Evaluation question1
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The music video produced was a performance-based hard rock genre video showing the band performing. It was the producer's first video and they chose a performance style to provide more of a challenge compared to typical story-based videos. Research was done on other band music videos to study camera shots, angles, and movements, which were then applied to this video. Editing software was used to combine different video clips into a single final video.
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Music video audience feedback
The document summarizes feedback from two people who viewed a music video. Both participants stated that the video was successful in promoting the band and that they wanted to see more of the band's work. While the wave shots were criticized as excessive, other stylistic elements like including a surfer and LED-like moon were intentional aspects of subverting surf rock conventions. Minor trimming of the wave shots was the main suggested change to the video.
Technology
The document discusses how various media technologies were used at different stages of a film project. The internet was used for audience and background research, reviewing existing films, and finding narrative concepts. HD cameras were used to film and Final Cut Pro for editing and adding sound effects. Garage Band was used to find sound effects which were exported to Final Cut Pro. Adobe CS4 was used to create posters, articles, and teaser posters, experimenting with layers and styles.
Evaluation question3
The document discusses the distribution of a music video product as part of an advanced portfolio. The creator conducted research including interviews and a questionnaire to determine if hard rock was an ideal genre for the target teenage audience. They believed hard rock would appeal to most teenagers. As a real media product, the music video would be distributed on social networks like Vimeo since teenagers frequently use the internet and social media.
Evaluation question 3 A1
The student's production skills improved throughout the project. Their final product was more presentable compared to the preliminary version, which used basic fonts and had a dull background. The final product had a brighter background, better focused model, and improved color scheme, detail, and overall look. The student also learned proper placement of elements like the masthead, issue date, price, and cover line, and not to leave out important elements like the puff that attract audiences.
Evaluation question4
The document summarizes how various technologies were integrated into a project. Software like Microsoft PowerPoint, Adobe Photoshop, and Adobe Premier were used to create slides, edit images, and edit a music video. Online resources like Google, Wix, SoundCloud, and Blogger were utilized for research, creating a band website, uploading music, and sharing the portfolio. A Nikon D5100 camera was also used to film a music video. The project helped develop skills with different programs and technologies.
Evaluation question 2 A1
The document discusses a music magazine called "WIRED" and how it would be distributed. It describes the target audience as 16+ year old teenagers interested in pop music. Major Line Music is identified as the most suitable distributor as it specializes in music magazines and would have effective promotion and distribution channels. Publishers and distributors will only take on products that show evidence of commercial success in the magazine market.
Evaluation question # 2
The document discusses how a low-budget hard rock music video created branding through distribution on Vimeo and sharing on websites. Along with the music video, a band's website and album digipak were created to give a professional look, with the website containing full band details, discography, news, and photos to further promote the band's brand.
Evaluation question 1 A1
Q1- How does your product use or challenge conventions and how does it represents social groups or issue! A1.
Recommended
Music video audience feedback
The document summarizes feedback from two people who viewed a music video. Both participants stated that the video was successful in promoting the band and that they wanted to see more of the band's work. While the wave shots were criticized as excessive, other stylistic elements like including a surfer and LED-like moon were intentional aspects of subverting surf rock conventions. Minor trimming of the wave shots was the main suggested change to the video.
Technology
The document discusses how various media technologies were used at different stages of a film project. The internet was used for audience and background research, reviewing existing films, and finding narrative concepts. HD cameras were used to film and Final Cut Pro for editing and adding sound effects. Garage Band was used to find sound effects which were exported to Final Cut Pro. Adobe CS4 was used to create posters, articles, and teaser posters, experimenting with layers and styles.
Evaluation question3
The document discusses the distribution of a music video product as part of an advanced portfolio. The creator conducted research including interviews and a questionnaire to determine if hard rock was an ideal genre for the target teenage audience. They believed hard rock would appeal to most teenagers. As a real media product, the music video would be distributed on social networks like Vimeo since teenagers frequently use the internet and social media.
