Evaluation question-6
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I have learned several skills related to creating a media product: 1) How to edit video and audio using Adobe Premier Pro, including adding effects, titles, and adjusting color settings. 2) Improved camerawork skills using tripods and extracting footage from cameras. 3) Gained experience using external microphones like boom mics to get clear dialogue and record wild tracks. 4) Learned to compose melodies on Garageband and export music files to add to editing projects.
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6
The document discusses the lessons learned from producing the media project "Malus". It summarizes:
1) How to manipulate a Nikon D3200 camera to control lighting and minimize noise in forest shots.
2) How to use a zoom voice recorder on a boom pole and do multiple takes to capture the best quality audio to sync with video footage.
3) The process of editing audio and video footage in Final Cut Pro, including blade and trim clips, add effects, and decide on the best editing software.
Question 5
The document discusses various technologies the author learned about through creating a title sequence project. They learned to use Google to research topics, YouTube to find demonstration videos, and the website Art of the Title to find title sequences. They also learned how to use a Panasonic Lumix HD camera, SD cards to store footage, USB drives to transfer files, and editing software like Final Cut Pro and GarageBand. Additionally, they discussed adjusting to using Apple Mac computers which have a different operating system than Windows computers.
Evaluation question 6
The document discusses various technologies the author has learned to use for a film coursework project, including a Sony Bloggie camera, Final Cut Pro editing software, Garage Band music software, iTunes, and the Safari web browser on Mac computers. It describes learning how to use each tool effectively, such as zooming and stabilizing footage with the camera, editing video clips and adding transitions and sound effects in Final Cut Pro, creating soundtracks in Garage Band and transferring them to Final Cut Pro via iTunes, and using Safari to download additional resources on Macs.
evaluation 6
The document discusses the technologies used in creating a film project and what was learned from using them. The camera was simple to use but required remembering the correct recording format. Lights were used more than expected and were necessary for the film noir style but had short battery life. Sound recording required getting the right levels, so some dialogue was re-recorded. Final Cut Pro X was learned through tutorials and practice, while Motion 5 was difficult to learn and only basic graphics were made for the title due to limited time and skills with the program.
Quesiton 6
When constructing this project, the author learned several techniques for using a camera including zooming, different camera angles and shots, and auto focus. They also learned how to transfer footage to Final Cut Pro editing software. Final Cut Pro allowed the author to rearrange and edit clips, add audio effects, titles and color corrections to create their dream-like film. Additionally, the author used online presentation tools like Blogger, Slideshare, Prezi and Emaze to host and embed their coursework in engaging formats.
Evaluation question 6
The document discusses various technologies the author learned to use for a school project. They learned how to operate a Sony Bloggie camera, including zooming and holding it steady. They also learned how to use Final Cut Pro video editing software, including editing video clips, adding transitions, and rendering scenes. Additional software used included GarageBand for creating and editing soundtracks, iTunes for transferring audio between programs, and Safari for downloading online resources.
Eval qu 4
The document describes the process of creating a blog using Blogger to plan and organize the production of a music video. It discusses using the blog to embed videos and pictures and access it from any location using the Blogger app on an iPhone. YouTube and similar websites were used for music video research and inspiration. A Samsung NX10 camera and Canon 1100D were used to film scenes, while an iPhone was helpful for playing music and displaying lyrics during filming. Photoshop and Premiere Pro were utilized for editing pictures, the music video, and ancillary materials. Various technologies like Prezi, Premiere Pro, Glogster, and Slideshare were employed in evaluating the project.
Question six- media evaluation
The document discusses several technologies the author learned to use while constructing a thriller film project. These include Final Cut Pro for video editing, adding transitions and credits; YouTube for uploading and sharing the finished film; Survey Monkey for creating and sharing surveys to assess the target audience; free sound websites like freesound.org and Incompetech for finding diegetic and background sounds; a Panasonic video camera and tripod for recording footage; and the class blog for organizing and storing and research and project work.
Recommended
6
The document discusses the lessons learned from producing the media project "Malus". It summarizes:
1) How to manipulate a Nikon D3200 camera to control lighting and minimize noise in forest shots.
