Evidence of the draft work
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The document discusses editing a video using Final Cut Express. It describes cutting parts of the video, adding titles, color correcting frames, mixing soundtracks, and using effects like dissolves and flashbacks. The editor learned how to edit film using Final Cut Express and used various tools to manipulate video, audio, and effects.
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Task 6 (1)
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for the film credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. The document provides examples of how each technology was used to achieve specific goals for the film project.
Task 6
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. Fonts were selected from Dafont.com, including a handwriting style for the thriller title to create intrigue and another handwriting style for credits to imply witnesses.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots by brightening scenes filmed in apartments. Editing software helped trim the film to two minutes and add titles and effects. Finally, Garage Band enabled the creation of mood-setting non-diegetic music.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Editing
We edited the chorus section of a music video by using quicker cuts and split screens between multiple locations and dance sequences to avoid repetition. We struggled to join the chorus to the second verse due to a gap in the music but found a solution by cross-cutting shots of the artist turning her head matched to the beat. We were able to add additional sequences earlier than planned and edited shots together using techniques like keyframes and speed adjustments to make the dance sequences look impactful.
Examples of editing throughout my short film
The document discusses various editing techniques used in a short film, including cutting, color correction, color grading, and effects. Cutting is used to alter the audience's perception and show changes in the protagonist's mentality. Color correction makes shots appear similar despite different lighting conditions during filming. Color grading with blues and greens creates a depressing, moody tone throughout the film. Ghosting effects overlap images to further this atmospheric tone.
Examples of editing throughout my short film (DFTS)
The document discusses various editing techniques used in a short film, including cutting, color correction, color grading, and effects. Cutting is used to alter the audience's perception and show changes in the protagonist's mentality. Color correction makes shots appear similar despite different lighting conditions during filming. Color grading with blues and greens creates a depressing, moody tone throughout the film. Ghosting effects overlap images to further this atmospheric tone.
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Task 6 (1)
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for the film credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. The document provides examples of how each technology was used to achieve specific goals for the film project.
Task 6
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. Fonts were selected from Dafont.com, including a handwriting style for the thriller title to create intrigue and another handwriting style for credits to imply witnesses.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots by brightening scenes filmed in apartments. Editing software helped trim the film to two minutes and add titles and effects. Finally, Garage Band enabled the creation of mood-setting non-diegetic music.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Editing
We edited the chorus section of a music video by using quicker cuts and split screens between multiple locations and dance sequences to avoid repetition. We struggled to join the chorus to the second verse due to a gap in the music but found a solution by cross-cutting shots of the artist turning her head matched to the beat. We were able to add additional sequences earlier than planned and edited shots together using techniques like keyframes and speed adjustments to make the dance sequences look impactful.
Examples of editing throughout my short film
The document discusses various editing techniques used in a short film, including cutting, color correction, color grading, and effects. Cutting is used to alter the audience's perception and show changes in the protagonist's mentality. Color correction makes shots appear similar despite different lighting conditions during filming. Color grading with blues and greens creates a depressing, moody tone throughout the film. Ghosting effects overlap images to further this atmospheric tone.
Examples of editing throughout my short film (DFTS)
The document discusses various editing techniques used in a short film, including cutting, color correction, color grading, and effects. Cutting is used to alter the audience's perception and show changes in the protagonist's mentality. Color correction makes shots appear similar despite different lighting conditions during filming. Color grading with blues and greens creates a depressing, moody tone throughout the film. Ghosting effects overlap images to further this atmospheric tone.
Colour splash
This document describes changing a background image to black and white in multiple steps. First, the layer was duplicated and converted to black and white. Then, the color range was selected and backgrounds were deleted. Finally, brightness and contrast adjustments were made to create a black background. The completed edited image with the black background is shown at the end.
What have you learnt about technologies from the process of constructing the ...
The document discusses using various color correction, masking, opacity, and effects tools in Final Cut and After Effects to create a title sequence and sniper scene for a thriller film project. Key steps included adjusting tones and saturation in Final Cut, masking out areas in After Effects, balancing opacity, and adding movement effects and blurring to titles. Organizing and rendering the multiple layers and effects in After Effects posed some challenges due to computer processing limitations.
Editing My Production
The document discusses various color adjustments and editing techniques used to alter footage for a video production. It describes darkening outdoor daylight footage to look like night scenes, adding red and blue color filters to achieve different lighting effects, using an iMovie "Sci-Fi" preset to add a green tint for a guitar solo, and filming strobe light scenes by alternating footage with the lights on and off to control where the flashes occur. It also covers lightening very dark indoor footage while avoiding a bleached look by first increasing brightness, contrast, and saturation then adding a "day into night" preset to darken it slightly.