Evaluation question 3 A1
The student's production skills improved throughout the project. Their final product was more presentable compared to the preliminary version, which used basic fonts and had a dull background. The final product had a brighter background, better focused model, and improved color scheme, detail, and overall look. The student also learned proper placement of elements like the masthead, issue date, price, and cover line, and not to leave out important elements like the puff that attract audiences.
Evaluation question4
The document summarizes how various technologies were integrated into a project. Software like Microsoft PowerPoint, Adobe Photoshop, and Adobe Premier were used to create slides, edit images, and edit a music video. Online resources like Google, Wix, SoundCloud, and Blogger were utilized for research, creating a band website, uploading music, and sharing the portfolio. A Nikon D5100 camera was also used to film a music video. The project helped develop skills with different programs and technologies.
Evaluation question 2 A1
The document discusses a music magazine called "WIRED" and how it would be distributed. It describes the target audience as 16+ year old teenagers interested in pop music. Major Line Music is identified as the most suitable distributor as it specializes in music magazines and would have effective promotion and distribution channels. Publishers and distributors will only take on products that show evidence of commercial success in the magazine market.
Evaluation question # 2
The document discusses how a low-budget hard rock music video created branding through distribution on Vimeo and sharing on websites. Along with the music video, a band's website and album digipak were created to give a professional look, with the website containing full band details, discography, news, and photos to further promote the band's brand.
Evaluation question 1 A1
Q1- How does your product use or challenge conventions and how does it represents social groups or issue! A1.
Question 3
The document discusses feedback received on various drafts of a music video and print products. For the music video, early feedback indicated the shots cut well to the beat and genre. Later feedback suggested improving sections with an actor by re-shooting under better conditions. Feedback on print products suggested adding reviews and links to boost sales. Overall, final feedback from the target audience found the video successful though some felt the print products could have different coloring.
Advanced Production Evaluation
The student created a pop dance music video that challenged conventions by never showing the main characters together. They researched mainstream and indie artists to inform their work. While the video used conventions like lip syncing, it did not follow a clear storyline. The ancillary materials like CD covers and posters maintained continuity with the video through consistent use of images, fonts, and colors. Audience feedback helped improve shots that were off balance. The student used online resources, TV, radio, and campus equipment and software at various stages of research, planning, filming, and evaluation.
Evaluation question 1
The document discusses how the media product challenges and uses conventions of real music videos, digipaks, and magazine ads. It provides specific examples of music videos that influenced aspects of the media product, such as locations, camerawork, and editing. It also explains how the media product challenged conventions by not having the singer directly address the audience, manipulating video speed, and using mainly establishing shots rather than lyrical performance.
Advanced portfolio evaluation.
The student created a music video for their portfolio that successfully utilized conventions of real music videos. Feedback indicated the video looked professional through elements like setting choices, lighting, and precise lip syncing. The student also wrote an original song for the video to make it more individual. Supplementary materials like a poster further reflected the professional quality. Through research and surveys of audiences, the student learned about preferred music genres and video types. New software like Photoshop and InDesign helped in planning, construction, and evaluating the project.
Evaluation
Dan Watt evaluates his work on various assignments for a media studies course. He created mind maps analyzing different music videos, tags representing music genres, and a music video ideas mind map. He also made presentations on music video jobs and budgets. Watt wrote scripts for a group music video and storyboarded shots. For his rough cut, he edited footage and included a variety of shots. In his final cut, he added fade transitions and ended with a fade to black. While pleased with his variety of shots and overall flow, he notes some footage was too similar and the chosen song limited flexibility.
Evaluation question 1 final.
1) The document discusses the process of creating a music video for an indie/rock band. It outlines researching conventions of the genre and choosing to focus on a "performance video" style.
2) Key conventions incorporated included linking lyrics and visuals, matching the energetic music with movement in the video, and using camera techniques common in other indie/rock music videos.