2) How to use a zoom voice recorder on a boom pole and do multiple takes to capture the best quality audio to sync with video footage.
3) The process of editing audio and video footage in Final Cut Pro, including blade and trim clips, add effects, and decide on the best editing software.
Question 5
The document discusses various technologies the author learned about through creating a title sequence project. They learned to use Google to research topics, YouTube to find demonstration videos, and the website Art of the Title to find title sequences. They also learned how to use a Panasonic Lumix HD camera, SD cards to store footage, USB drives to transfer files, and editing software like Final Cut Pro and GarageBand. Additionally, they discussed adjusting to using Apple Mac computers which have a different operating system than Windows computers.
Evaluation question 6
The document discusses various technologies the author has learned to use for a film coursework project, including a Sony Bloggie camera, Final Cut Pro editing software, Garage Band music software, iTunes, and the Safari web browser on Mac computers. It describes learning how to use each tool effectively, such as zooming and stabilizing footage with the camera, editing video clips and adding transitions and sound effects in Final Cut Pro, creating soundtracks in Garage Band and transferring them to Final Cut Pro via iTunes, and using Safari to download additional resources on Macs.
evaluation 6
The document discusses the technologies used in creating a film project and what was learned from using them. The camera was simple to use but required remembering the correct recording format. Lights were used more than expected and were necessary for the film noir style but had short battery life. Sound recording required getting the right levels, so some dialogue was re-recorded. Final Cut Pro X was learned through tutorials and practice, while Motion 5 was difficult to learn and only basic graphics were made for the title due to limited time and skills with the program.
Quesiton 6
When constructing this project, the author learned several techniques for using a camera including zooming, different camera angles and shots, and auto focus. They also learned how to transfer footage to Final Cut Pro editing software. Final Cut Pro allowed the author to rearrange and edit clips, add audio effects, titles and color corrections to create their dream-like film. Additionally, the author used online presentation tools like Blogger, Slideshare, Prezi and Emaze to host and embed their coursework in engaging formats.
Evaluation question 6
The document discusses various technologies the author learned to use for a school project. They learned how to operate a Sony Bloggie camera, including zooming and holding it steady. They also learned how to use Final Cut Pro video editing software, including editing video clips, adding transitions, and rendering scenes. Additional software used included GarageBand for creating and editing soundtracks, iTunes for transferring audio between programs, and Safari for downloading online resources.
Eval qu 4
The document describes the process of creating a blog using Blogger to plan and organize the production of a music video. It discusses using the blog to embed videos and pictures and access it from any location using the Blogger app on an iPhone. YouTube and similar websites were used for music video research and inspiration. A Samsung NX10 camera and Canon 1100D were used to film scenes, while an iPhone was helpful for playing music and displaying lyrics during filming. Photoshop and Premiere Pro were utilized for editing pictures, the music video, and ancillary materials. Various technologies like Prezi, Premiere Pro, Glogster, and Slideshare were employed in evaluating the project.
Question six- media evaluation
The document discusses several technologies the author learned to use while constructing a thriller film project. These include Final Cut Pro for video editing, adding transitions and credits; YouTube for uploading and sharing the finished film; Survey Monkey for creating and sharing surveys to assess the target audience; free sound websites like freesound.org and Incompetech for finding diegetic and background sounds; a Panasonic video camera and tripod for recording footage; and the class blog for organizing and storing and research and project work.
Eval qu 4 fin
The document discusses the various media technologies and tools used to plan, research, shoot, and edit a music video project. Blogger was used to create a blog to organize pre-production, production, and post-production work. YouTube and similar websites provided inspiration by allowing the viewing of other music videos. A Samsung NX10 and Canon 1100D cameras were used to shoot footage, while Adobe Premiere Pro was the editing software used to assemble the final music video. Additional tools like Photoshop, iPhone, Prezi, and Glogster were utilized at different stages of the process.