Techniques Used in Photography
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Audio recording vst effects manipulation
The document discusses adjusting the pitch of sounds to make them sound different and less repetitive, as well as adjusting the playback rate of some sounds to make them faster or slower. It also mentions adjusting the volume and pan of certain sections of sounds.
Comparison of final footage with original footage
1) Filters were applied to the entire footage to give it a depressing feel and improve lighting, including converting it to black and white and increasing brightness and contrast.
2) Zooms and fades were added to link shots and blend transitions more seamlessly.
3) The consistent application of filters throughout created atmosphere and contrast that enhanced emotions like depression, lack of light, confusion, and sympathy to match the meaning and tone of the song.
Cd vst effects manipulation 4 annotation
The creator used ambient sounds with default settings to add an echoed effect to their sound, as it already sounded good. Next, decay sounds were used to add an alternating noise by adjusting the rate, depth, input and size of the distortion applied to the noise made at the end of the sound.
2nd outside edit
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equipment used
The document discusses the production of a student film. It describes using a Zoom audio recorder to get clear voiceovers and emphasize sound effects. It discusses using different cameras - a Panasonic and JVC - and learning that they capture footage differently. It also covers editing the footage in Premiere Elements, including adding effects like speed ramps, and adjusting lighting with a fill light and reflector.
Set photos
The document describes the lighting, equipment, costumes, and setup used for a photo shoot, including spot lights, fog machines, balloons, cameras, and costumes consisting of black, white, and grey clothing. Photos show different lighting setups, equipment, and costumes used during the shoot.
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Conventions
This document discusses how the media product follows and challenges conventions of real music videos. It follows conventions by using similar camera shots, a plain background to focus on the artist, and keeping costumes simple. It challenges conventions by using a long shot to show more of the setting and using different camera angles not typically seen. The goal is to create a sense of loneliness while still relating to the original video's theme and storytelling techniques.
Question 1
My group's music video follows many conventions of Avril Lavigne's original music video for her song "When You're Gone" to create a similar style. We use similar camera shots, costumes, settings, and storylines to portray loneliness and isolation. However, we also challenge some conventions by adding long shots and medium close-ups of the artist not looking at the audience to develop a sadder atmosphere. Overall, the video draws from real music video conventions but also adapts them to suit our narrative.
Editing process
The document describes the process of editing a film trailer using Adobe Premiere and After Effects. Key steps included:
1) Importing footage and audio files into Premiere and organizing them into folders based on scene and component.
2) Using effects in Premiere like "levels" to adjust lighting and make darker clips clearer.
3) Creating multiple video and audio layers in the timeline and adjusting effects like opacity, size, and volume levels.
4) Importing files into After Effects and applying templates and effects like night vision and data glitches to shots to make them appear like amateur camera footage.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped trim the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Evaluation 4
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Evaluation questions
To create their media product, the student used a range of Apple Mac programs like Final Cut Express to plan, edit, and create their sequence. They learned many new skills in editing footage, adding soundtracks and titles, and feel confident in using these programs. The student also used different media like Prezi and Tumblr to present their blog and research and become familiar with various internet applications.
Mv process log form 2019
The document provides details about Chelsea Kierans' process for filming and editing a music video for the song "Never Be The Same" by Camila Cabello. For filming, Chelsea struggled with camera setup initially but learned quickly. She slowed down the song during lip syncing to make it easier and sped it back up in editing. For editing in Adobe Premiere, she imported footage, organized it on the timeline, trimmed clips, added color filters during lip syncing for variety, and exported the final video to YouTube format for backup. Planning was helpful but could have been more specific to improve storyline flow.
MV Process log form 2019
The document summarizes the music video production process of Logan Sykes. It describes the filming process, which went smoothly except some locations needed brighter lighting. It discusses the editing process, including organizing footage, setting up Premiere Pro, importing clips, assembling the initial cut, adding refinements like flash effects and color grading, and exporting the final video. The production went according to plan with no need for reshoots.
Mv Production Log
The document provides a production log for a music video filmed by Millie Casemore. It summarizes the filming, editing, and exporting process. For filming, Millie used two locations and had some issues with memory cards and lighting. In editing, she imported footage and audio into Premiere Pro, assembled clips, and refined timing and color correction. Millie exported the final video as an H.264 file to upload online.