3) Specific techniques explored were close-ups, handheld camera shots from different angles, and negative color filters during editing to make the video stand out. Attention was paid to balancing conventions with originality.
Evaluation
Dan Watt evaluates his blog assignments for a media course. He created mind maps analyzing three music videos, tags and mood boards exploring genres, and scripts for a hypothetical music video. With his group, he developed a script, conducted a casting call, scouted locations, did risk assessments, and created a storyboard. For his rough cut, Watt edited together footage but could have added more effects. He analyzes the strengths and weaknesses of his final music video re-edit and discusses improvements made from the rough cut, such as added fade transitions. While more footage variety would have been preferable, Watt believes he and his group collaborated well in their production process.
Evaluation
Dan Watt evaluates his blog assignments for a media course. He created mind maps analyzing three music videos, tags and mood boards exploring genres, and scripts for a hypothetical music video. With his group, he discussed locations, risks, and storyboards for their music video. For his rough cut, Watt edited footage and received feedback to improve his final version. He is pleased with the variety of shots and pacing but notes limitations from the song's genre. Overall, Watt feels he has improved his technical skills and collaboration through the assignments.
Evaluation notes
The document discusses the student's evaluation of their A2 media coursework, which included producing a music video, digital album artwork, and advertisement. The student structured their evaluation around 4 questions that examined how they followed, developed, and challenged conventions of the genre. They analyzed how audience feedback informed their work and how media technologies were used at each stage of production. Overall, the student demonstrated thoughtful consideration of genre conventions and theory in both their creative work and self-evaluation.
Evaluation
Matthew created a music video for an indie track with a melancholy tone. He edited the black and white video in Adobe Premier to create high contrast between light and shadow and linked the video to the song by showing the singer and instrument. The video challenges mainstream forms by using different effects and cutting between live footage and narrative. Feedback was mostly positive but noted an underdeveloped narrative. Matthew researched bands on YouTube and used Jamendo to find inspiration and information to tailor the video to the band's style.
6. evaluation mv 2018 updated
The document provides an evaluation of the student's music video project. It summarizes the student's research process, planning, time management, technical qualities, aesthetic qualities, and feedback received. For research, the student analyzed similar music videos and genre conventions. For planning, they created a concept board and storyboard. They felt their editing and effects were strengths but could improve filming and use of After Effects. Peer feedback praised effects and transitions but suggested more shots, lip syncing, and titles. The student's action plan is to experiment more with camera angles, locations, and After Effects.
Adam work
- The student created a music video for the song "Daddy's Eyes" by The Killers to represent the style and conventions of real Killers music videos. He studied videos like "Somebody Told Me" and "Human" to replicate Brandon Flowers' acting, movement, costume of shirt/tie/trousers.
- He also analyzed similar genre videos like Arctic Monkeys' "When the Sun Goes Down" to include professional conventions when filming. He storyboarded shots and camera angles to plan filming before having to film solo due to a team member leaving.
- The green screen studio video matches the song and includes the CD digipack to promote the product across platforms and draw connections between the
A2 Music Video Evaluation
The document summarizes the student's media production project creating a music video for a post-hardcore song. The student researched existing music videos in the genre to understand conventions. Feedback from a target audience member suggested adding more narrative footage. The student used various software and technologies for editing, recording music, research, and presentation. Overall, the student felt they improved their skills in editing, storyboarding, lighting, and structuring shots from their preliminary work.
Media evaluation
The document discusses a music video created by the author for their media studies class. It provides details on how the video incorporated conventions of real music videos such as shots of the band performing and narrative scenes. The author aimed to challenge conventions through unique color effects. Feedback indicated the video successfully captured elements of professional music videos. The author learned they could improve the video by incorporating more locations, outdoor scenes, and developing the narrative story further.
Human: Thank you, that is a concise 3 sentence summary that captures the key points of the document.