Question 3
The document discusses the various media technologies used during the construction, planning, and evaluation stages of a project. Photoshop was used to create ancillary products and achieve vintage effects. Audacity was used to combine interview audio clips into a single file for uploading. iMovie was used to edit together video clips and add titles and soundtracks to create a documentary-style day trip video. Final Cut Pro was the main video editing software used to trim clips, add filters, and adjust color and sound balances, including reversing clips to create stop-start effects. Blogger was used to organize research, planning, and production by creating posts with different media types embedded. Twitter kept teachers updated on filming schedules. The internet provided inspiration from other
Evaluation Question 4
The document discusses the use of various media technologies in the research, planning, construction and evaluation stages of a project. Adobe Photoshop was used to create a documentary advertisement and double page article, manipulating images. iMovie was used to edit video clips and add text/titles to construct a documentary. GarageBand was used to create a personalized theme tune for the documentary. Emaze and Prezi allowed for creative online presentations with video, images and screen shots. SoundCloud enabled embedding voice recordings into a blog. Voki allowed typing text to be read aloud and embedded.
Question 4
The document discusses the tools and software used to create a music video. A GoPro camera was used for filming due to its lightweight portability, but it made focusing difficult. Premier Pro was used to edit the footage and adjust the speed to match the beat of the music. Blogger was used to store and organize the work. YouTube provided inspiration by exploring similar videos. Photoshop allowed editing of photos for the digital packaging.
Eval q 4
The student used various digital tools in their production work, including Photoshop, GarageBand, and Final Cut Pro. In Photoshop, they edited images and added text for their horror film poster. GarageBand allowed them to create sound effects and a radio trailer by importing recorded audio. Final Cut Pro was used to edit film clips, add antique and flashback effects, and integrate sound effects to complete the horror film. Overall, the tools streamlined the production process once familiarity was gained with each software's interface and capabilities.
Q6!
The document discusses various technologies used to create a thriller opening, including:
- A digital camera to film scenes and record audio, which were then edited in Final Cut Pro.
- Soundtrack Pro and Final Cut Pro to edit recordings, sounds, and assemble the opening, adding effects and transitions.
- Clipgrab to convert YouTube videos to mp4 format for use in the film.
- Blogger to upload ideas, track progress, and share photos as evidence. Facebook was also used to gather feedback on the completed product.
Q6
The document discusses various technologies used to create a thriller opening, including:
Digital camera to film scenes, Lumix camera to take photos as evidence, Final Cut Pro to edit recordings and add effects, Soundtrack Pro to create backing music and edit sounds, Clipgrab to convert YouTube videos to mp4, Blogger to track progress, Facebook to gather feedback, YouTube for inspiration and sound clips, Google for research, and Vimeo to upload the final video. It describes how these technologies were used together like filming on camera, editing in Final Cut Pro, finding music on YouTube and converting it, and uploading the final video to Vimeo.
Grandpas Dream
This document describes the process used to create an animated children's story video called "Grandpa's Dream" using free and low-cost software. Key steps included writing an original story, hiring an artist to illustrate each page and a narrator to record the audio. Images were scanned and imported into video editing software along with the narration and animated mouth/eye footage from other programs. The final video was exported and uploaded to YouTube. Overall it shows how animation can be created in a cost-effective manner.
Programme's used
The document describes the various software and equipment used to create a video project. It discusses using Microsoft Word and storyboards for planning, a digital camera to take photos of locations, a tripod and video camera for filming, professional lighting and cameras for studio scenes, and Final Cut Pro for editing. Editing techniques included changing clip speeds, adding audio, green screening, adjusting colors and contrasts, and rendering the final video.
Equipment list
The document lists equipment that will be used to film a music video, including:
- A Canon 700D camera for static shots during choruses.
- An 8GB SD card and SD card reader to store and transfer footage to a computer for editing.
- A tripod to guarantee smooth, stable shots.
- Photography lighting in a studio to add depth to lip-synching shots.
- A USB stick to transfer footage between computers for editing outside of school.
- A GoPro or Panasonic camcorder to film shots from an actor's perspective.
- Adobe Premiere Pro and After Effects will be used for editing and adding effects like fonts.
