iMovie provided the main video editing software. Garageband was used for sound editing and mixing. Photoshop allowed editing of images and creation of the movie poster and logo. Various cameras were used for filming with some issues around battery life. Tripods and handheld shooting provided different angles. Additional cameras recorded audio. Websites like YouTube, Freesound, and online converters assisted with obtaining and editing audio assets. Blogger and YouTube helped share the final work.
Presentation Question 7
From the prelim task to the full product, the learner gained experience in research, planning, filming, and editing. Some key things learned were:
- How to do in-depth research from multiple sources to inform planning.
- The importance of detailed planning, such as with storyboards specifying shots, timing, and editing.
- Advanced filming skills like different shots and lighting techniques.
- Advanced editing skills in Final Cut Pro like effects, transitions, blending music, and exporting files.
Evaluation q6 - hibba sayeed
The document discusses the process of creating a film opening for a media coursework assignment. The student researched horror film openings and analyzed the techniques used. During planning, they storyboarded ideas and tested editing software like Motion and GarageBand. Footage was edited in Final Cut Pro, adding titles, music, and color correction to achieve a horror style. Some challenges included software issues and changes in lighting/sequence when exporting the final product. The student iteratively tested and improved their work based on feedback.
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3. Going forward, the EMCDDA aims to maintain understanding of drug use trends, identify new health threats to support rapid responses, promote effective interventions, and support policy development - all to contribute toViewers also liked (14)
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Task 6
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
Media collage
The document discusses the student's experiences learning to use various software programs and equipment for the first time in creating a media project opening. It describes struggles in the beginning with Final Cut Pro X, Mahara, GarageBand, and using an iMac but becoming more proficient over time. Voice memos on an iPhone were used to record sound effects, and Freesound, YouTube, and Art of the Title provided inspiration. The student learned skills like adding filters, editing color and sound, and blending frames together in Final Cut Pro X.
Filming pieces
The document discusses the equipment and software used to create a film opening, including:
- A digital HD camera on a tripod was used to record steady footage and adjust shot types.
- Adobe Premiere Pro and After Effects software were used to edit footage, add transitions, create animations, and synchronize audio.
- Additional sounds were recorded to ensure clear audio if camera microphone audio was insufficient or had interference.
- A storyboard was followed to ensure all needed footage was captured and stay on schedule.
The process helped improve skills in using equipment, understanding editing software, creating graphics, and assembling footage into a coherent narrative.
Evaluation Question 6
The student learned about various technologies through constructing a film opening project. In the research and planning stage, they used YouTube to find inspiration from similar films, Google to search for sites and find props, and IMDB to research the genre's box office performance. During construction, they used a HD camcorder, steady cam setup instead of a tripod for unique angles, and a computer to edit the film. Their editing software was Movie Studio Platinum, and they used Photoshop for titles. For evaluation, they created presentations using Blogger, PowerPoint, YouTube, and Prezi. Overall, the technologies helped with research, construction, editing, and evaluation of the film opening.
How did you use media technologies in the construction and research, planning...
This powerpoint was produced to answer the question 'How did you use media technologies in the construction and research, planning and evaluation stages?'.
Alex Wiley
Tech
The document discusses what was learned about technologies from creating a film project. A Sony HandyCam camcorder was used to record footage, which allowed simple recording and playback but took time to get the right shots. Serif MoviePlus editing software was easy to use and editing was found to have a large impact on the final product. Matching shots and working with audio initially took practice. Transitions, soundtracks, and effects were added during editing to vary the pace. Audacity was used to manipulate sound and was easy to use despite its power.
Question 4
The document discusses the use of various new media technologies in the production of a film trailer titled "Intrusion". Photoshop was used to create advertisements and work on image editing and design. After Effects was used to add intro clips and motion titles to make the trailer feel more professional. Final Cut Pro was used for video editing, though the author was more familiar with Sony Vegas. Garageband was used to create custom soundtrack elements. Blogger hosted the finished work and YouTube was used to upload and share the trailer online.
Media collage
The document discusses the student's experience using various multimedia tools for the first time to create an opening scene for a media project. It describes learning to use Final Cut Pro, GarageBand, Voice Memos, YouTube, and an iMac while editing footage, recording sound effects, adding music, and color correcting frames. The student found some tools like the iMac difficult to learn at first but got better with practice. Overall the process helped the student learn new skills that can be applied to future projects.