Final edit evaluation
Christian Owens evaluated his final music video project for an indie music genre class. He chose to create a music video for the song "Radioactive" by Imagine Dragons with his group. Through the filming and editing stages, he faced challenges like unpredictable weather during outdoor filming and not having all the shots needed from filming. In his editing, he worked to match the script and fill gaps while keeping the singer looking isolated as intended. His final video included title sequences and minor color effects to make it look more professional without distracting from the content. Overall, he was happy with how the video turned out and would film more footage next time to have more options in editing.
Creative critical reflection
- The document describes a music video and accompanying promotional materials created by the author for a course. It includes the director's notes on the concept and storyline of the music video, an analysis of the designed digipak, and discussions of how conventions were used or challenged in the video. Various technologies like cameras, editing software, and online platforms were integrated into the project.
Task 7 evaluation
This document provides an overview of the multi-step process a group completed to produce a music video. It describes 7 tasks: 1) Analyzing existing music videos, 2) Brainstorming ideas, 3) Creating a production plan and budget, 4) Developing pre-production materials like a script and storyboard, 5) Filming the video, 6) Editing the raw footage, and 7) Assembling all the pieces on a blog. For each task, details are given about the individual and group work done, such as analyzing different music video types, location scouting, assigning roles, and editing the final video together.
A2 Media Evaluation
The document describes a music video the student created for a class project. They used conventions from real pop music videos, including miming, partying scenes, and filming at a fancy dress party. They included younger children in the video to reflect the song's title, which is uncommon in pop videos. Feedback was gathered from YouTube comments and classmates, which helped identify strengths like creative editing and things to improve like ensuring all filming portrays the characters well. Various media technologies were used in the creation and sharing of the project, including digital cameras, smartphones, editing software, and a website builder.
music video
The document summarizes how the media producer's music video used, developed, and challenged conventions of real music videos. It discusses how the producer used conventions like editing to the beat, lip syncing, using multiple settings, special effects, and portraying the genre. The producer developed their skills in areas like lip syncing and using effects. Some conventions like parallel editing were challenging to include. Overall, the producer sought to create a professional music video while also experimenting with conventions.
Evaluation Question 1
The document discusses how the media product uses and develops conventions of real music videos. It uses conventions like bright colors, action, and excitement common to pop music videos. It tells a narrative story like "Maps" rather than just lip syncing. It incorporates visual elements found in other videos, such as cutting to the beat of the music, focus pulls to draw attention, and motion blur. The video challenges conventions by rewinding at the end rather than leaving the scene. It follows conventions of including the song title at the end and showing progress over time through lighting, locations, and clothing.
Evaluationquestionnumber6 140506123950-phpapp01
The document discusses the various technologies integrated into a student's media project of creating a music magazine. The student used a digital camera to take photos for the magazine and learned photography skills. Photoshop was used to edit the photos. The internet provided a platform for research and blogging progress through Blogger. PowerPoint was utilized to create slides and SlideShare allowed the slides to be uploaded to the blog. Overall, the technologies were essential to completing the project by facilitating tasks like photo taking, editing, research, documentation, and slide creation.
Evaluation question # 3
My production skills developed throughout this project by focusing on teenagers as the target audience for my music magazine. As a teenager myself, I understand what interests other teenagers and can produce content they can relate to. By featuring rock music and teenage models, and keeping the price low, my magazine is aimed at attracting teenage girls and boys to buy it.
More Related Content
Similar to Evaluation question1
Question 3
The document discusses feedback received on various drafts of a music video and print products. For the music video, early feedback indicated the shots cut well to the beat and genre. Later feedback suggested improving sections with an actor by re-shooting under better conditions. Feedback on print products suggested adding reviews and links to boost sales. Overall, final feedback from the target audience found the video successful though some felt the print products could have different coloring.
Advanced Production Evaluation
The student created a pop dance music video that challenged conventions by never showing the main characters together. They researched mainstream and indie artists to inform their work. While the video used conventions like lip syncing, it did not follow a clear storyline. The ancillary materials like CD covers and posters maintained continuity with the video through consistent use of images, fonts, and colors. Audience feedback helped improve shots that were off balance. The student used online resources, TV, radio, and campus equipment and software at various stages of research, planning, filming, and evaluation.