- Google
4 how did you use new media technologies in
The document discusses the various new media technologies used during the planning, research, construction, and evaluation stages of a project. These included Blogger for blogging, USBs for storing files, Hotmail for email communication, Microsoft Word and PowerPoint for creating documents and slides, Slideshare for sharing presentations, Serif Movie+ for video editing, YouTube for uploading and sharing videos, Adobe Photoshop for image editing, Adobe Premiere for video editing, cameras for photographs and stop motion filming.
Q6
Over the course, the author learned to use several technologies including Photoshop, Survey Monkey, and different cameras. With Photoshop, the author gained confidence over time by practicing tools like the "Liquefy" tool and watching tutorials. Survey Monkey was straightforward to use to create online surveys. The author set up a blog on Blogger and learned to regularly update it. Different cameras including a Canon DSLR and Nikon D5100 were used to take photos, but low-light conditions sometimes reduced picture quality. While Prezi and GoAnimate were challenging at first, the author feels more practice would improve skills with these technologies. SoundCloud was easy to use for uploading voice recordings.
Question 6- What have you learnt about technologies from the process of const...
The document discusses the various technologies and equipment used to create the media product "Untraceable Poisons". It describes using cameras on tripods to film establishing shots and scenes. GarageBand was used to create tense music for the film, including voiceovers. Final Cut Pro HD was used to edit clips, add transitions, and insert text and credits. Photoshop was utilized to design the product and studio logos with custom fonts and images. The document emphasizes that familiarity with the technologies through prior use helped in creating a professional final product.
The process of making the music video
The music video for Pork and Beans was created by taking many still photos for each scene with a stills camera and naming each individually and organizing them into folders by scene. After all shots were named, the creator used After Effects to assemble the clips, add effects, and render them into a smaller file since Premiere Pro lacked memory. The song was downloaded from YouTube and added to the Premier Project for the final video.
6. production reflection(2)
Amy Foster created a ghost game experiment in Photoshop but found it difficult to create recognizable characters like trains and goats. After completing the game in Photoshop, she animated it and exported a 3 second MP4 file that turned out blurry, making the game seem less professional. To add audio, she used Premier Pro, which she found easy to use, and doubled the game footage to make the clip longer so the audio could be heard properly.
4. Production Experiments - Final Major Project
A presentation detailing the experiments undertaken during development of this project, which will, in turn, influence the finished product.
Media equipment list
The document lists various equipment, software, and assets the creator plans to use for their project. The equipment includes a camera, tripod, green tape, SD cards, lights, SD card reader, laptops, headphones, pen, and more. The software includes Adobe Premiere Pro, After Effects, Audition, and Photoshop for editing footage, adding effects, editing audio and digital art. Assets include a studio logo, sound effects, special effects, and a musical score to enhance the film.
Evaluation question 6
From constructing their product, the students learned about various technologies:
- They used a Canon 550D camera to film their opening sequence, learning how to adjust settings like resolution and frame rate.
- A Sony voice recorder helped capture ambient sounds while a tripod kept the camera steady.
- Adobe Premiere Pro was used to edit clips, adjust audio levels and apply effects like black and white.
- Adobe After Effects created title graphics that were integrated into Premiere Pro.
- Other software like VLC, Paint, YouTube and online resources helped review footage, save screenshots, host videos and convert file formats.
Evaluation (Question 4)
The student used various new media technologies at different stages of their media course project. In the planning stage, they used Prezi to create interactive presentations and embedded YouTube videos. They used iMovie to edit video footage that was filmed using Canon and Nikon cameras. Blogger was used to create an online blog to present their work by saving drafts and publishing when ready.
How did you use new media technologies in the construction and research, plan...
The document discusses the use of various new media technologies in creating a music video project. Photoshop was used to edit images and add fonts. Final Cut Pro allowed editing of video clips, adding effects, and assembling the final project. A HTC smartphone was used to record high definition video footage. A Canon camera was also used initially but was replaced due to poor quality. A Mac computer provided access to software and allowed assembly of the final project. Memory cards and USB devices transferred files between devices.
Technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing transitions. A boom microphone reduced background noise after issues with the camera microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, filming, editing software, and continuity improved.
technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
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Eval qu 4 fin
The document discusses the various media technologies and tools used to plan, research, shoot, and edit a music video project. Blogger was used to create a blog to organize pre-production, production, and post-production work. YouTube and similar websites provided inspiration by allowing the viewing of other music videos. A Samsung NX10 and Canon 1100D cameras were used to shoot footage, while Adobe Premiere Pro was the editing software used to assemble the final music video. Additional tools like Photoshop, iPhone, Prezi, and Glogster were utilized at different stages of the process.
Question 3
The document discusses the various media technologies used during the construction, planning, and evaluation stages of a project. Photoshop was used to create ancillary products and achieve vintage effects. Audacity was used to combine interview audio clips into a single file for uploading. iMovie was used to edit together video clips and add titles and soundtracks to create a documentary-style day trip video. Final Cut Pro was the main video editing software used to trim clips, add filters, and adjust color and sound balances, including reversing clips to create stop-start effects. Blogger was used to organize research, planning, and production by creating posts with different media types embedded. Twitter kept teachers updated on filming schedules. The internet provided inspiration from other
Evaluation Question 4
The document discusses the use of various media technologies in the research, planning, construction and evaluation stages of a project. Adobe Photoshop was used to create a documentary advertisement and double page article, manipulating images. iMovie was used to edit video clips and add text/titles to construct a documentary. GarageBand was used to create a personalized theme tune for the documentary. Emaze and Prezi allowed for creative online presentations with video, images and screen shots. SoundCloud enabled embedding voice recordings into a blog. Voki allowed typing text to be read aloud and embedded.
Question 4
The document discusses the tools and software used to create a music video. A GoPro camera was used for filming due to its lightweight portability, but it made focusing difficult. Premier Pro was used to edit the footage and adjust the speed to match the beat of the music. Blogger was used to store and organize the work. YouTube provided inspiration by exploring similar videos. Photoshop allowed editing of photos for the digital packaging.
Eval q 4
The student used various digital tools in their production work, including Photoshop, GarageBand, and Final Cut Pro. In Photoshop, they edited images and added text for their horror film poster. GarageBand allowed them to create sound effects and a radio trailer by importing recorded audio. Final Cut Pro was used to edit film clips, add antique and flashback effects, and integrate sound effects to complete the horror film. Overall, the tools streamlined the production process once familiarity was gained with each software's interface and capabilities.
Q6!
The document discusses various technologies used to create a thriller opening, including:
- A digital camera to film scenes and record audio, which were then edited in Final Cut Pro.
- Soundtrack Pro and Final Cut Pro to edit recordings, sounds, and assemble the opening, adding effects and transitions.
- Clipgrab to convert YouTube videos to mp4 format for use in the film.
- Blogger to upload ideas, track progress, and share photos as evidence. Facebook was also used to gather feedback on the completed product.
Q6
The document discusses various technologies used to create a thriller opening, including:
Digital camera to film scenes, Lumix camera to take photos as evidence, Final Cut Pro to edit recordings and add effects, Soundtrack Pro to create backing music and edit sounds, Clipgrab to convert YouTube videos to mp4, Blogger to track progress, Facebook to gather feedback, YouTube for inspiration and sound clips, Google for research, and Vimeo to upload the final video. It describes how these technologies were used together like filming on camera, editing in Final Cut Pro, finding music on YouTube and converting it, and uploading the final video to Vimeo.
Grandpas Dream
This document describes the process used to create an animated children's story video called "Grandpa's Dream" using free and low-cost software. Key steps included writing an original story, hiring an artist to illustrate each page and a narrator to record the audio. Images were scanned and imported into video editing software along with the narration and animated mouth/eye footage from other programs. The final video was exported and uploaded to YouTube. Overall it shows how animation can be created in a cost-effective manner.
Programme's used
The document describes the various software and equipment used to create a video project. It discusses using Microsoft Word and storyboards for planning, a digital camera to take photos of locations, a tripod and video camera for filming, professional lighting and cameras for studio scenes, and Final Cut Pro for editing. Editing techniques included changing clip speeds, adding audio, green screening, adjusting colors and contrasts, and rendering the final video.
Equipment list
The document lists equipment that will be used to film a music video, including:
- A Canon 700D camera for static shots during choruses.