Evaluation question 4
The document discusses the production of a teaser trailer. It describes using Canon 80D cameras to record high quality footage and lighting equipment like lightboxes and spotlights to achieve different lighting effects. Final Cut Pro X was used for editing and included useful tools like favoriting clips and splitting clips. YouTube provided example trailers for research and tutorials on effects like mist in Photoshop. Photoshop and Illustrator were used to design the poster and magazine cover.
Question 6
The student learned how to use several Apple technologies for the first time while creating a film project, including iMovie, Final Cut Pro, and uploading footage from an HD camera to a Mac. They found Apple software like iMovie easy to use but Final Cut Pro more difficult, especially for adding background music. The student also gained experience using technologies like SoundCloud, YouTube, and Blogger that they were previously familiar with but had not used to create and share a video project before.
Luke media coursework
The document discusses the filmmaking process for creating an opening sequence. It describes using different technologies like DV and HD cameras, and programs like Final Cut, GarageBand, Photoshop and LiveType for editing footage, creating titles, and making a soundtrack. Challenges included battery life when filming in HD, learning new software, and poor organization that led to wasted time and need for reshoots. Locations and props were used to add realism, and the sequence was published online for feedback.
Question 4
The document discusses how various new media technologies were used at different stages of producing a music video project. Premiere Pro was used for editing video clips, adding effects like color filters and corrections, and creating an animatic storyboard. Photoshop was used to design a digipak cover and magazine ad by desaturating images, adding smoke effects, and customizing thumbnails. A Samsung camera was used for most filming due to its ability to focus and adjust to lighting, while a DSLR was used for focus groups. YouTube and Tumblr were used to research music video styles, distribute the final video, and create a coursework blog.
Media evaluation question 6
The document discusses various technologies and equipment used to create a media product. It describes using software like Final Cut Pro X, GarageBand, Google Drive and YouTube for editing, sound design and research. Websites like Facebook, Pearl & Dean, Slideshare and IMDB were used for character development, film research and sharing work. Equipment like a microphone, camera, tripod and camera bracket helped capture quality audio and video footage. Overall, the creator felt more confident using the software and found the equipment easy to use and helpful for creating their opening sequence.
Evaluation Question 4
This is our group evaluation for question 4 which is:
How did you use media technologies in the construction and research, planning and evaluation stages?
Evaluation question 6
During the construction of a media product, the document discusses several technologies learned:
A digital video camera was used to film, and how to operate it and use a tripod. Adobe Premiere Elements allowed editing, cutting, and adding transitions. Websites like Dafont.com, Freesound.org, and YouTube were used for fonts, sound effects, uploading finished videos, and analyzing other films. BlogSpot taught how to embed YouTube videos to document the construction process.
What have you learnt about technologies from the
Kainaat Mirza discusses their experience filming and producing an opening title sequence for a project. They were able to use advanced cameras and software that they had not used before. This included using focus settings on the camera, steady shots from a tripod, and a unique perspective from attaching a gorilla pod to a railing. Soft box lighting equipment and editing software like Final Cut Pro X helped them add effects and refine the project. Sound was also created using GarageBand to complement one of the scenes.
What have you learnt about technologies from the
Ruba learned several skills from creating a title sequence for a film project. She used online software like Prezi and SlideShare to create presentations and storyboards, learning how to embed items on her blog. Final Cut Pro allowed her to color correct footage, create split screens and fades, and add sound effects. Motion helped create animated logos, while GarageBand allowed composing suitable music and recording voiceovers. Live Type taught Ruba how to design titles with different fonts, colors, and animations. Various apps and QuickTime Player aided communication and file conversion throughout the process.
Eval 7
The document discusses the technologies used to create a film project. It describes using a camera to shoot 1080p HD video and apply techniques like rule of thirds. A tripod was used to stabilize shots and allow different camera heights. iMacs with Final Cut Pro and GarageBand were used for editing, adding effects, and generating sound effects. Final Cut Pro tools like blade, select, and keyframes were used to edit footage and add fades. GarageBand loops helped find sound effects and inspiration. Websites provided additional sound effects and research on target audiences. The filmmaking process helped learn skills like camera operation, Mac navigation, and copyright considerations.