Evaluation question 1
The document discusses how the media product challenges and uses conventions of real music videos, digipaks, and magazine ads. It provides specific examples of music videos that influenced aspects of the media product, such as locations, camerawork, and editing. It also explains how the media product challenged conventions by not having the singer directly address the audience, manipulating video speed, and using mainly establishing shots rather than lyrical performance.
Advanced portfolio evaluation.
The student created a music video for their portfolio that successfully utilized conventions of real music videos. Feedback indicated the video looked professional through elements like setting choices, lighting, and precise lip syncing. The student also wrote an original song for the video to make it more individual. Supplementary materials like a poster further reflected the professional quality. Through research and surveys of audiences, the student learned about preferred music genres and video types. New software like Photoshop and InDesign helped in planning, construction, and evaluating the project.
Evaluation
Dan Watt evaluates his work on various assignments for a media studies course. He created mind maps analyzing different music videos, tags representing music genres, and a music video ideas mind map. He also made presentations on music video jobs and budgets. Watt wrote scripts for a group music video and storyboarded shots. For his rough cut, he edited footage and included a variety of shots. In his final cut, he added fade transitions and ended with a fade to black. While pleased with his variety of shots and overall flow, he notes some footage was too similar and the chosen song limited flexibility.
Evaluation question 1 final.
1) The document discusses the process of creating a music video for an indie/rock band. It outlines researching conventions of the genre and choosing to focus on a "performance video" style.
2) Key conventions incorporated included linking lyrics and visuals, matching the energetic music with movement in the video, and using camera techniques common in other indie/rock music videos.
3) Specific techniques explored were close-ups, handheld camera shots from different angles, and negative color filters during editing to make the video stand out. Attention was paid to balancing conventions with originality.
Evaluation
Dan Watt evaluates his blog assignments for a media course. He created mind maps analyzing three music videos, tags and mood boards exploring genres, and scripts for a hypothetical music video. With his group, he developed a script, conducted a casting call, scouted locations, did risk assessments, and created a storyboard. For his rough cut, Watt edited together footage but could have added more effects. He analyzes the strengths and weaknesses of his final music video re-edit and discusses improvements made from the rough cut, such as added fade transitions. While more footage variety would have been preferable, Watt believes he and his group collaborated well in their production process.
Evaluation
Dan Watt evaluates his blog assignments for a media course. He created mind maps analyzing three music videos, tags and mood boards exploring genres, and scripts for a hypothetical music video. With his group, he discussed locations, risks, and storyboards for their music video. For his rough cut, Watt edited footage and received feedback to improve his final version. He is pleased with the variety of shots and pacing but notes limitations from the song's genre. Overall, Watt feels he has improved his technical skills and collaboration through the assignments.
Evaluation notes
The document discusses the student's evaluation of their A2 media coursework, which included producing a music video, digital album artwork, and advertisement. The student structured their evaluation around 4 questions that examined how they followed, developed, and challenged conventions of the genre. They analyzed how audience feedback informed their work and how media technologies were used at each stage of production. Overall, the student demonstrated thoughtful consideration of genre conventions and theory in both their creative work and self-evaluation.
Evaluation
Matthew created a music video for an indie track with a melancholy tone. He edited the black and white video in Adobe Premier to create high contrast between light and shadow and linked the video to the song by showing the singer and instrument. The video challenges mainstream forms by using different effects and cutting between live footage and narrative. Feedback was mostly positive but noted an underdeveloped narrative. Matthew researched bands on YouTube and used Jamendo to find inspiration and information to tailor the video to the band's style.