- An 8GB SD card and SD card reader to store and transfer footage to a computer for editing.
- A tripod to guarantee smooth, stable shots.
- Photography lighting in a studio to add depth to lip-synching shots.
- A USB stick to transfer footage between computers for editing outside of school.
- A GoPro or Panasonic camcorder to film shots from an actor's perspective.
- Adobe Premiere Pro and After Effects will be used for editing and adding effects like fonts.
- Google
4 how did you use new media technologies in
The document discusses the various new media technologies used during the planning, research, construction, and evaluation stages of a project. These included Blogger for blogging, USBs for storing files, Hotmail for email communication, Microsoft Word and PowerPoint for creating documents and slides, Slideshare for sharing presentations, Serif Movie+ for video editing, YouTube for uploading and sharing videos, Adobe Photoshop for image editing, Adobe Premiere for video editing, cameras for photographs and stop motion filming.
Q6
Over the course, the author learned to use several technologies including Photoshop, Survey Monkey, and different cameras. With Photoshop, the author gained confidence over time by practicing tools like the "Liquefy" tool and watching tutorials. Survey Monkey was straightforward to use to create online surveys. The author set up a blog on Blogger and learned to regularly update it. Different cameras including a Canon DSLR and Nikon D5100 were used to take photos, but low-light conditions sometimes reduced picture quality. While Prezi and GoAnimate were challenging at first, the author feels more practice would improve skills with these technologies. SoundCloud was easy to use for uploading voice recordings.
Question 6- What have you learnt about technologies from the process of const...
The document discusses the various technologies and equipment used to create the media product "Untraceable Poisons". It describes using cameras on tripods to film establishing shots and scenes. GarageBand was used to create tense music for the film, including voiceovers. Final Cut Pro HD was used to edit clips, add transitions, and insert text and credits. Photoshop was utilized to design the product and studio logos with custom fonts and images. The document emphasizes that familiarity with the technologies through prior use helped in creating a professional final product.
The process of making the music video
The music video for Pork and Beans was created by taking many still photos for each scene with a stills camera and naming each individually and organizing them into folders by scene. After all shots were named, the creator used After Effects to assemble the clips, add effects, and render them into a smaller file since Premiere Pro lacked memory. The song was downloaded from YouTube and added to the Premier Project for the final video.
6. production reflection(2)
Amy Foster created a ghost game experiment in Photoshop but found it difficult to create recognizable characters like trains and goats. After completing the game in Photoshop, she animated it and exported a 3 second MP4 file that turned out blurry, making the game seem less professional. To add audio, she used Premier Pro, which she found easy to use, and doubled the game footage to make the clip longer so the audio could be heard properly.
4. Production Experiments - Final Major Project
A presentation detailing the experiments undertaken during development of this project, which will, in turn, influence the finished product.
Media equipment list
The document lists various equipment, software, and assets the creator plans to use for their project. The equipment includes a camera, tripod, green tape, SD cards, lights, SD card reader, laptops, headphones, pen, and more. The software includes Adobe Premiere Pro, After Effects, Audition, and Photoshop for editing footage, adding effects, editing audio and digital art. Assets include a studio logo, sound effects, special effects, and a musical score to enhance the film.
Evaluation question 6
From constructing their product, the students learned about various technologies:
- They used a Canon 550D camera to film their opening sequence, learning how to adjust settings like resolution and frame rate.
- A Sony voice recorder helped capture ambient sounds while a tripod kept the camera steady.
- Adobe Premiere Pro was used to edit clips, adjust audio levels and apply effects like black and white.
- Adobe After Effects created title graphics that were integrated into Premiere Pro.
- Other software like VLC, Paint, YouTube and online resources helped review footage, save screenshots, host videos and convert file formats.
Evaluation (Question 4)
The student used various new media technologies at different stages of their media course project. In the planning stage, they used Prezi to create interactive presentations and embedded YouTube videos. They used iMovie to edit video footage that was filmed using Canon and Nikon cameras. Blogger was used to create an online blog to present their work by saving drafts and publishing when ready.
How did you use new media technologies in the construction and research, plan...