Question number 6
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting and mysterious. Free Sound.org provided copyright-free music to enhance the film. The group spent time choosing scary music and sound effects. Live Type was used to design the production logo by experimenting with fonts and effects. The camera was initially difficult to use properly but after reshooting without zoom, the footage looked more professional
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
Similar to evaluation question by hana (20)
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
Evaluation Q6 What have you learned about technologies from the process of co...
Evaluation Q6 What have you learned about technologies from the process of co...
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Eval 2
The combination of the filmmaker's short film and ancillary texts like film reviews and posters were important to tie them together and make the short film have more impact. The texts provided context about the build up and aftermath of the film. Key symbols like a clock were featured in both the film and poster to represent the main theme of time. Consistent visual elements and a plain backdrop in both the film and texts kept the focus on the protagonist and his story. Similar colors and effects were used in both to connect the pieces.
Eval 1
The document discusses a student's short documentary film project about their 90-year-old grandfather. To follow documentary conventions, the film tells a story through a series of photographs and video clips showing the progression of the grandfather's life. Scenes of him speaking in his armchair used natural lighting and an uncluttered background. Opening and closing shots of a cuckoo clock symbolized the passing of time. Post-production effects on the clock made it more appealing and eye-catching. Overall, the film creates a unique, creative story that develops over time and highlights key life moments from the perspective of a 90-year-old man to attract and involve the audience.
Music video idea
The video would have a dark, desaturated style to create a depressing mood. It would show the two artists standing alone on different dark roads, with the camera panning in for close-ups of their bloody faces as they sing. The camera would do 360 pans between the roads, revealing the artists arguing with the same woman or walking alone down the roads, with extreme close-ups emphasizing their frustration and singing of the lyrics. Ultimately, the roads would converge, with the woman at their intersection.
Video idea weeknd -Amad Islam
The video would have a dark, desaturated look to create a depressing mood. Scenes would include long shots of the artists standing alone on dark roads, then close-ups of their bloody faces as they sing. The camera would track them as they walk and sing. It would also show one artist arguing with a woman, then pan to the other artist with the same woman, implying disloyalty. Throughout, the camera work would transition between the artists in different locations to tell the story through their perspectives and movements as they sing the dark lyrics.
The weeknd feat ed sheeran Dark Times Lyric Analysis (Amad Islam)
Ed Sheeran describes waking up bruised and hungover, having drunk too much the night before and gotten into a fight. He warns that this isn't the right time to fall in love with him, as he knows his lies can't be believed. Both Ed Sheeran and The Weeknd reference their past struggles with drugs, alcohol, and unstable lifestyles before fame. They acknowledge issues they are still trying to overcome that could undermine their success if not addressed. The Weeknd recalls using cocaine, getting into fights, and choosing a life of substance abuse and chaos.
The weeknd lyric analysis By Amad Islam
The song "High for This" by The Weeknd describes a sexual encounter where he mentally prepares a woman for what is about to happen. He tells her they will have sex and do drugs together, reassuring her that she doesn't need to worry because he will be with her. As the drugs take effect, he tells her to breathe and relax while promising they will have a good time. He eliminates any doubts by saying to trust him as he knows she wants to experience this feeling.
Imvdb
The document analyzes research from IMVDb on music charts and popular music videos. It finds that the target audience prefers hip-hop and pop genres, especially recent pop videos by artists like Sia, David Guetta, and Rudimental. This research will help decide which genre of music to focus on going forward.
Analysisoflyrics 111010192016-phpapp01
1) Lupe Fiasco meets a girl at a club and is instantly captivated by her beauty and intelligence.
2) He expresses his growing love for her through poetic metaphors and promises to protect her.
3) At the end of the song, Lupe assures the girl that he wants their relationship to last beyond a typical short-lived club romance and promises to see her in the morning.
Beyonce - dance for you
This music video portrays Beyoncé dancing seductively for her male love interest in a 1940s style setting. Voyeurism is prominently featured through close-ups of the intimate dancing and longing gazes between Beyoncé and the man. The video follows the conventions of R&B by including a choreographed dance routine to promote the artist. It depicts a stereotypical power dynamic between the male boss and female secretary but aims to empower women through Beyoncé's display of control through her dancing.