6. evaluation mv 2018 updated
The document provides an evaluation of the student's music video project. It summarizes the student's research process, planning, time management, technical qualities, aesthetic qualities, and feedback received. For research, the student analyzed similar music videos and genre conventions. For planning, they created a concept board and storyboard. They felt their editing and effects were strengths but could improve filming and use of After Effects. Peer feedback praised effects and transitions but suggested more shots, lip syncing, and titles. The student's action plan is to experiment more with camera angles, locations, and After Effects.
Adam work
- The student created a music video for the song "Daddy's Eyes" by The Killers to represent the style and conventions of real Killers music videos. He studied videos like "Somebody Told Me" and "Human" to replicate Brandon Flowers' acting, movement, costume of shirt/tie/trousers.
- He also analyzed similar genre videos like Arctic Monkeys' "When the Sun Goes Down" to include professional conventions when filming. He storyboarded shots and camera angles to plan filming before having to film solo due to a team member leaving.
- The green screen studio video matches the song and includes the CD digipack to promote the product across platforms and draw connections between the
A2 Music Video Evaluation
The document summarizes the student's media production project creating a music video for a post-hardcore song. The student researched existing music videos in the genre to understand conventions. Feedback from a target audience member suggested adding more narrative footage. The student used various software and technologies for editing, recording music, research, and presentation. Overall, the student felt they improved their skills in editing, storyboarding, lighting, and structuring shots from their preliminary work.
Media evaluation
The document discusses a music video created by the author for their media studies class. It provides details on how the video incorporated conventions of real music videos such as shots of the band performing and narrative scenes. The author aimed to challenge conventions through unique color effects. Feedback indicated the video successfully captured elements of professional music videos. The author learned they could improve the video by incorporating more locations, outdoor scenes, and developing the narrative story further.
Human: Thank you, that is a concise 3 sentence summary that captures the key points of the document.
Final edit evaluation
Christian Owens evaluated his final music video project for an indie music genre class. He chose to create a music video for the song "Radioactive" by Imagine Dragons with his group. Through the filming and editing stages, he faced challenges like unpredictable weather during outdoor filming and not having all the shots needed from filming. In his editing, he worked to match the script and fill gaps while keeping the singer looking isolated as intended. His final video included title sequences and minor color effects to make it look more professional without distracting from the content. Overall, he was happy with how the video turned out and would film more footage next time to have more options in editing.
Creative critical reflection
- The document describes a music video and accompanying promotional materials created by the author for a course. It includes the director's notes on the concept and storyline of the music video, an analysis of the designed digipak, and discussions of how conventions were used or challenged in the video. Various technologies like cameras, editing software, and online platforms were integrated into the project.
Task 7 evaluation
This document provides an overview of the multi-step process a group completed to produce a music video. It describes 7 tasks: 1) Analyzing existing music videos, 2) Brainstorming ideas, 3) Creating a production plan and budget, 4) Developing pre-production materials like a script and storyboard, 5) Filming the video, 6) Editing the raw footage, and 7) Assembling all the pieces on a blog. For each task, details are given about the individual and group work done, such as analyzing different music video types, location scouting, assigning roles, and editing the final video together.
A2 Media Evaluation
The document describes a music video the student created for a class project. They used conventions from real pop music videos, including miming, partying scenes, and filming at a fancy dress party. They included younger children in the video to reflect the song's title, which is uncommon in pop videos. Feedback was gathered from YouTube comments and classmates, which helped identify strengths like creative editing and things to improve like ensuring all filming portrays the characters well. Various media technologies were used in the creation and sharing of the project, including digital cameras, smartphones, editing software, and a website builder.
music video
The document summarizes how the media producer's music video used, developed, and challenged conventions of real music videos. It discusses how the producer used conventions like editing to the beat, lip syncing, using multiple settings, special effects, and portraying the genre. The producer developed their skills in areas like lip syncing and using effects. Some conventions like parallel editing were challenging to include. Overall, the producer sought to create a professional music video while also experimenting with conventions.