The document discusses the use of various new media technologies in creating a music video project. Photoshop was used to edit images and add fonts. Final Cut Pro allowed editing of video clips, adding effects, and assembling the final project. A HTC smartphone was used to record high definition video footage. A Canon camera was also used initially but was replaced due to poor quality. A Mac computer provided access to software and allowed assembly of the final project. Memory cards and USB devices transferred files between devices.
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Question 6- What have you learnt about technologies from the process of const...
Question 6- What have you learnt about technologies from the process of const...
How did you use new media technologies in the construction and research, plan...
How did you use new media technologies in the construction and research, plan...
Similar to Evaluation question-6
Technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing transitions. A boom microphone reduced background noise after issues with the camera microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, filming, editing software, and continuity improved.
technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
Evaluation Question 4
The document describes the equipment used to film and edit a music video. This included a camera to film the various locations and capture images for the digipak. A basic tripod was used to keep the camera still for fast-paced shots. A phone played the music loudly on set to help sync performances with the lyrics. A projector also provided background lighting for some performance shots. Editing software like Adobe Premier Pro on school computers was used to edit the video and create the magazine and digipak layouts using Photoshop.
How did you use media technologies in the
The document discusses the production process of a documentary. It describes the equipment used such as cameras, microphones, and editing software. Post-production steps are also outlined, including editing footage together in Adobe Premiere Pro, designing promotional materials in Photoshop, and recording narration in Audacity. Various formats are used to evaluate the finished work like podcasts, essays, and videos. Social media and file sharing helped with planning, distribution, and receiving feedback.
Question 6
We learned how to use various technologies throughout the process of creating our horror film opening sequence project. We used Tumblr to document our progress, Slideshare to embed documents, different cameras and sound equipment for filming, YouTube for research and finding audio clips, and Premiere Pro for editing. In Premiere Pro we learned skills like layering audio, adjusting volume, adding video effects, sequencing footage, including titles, and exporting the final video. We also uploaded and shared our finished opening sequence on YouTube, and used it to get feedback and make improvements.
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Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
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.
4) How did you use media technologies in the construction and research, plann...
The document discusses the various media technologies used at different stages of a documentary production project. In the research stage, internet explorer and Google search were used to find background information, and 4od was used to view similar documentaries. During filming, a Canon camera was used to capture footage, mounted on a tripod for interviews. Footage was recorded on mini DV tapes. For editing, a quadcore PC, Samsung monitor, DV capture deck were used with Premier Pro CS5 to edit footage, add effects and create a radio trailer. Photoshop CS5 was used to create a print advert. Blogger was used to keep notes and upload materials, while YouTube and Facebook were used to receive feedback by uploading the documentary
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This document discusses the process of making a movie product using various digital skills and technologies. It describes using Cinema 4D to create an opening logo, After Effects for title animations, and Premiere Pro for editing footage, audio, and assembling the final product. Filming equipment included a Sony Handycam and camera dolly. Planning involved storyboards, scripts, and location scouting. Mac computers were used for their software and performance. Evaluation of the project was presented on a blog and with PowerPoint.
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Evaluation Question 4- What have you learnt about technologies from the process of constructing this product
Evaluation Question 4
The document describes the various software, hardware, and tools used to create a documentary about music consumption over the past 10 years. A Sony video camera was used to film interviews. Adobe Premiere Pro was used to edit footage and add effects. A Dell computer with an i7 processor was used for editing. External microphones captured interview audio separately from camera audio. Adobe Photoshop created name bars and posters. Microsoft Word and Excel aided planning and data analysis. Web browsers accessed research and YouTube footage. Blogger hosted work documentation.
Evaluation question 6 fo j
I have learned about various technologies from constructing this product. I used websites like Blogger and Prezi to document our progress and embed documents. Software like Sony Vegas and Photoshop were challenging to learn but became easier with practice. Equipment such as cameras and microphones required getting used to but then became straightforward to use. Overall, the process taught me about both easy and difficult technologies and the importance of practice.
Evaluation question 6 foj
I have learned about various technologies from constructing this product:
1) Websites like Blogger, SlideShare, YouTube, and Prezi were useful for planning, research, and presenting work, though some required learning how to use embedding features.