British board of film classication (bbfc)
The British Board of Film Classification (BBFC) regulates films and videos in the UK. It is a non-governmental organization that provides age ratings to films such as U, PG, 12A, 15, and 18. The BBFC recognizes adult freedom of choice, protects the public (especially children) from harmful content, and helps parents make informed viewing choices for their children. The document then provides detailed descriptions of the content allowed or implied for each age rating.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as other factors like leisure activities may be more important than income alone.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document discusses two methods for categorizing audiences: Young and Rubicam's Four Consumers model and socio-economic class. Young and Rubicam divides people into four categories based on personality - Mainstreamers, Aspirers, Succeeders, and Reformers. The socio-economic model classifies people into six classes based on income - A through E. Both are useful for media targeting, but the socio-economic model is limited as it only considers income and not other factors like leisure activities.
3 different ways of classifying audiences
The document describes several systems for categorizing consumers:
- Young and Rubicam's Four Consumers model divides people into Mainstreamers, Aspirers, Succeeders, and Reformers based on psychological attributes rather than income.
- Their socio-economic class system ranks people from A to E based on income and occupation.
- Life Matrix segments audiences based on lifestyle and values rather than demographic factors.
Final Sketch Evaluation - 4018
The student created a final drawing of a potion using Photoshop. They first hand drew the potion and then scanned it into Photoshop to color and add details digitally. It was difficult to control the pen at first but got easier with practice. The student used various colors like light blue, dark brown, and different shades of pink to create realistic effects like bubbles and shading. They used tools like the blur tool and size-adjustable brushes. In the end, the student felt they successfully created a realistic looking digital image meeting the goals of the project.
Unit 13 assignment 1 report
This document discusses digital graphics technology, describing features of vector and bitmap images. Vector images are resolution-independent and scalable without quality loss, using mathematical expressions to represent lines and shapes. Bitmap images are made up of pixels that lose quality when resized. The document provides examples of how vector and bitmap images differ when resized, and discusses image capturing, output methods for print and screen, storage considerations like file size and organization, and naming conventions.
Analysis For Attack The Block - 4018
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3) The movie poster depicts a diverse group of teenagers from the council estate ready to battle the aliens, showing the working class setting and themes of fighting and violence.
Focus Group - 4018
The document outlines questions from a focus group about a film trailer. It asks for opinions on whether the trailer was effective and enjoyable, what genre it represents, how it could be improved, and favorite parts. It explains that the filmmaker created a focus group of 12 friends and family to get feedback on the trailer by showing it and having them answer questions. Most feedback suggested making the trailer look less like a drama and more realistic.
Audience Research - 4018
Audience research is conducted to gather information about what audiences want to watch and their personalities. There are several methods for conducting audience research, including focus groups, questionnaires, box office takings, and test screenings. Focus groups involve interviewing a small group of people to discuss their opinions in an interactive setting, but the results may not represent the larger population. Questionnaires can be inexpensive and gather a lot of data quickly from many people, but responses may be biased by wording and response rates may be low. Box office takings refer to the financial success of a film based on the number of viewers and money made, which depends on the quality of the movie. Test screenings allow audiences to provide feedback on a movie before
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evaluation question by hana
- 1. What have you learnt about technologies from the process of constructing this product? HANA KHADIR 12S
- 2. FINAL CUT PRO When using final cut pro to put up my film opening and edit it I didn't know what exactly to do as it was my first time using that software. But the first day I played around with the different scenes that me and my group filmed just to get the hang of it and know exactly what to do so I know I how to edit the film opening. This technology was very effective when it come to editing our film opening and to perfect it.
- 3. MOTION When using motion it was very hard to use because the production names for our film had to come out perfect and any little errors could ruin the name and id have to re do it all. I learnt how to make the objects I have created move around and include effects to go with it. I had also chosen how long I'd want the production names to come up for in the opening. I had used sound effects from garage band to use for two of my production names as it was more effective and realistic. For example one of my production name had a logo of a clock and to make it look more real I included the sound of a clock from garage band which made it look better.
- 4. LIVE TYPE When I started using live type out of all the different software's we had to use for our film opening I found this one the most straight forward one and knew how to use it. All I had to do was type in my title name and change the effects and font for our film opening. I learnt how to slow the pace of how fast the titles go when it goes into my film and make sure it is moving at a pace which is readable for the audience and not too fast.
- 5. GARAGE BAND When using garage band It was an easy software to use as all I had to do was look for music that would be suitable and go well with our film opening. We had also used garage band to look for different types of sounds for example in our film opening the first scene is of a boy in an police station, we used garage band to look for the sound of a police siren which could link with the scene. Garage band was a very effective and great software to use and I have learned many things as I was creating music for our film opening.