Evaluation Question 1
The document discusses how the media product uses and develops conventions of real music videos. It uses conventions like bright colors, action, and excitement common to pop music videos. It tells a narrative story like "Maps" rather than just lip syncing. It incorporates visual elements found in other videos, such as cutting to the beat of the music, focus pulls to draw attention, and motion blur. The video challenges conventions by rewinding at the end rather than leaving the scene. It follows conventions of including the song title at the end and showing progress over time through lighting, locations, and clothing.
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Evaluationquestionnumber6 140506123950-phpapp01
The document discusses the various technologies integrated into a student's media project of creating a music magazine. The student used a digital camera to take photos for the magazine and learned photography skills. Photoshop was used to edit the photos. The internet provided a platform for research and blogging progress through Blogger. PowerPoint was utilized to create slides and SlideShare allowed the slides to be uploaded to the blog. Overall, the technologies were essential to completing the project by facilitating tasks like photo taking, editing, research, documentation, and slide creation.
Evaluation question # 3
My production skills developed throughout this project by focusing on teenagers as the target audience for my music magazine. As a teenager myself, I understand what interests other teenagers and can produce content they can relate to. By featuring rock music and teenage models, and keeping the price low, my magazine is aimed at attracting teenage girls and boys to buy it.
Evaluationquestion1
The document discusses how the student's music magazine product uses and challenges conventions of existing music magazines. Specifically, the student used a natural background on the magazine cover to challenge the typical bright backgrounds of other magazines. The contents page follows conventions for layout and accessibility. The double page spread and photos are meant to attract teenage audiences by representing what they like, such as the wristbands and guitar worn by the cover model. The magazine targets rock music fans aged 16-19 by using props and styles they would typically wear without makeup.
Evaluationquestion1
The document discusses how the student's music magazine product uses and challenges conventions of existing music magazines. Specifically, it used a natural background on the cover page to challenge magazines that use bright backgrounds. It aimed to attract audiences by using natural props like wristbands and a guitar with the rock genre model. The contents page follows conventions of music magazines with accessible page numbers and images showing inside content. The double page spread is an important highlight. Overall, the magazine represents teenagers through the rock-inspired content, props, and makeup-free models to target that large social group of music listeners.
Digipaksketches
This document outlines the basic components of a digipak including a front cover, disc page, and back cover. The front cover would display the album title and artist information. The disc page is where a CD or DVD would be securely held. Additional details, credits, or artwork could be featured on the back cover.
Budgeting of the music video
The document outlines expenditures for a production including styling for 2,000 PKR, costumes for 8,000 PKR, props for 10,000 PKR, and a camera rental for 25,000 PKR with the location being free of cost, bringing the total expenditures to 45,000 PKR.
Mise en scene of the music video
The document summarizes key elements of filmmaking including setting, props, costumes, hair and makeup, lighting, and framing used in a music video. The video shows a band performing in a jam room setting, using props like drums, guitars, and microphones. The band members wore black shirts and had short spiked hair styles, with makeup applied. Spotlights and flashlights provided artificial lighting, with positioning drawing attention to characters and objects.
The concept of music video
The document outlines the concept for a music video. The concept is a performance-based video that will show the band playing their track in a jam room. Various camera shots and angles will be used to capture the band's performance. Since the song is hard rock, the makeup, costumes, and overall theme will be dark. Transitions will be used to show the band entering and different shots will capture the band members' actions throughout the song.
The concept of music video
The document outlines the concept for a music video. The concept is a performance-based video that will show the band playing their track in a jam room. Various camera shots and angles will be used to capture the band's performance. Since the song is hard rock, the makeup, costumes, and overall theme will be dark. Transitions will be used to show the band entering and different shots will capture the band members' actions throughout the song.
Life of pi internet promoton and ditribuion
This document discusses the marketing and distribution of the movie Life of Pi. It provides details on how the movie can be purchased on Amazon for $9.99 with free shipping on orders over $35. It also discusses how distributors are responsible for marketing and setting the release date of films. Key elements of film distribution include positioning in the market and timing of release around holidays or other major films. The document also discusses a trademark dispute over use of the mathematical symbol pi (π) on merchandise.