2) Equipment like cameras, microphones, computers, and sound recording devices were helpful but some like cameras initially required practice to use comfortably.
3) Editing software like Sony Vegas was challenging at first but became easier with ongoing practice, while programs like Photoshop have many technical controls still being learned.
4) Overall the process was educational in learning to use different technologies but also time-consuming and required hard work to complete the project.
Question 6
The document discusses the various technologies and skills the students learned while constructing a film project. They learned how to use Adobe Premiere Pro to edit shots, adjust speeds, and transition between clips. They also gained experience using color corrections and warping tools in After Effects. The students filmed their project using a Canon camera and rig for steady shots. They documented their process using a blog on Tumblr and various media like cameras, dictaphones, and presentation software. Creating the soundtrack proved challenging, but they ultimately found licensed music on iTunes to use. Through this project, the students learned the full filmmaking process.
Question 6- evaluation
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was crucial.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects allowed for a smoother process without much learning time needed for the equipment. Different settings on the professional camera were explored for lighting and shots.
Question 6
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was important.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects helped streamline the filmmaking process.
Evaluation question four
The student used various media technologies throughout the construction and research, planning, and evaluation stages of their advanced portfolio project. Prezi, PowToon, Pages, and Word were used in the planning stage to present findings and brainstorm ideas. A video camera, audio recorder, and smartphones were used to film footage, which was edited using Adobe Premiere Pro. Social media platforms like Facebook and WhatsApp helped facilitate communication and sharing of documents between group members.
Media year 2 evaluation question 4
The document discusses various media technologies used during the construction, research, planning and evaluation stages of a project. Specifically, it mentions using a Sony camera, tripod, clip-on microphone, Dell desktop computer, Adobe Premiere and Photoshop software, online resources like Dafont, Brusheezy and YouTube, and a radio studio. These technologies were used for filming interviews and b-roll footage, storing and editing video, creating promotional materials, conducting research, and recording audio.
media evaluations
By using different cameras, equipment, and editing software for their preliminary and main tasks, the students learned several technologies. For the main task, they used a Nikon camera which produced higher quality images than the camcorder used previously. They became more proficient with the sound kit and Adobe Premiere Pro software by having experience with it in the preliminary task. Editing in Premiere Pro allowed them to add voiceovers, adjust audio levels, and use keyframes to fade music in and out under the voiceover. Working with these technologies helped them improve the quality of their video and learn new skills.
Similar to Evaluation question-6 (20)
What have you learnt about technologies from the process of constructing the ...
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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Evaluation question-6
- 1. Evaluation Question 6 WHAT HAVE YOU LEARNT ABOUT TECHNOLOGIES FROM THE PROCESS OF CONSTRUCTING THIS MEDIA PRODUCT?
- 2. Editing While creating this opening, I have learned how to use Adobe Premier Pro to be able to edit the opening. This is because my partner that I created my prelim with did most of the editing while I directed and wrote the film. For example, I have learned how to add video and audio effects to my project, add titles and change the colour settings to change colour saturation and vibrancy.
- 3. Camerawork I have improved my camerawork as I now have a larger knowledge of how to use tripods and how to extract footage from the Panasonic HCV-700 cameras we used to film both the prelim and the opening with.
- 4. Soundwork As I am not using the camera microphones used in my prelim, I have been forced to use different external microphones like the boom mic. These microphones were used to get a more precision sound for certain scenes that contain dialogue. We also used the Zoom H1 to record the wild track for the whole of the opening as it records clear, crisp sound that picks up most sounds in the room.
- 5. Music To create the flute music I learned how to create a melody with a flute on Garageband as well as learning how to export the music file and adding it to my editing project. I did this by using the keyboard piano function, adjusting the instrument and then recording the theme before saving it.
- 6. Other Software used Facebook was used to keep contact between the rest of the group and my tutor. WordPress was used to keep a log of how I was doing and the progress of my work. YouTube was used to upload videos ready to then upload to my blog.
- 7. General Equipment We used lights to brighten up shots in darker locations. Boom poles were used to hold microphones Tripods were used to stabilise and keep cameras in place