Digipak sketches
This document provides an outline for a digipak, listing the typical pages included which are a front cover, inside pages, a biography page, disc page, lyrics page, and back cover to house the contents and provide information to the consumer.
Videos analysis
The document discusses several rock music videos and bands, including Avenged Sevenfold's "Almost Easy" video which uses dark lighting, and Slipknot's "Psychosocial" video which has many camera shots and angles to catch audience attention. It also mentions that rock bands often use dark color schemes for their websites, such as Slipknot's black-colored website. Finally, it discusses the Pakistani rock band Qayaas and their attractive music video for the song "Sherezade."
Research on digipaks
Digipaks are a patented style of CD, DVD, or BD packaging. They typically have a gatefold outer packaging made of card with an inner plastic packaging. The front of digipaks usually feature a large, eye-catching picture related to the artist or songs as well as the album title. The back provides the names of songs, record label information, and barcode. Inside the digipak is a plastic holder for the disc that may be see-through with additional artwork, as well as more information about the artist and album.
Videos analysis
The document discusses several rock music videos, including "Almost Easy" by Avenged Sevenfold which uses dark lighting. It also mentions the Slipknot song "Psychosocial" which uses many camera shots and angles to engage audiences. Finally, it discusses the Pakistani rock band Qayaas and their attractive music video for the song "Sherezade".
History of Internet
The document provides a history of the internet and key developments from its early concepts in the 1960s to the late 1990s. It discusses how the original ARPANET grew into the modern Internet based on open architecture networking. Key developments included the Domain Name System to enable scaling, the launch of the first webpage in 1989, and the introduction of popular services and technologies in the 1990s like Mosaic, JavaScript, Google, and Wikipedia.
Research on the music genre for my music vedio
Rock music originated in the United States as rock and roll, centered around guitars, bass guitars, and drums. It incorporated influences from other genres like blues and folk. Rock music has served as a vehicle for social movements over time and has led to various subcultures. Punk rock developed in the 1970s as a stripped-down, fast, and hard-edged style with anti-establishment lyrics. In the 1980s, indie rock referred to less commercial rock bands that relied on independent labels and promotion through touring and college radio.
Evaluation question number 6
During the creation of a music magazine project, the student learned about several technologies. The student used a digital camera to take photos for the magazine and learned how to use features to get different effects. Photoshop was used to edit photos and create images for the project. The internet provided a way to research magazine forms and conventions as well as to create a blog documenting the work. PowerPoint and SlideShare helped make slides interesting and upload them to the blog. Overall, technologies like these were essential to completing the tasks of creating a magazine cover, contents page, and spread.
Evaluation question number 6
The student learned about various technologies through creating a music magazine project. They used a digital camera to take photos, Adobe Photoshop to edit photos, Blogger to document their work, and Microsoft PowerPoint for slides. The digital camera allowed them to preview photos before keeping them. Photoshop helped edit images for the project. Blogging their work and using the internet for research was also helpful during the project's creation. Overall, technologies like these were essential in completing the front cover, contents page, and double spread page of the magazine.
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Evaluation question1
- 1. How do your products use or challenge conventions and how do they represent social groups or issues?
- 2. The genre of my music video is ‘’Hard Rock’’ The video is performance based. In which I showed the band members that they are performing. My video contains different camera shots and angles.
- 3. This was my first video production it was a great challenge for me to produce a video like this. Firstly I thought about the story based video. Then finally I decided to make the Performance based video, because performance based videos are more challenging and most of the videos are story based so I decided to do something different and made the performance based video.
- 4. I researched on several music videos of different bands like Avenged Sevenfold, ACDC, Dream Theater. I observed the major elements from these videos like camera shots and angles, camera movements etc, and applied some of them in ,video.
- 5. Editing helped me to continue the my video. In editing I putt my different video clips to make it a one single video. For editing my video I used the editing software which is Adobe Premier.