Editing techniques
The document discusses editing a music video and achieving various visual effects. It describes using blue and pink color overlays to represent different sides of the character. It also discusses having to edit the video in three separate sections due to large file sizes. Techniques like layering clips, matching cuts to the beat, and using a sixteen-point garbage matte to combine clips shot under different lighting conditions are mentioned.
The Editing Process
The document outlines the editing process for a short film in Adobe Premiere Pro. Key steps include:
- Importing footage and splitting clips to desired lengths.
- Adding transitions like dip to black and cross fades between scenes.
- Adjusting audio levels and replacing audio with free sound effects.
- Applying color corrections and speed/duration adjustments to clips.
- Creating title cards and credits using fading opacity keyframes.
- Exporting the final edited project for sharing online.
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Colour splash
This document describes changing a background image to black and white in multiple steps. First, the layer was duplicated and converted to black and white. Then, the color range was selected and backgrounds were deleted. Finally, brightness and contrast adjustments were made to create a black background. The completed edited image with the black background is shown at the end.
What have you learnt about technologies from the process of constructing the ...
The document discusses using various color correction, masking, opacity, and effects tools in Final Cut and After Effects to create a title sequence and sniper scene for a thriller film project. Key steps included adjusting tones and saturation in Final Cut, masking out areas in After Effects, balancing opacity, and adding movement effects and blurring to titles. Organizing and rendering the multiple layers and effects in After Effects posed some challenges due to computer processing limitations.
Editing My Production
The document discusses various color adjustments and editing techniques used to alter footage for a video production. It describes darkening outdoor daylight footage to look like night scenes, adding red and blue color filters to achieve different lighting effects, using an iMovie "Sci-Fi" preset to add a green tint for a guitar solo, and filming strobe light scenes by alternating footage with the lights on and off to control where the flashes occur. It also covers lightening very dark indoor footage while avoiding a bleached look by first increasing brightness, contrast, and saturation then adding a "day into night" preset to darken it slightly.
Techniques Used in Photography
The document describes techniques used to edit photographs to create desired effects. It discusses using the lasso tool to cut out and overlay an eye from one photo onto another to make it appear the subject is looking at something. Opacity and blur tools were used to blend the cutout. Curves and levels adjustments were made to enhance shadows, highlights, and exposure. The black and white filter was applied to give images a creepy aesthetic by altering color qualities. Minor adjustments with these tools can create dramatic changes to accentuate a creepy vibe for images meant to represent fear through aesthetics.
Audio recording vst effects manipulation
The document discusses adjusting the pitch of sounds to make them sound different and less repetitive, as well as adjusting the playback rate of some sounds to make them faster or slower. It also mentions adjusting the volume and pan of certain sections of sounds.
Comparison of final footage with original footage
1) Filters were applied to the entire footage to give it a depressing feel and improve lighting, including converting it to black and white and increasing brightness and contrast.
2) Zooms and fades were added to link shots and blend transitions more seamlessly.
3) The consistent application of filters throughout created atmosphere and contrast that enhanced emotions like depression, lack of light, confusion, and sympathy to match the meaning and tone of the song.
Cd vst effects manipulation 4 annotation
The creator used ambient sounds with default settings to add an echoed effect to their sound, as it already sounded good. Next, decay sounds were used to add an alternating noise by adjusting the rate, depth, input and size of the distortion applied to the noise made at the end of the sound.
2nd outside edit
This document summarizes edits made to an audio file using the ReaPunch Effect. The edits included shifting the formant higher to make the voice sound squeaky and high pitched, changing the voice from deep to the highest pitch possible. The volume was also lowered slightly. The selected audio region was then rendered with the applied effects.
equipment used
The document discusses the production of a student film. It describes using a Zoom audio recorder to get clear voiceovers and emphasize sound effects. It discusses using different cameras - a Panasonic and JVC - and learning that they capture footage differently. It also covers editing the footage in Premiere Elements, including adding effects like speed ramps, and adjusting lighting with a fill light and reflector.
Set photos
The document describes the lighting, equipment, costumes, and setup used for a photo shoot, including spot lights, fog machines, balloons, cameras, and costumes consisting of black, white, and grey clothing. Photos show different lighting setups, equipment, and costumes used during the shoot.
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Similar to Evidence of the draft work
Conventions
This document discusses how the media product follows and challenges conventions of real music videos. It follows conventions by using similar camera shots, a plain background to focus on the artist, and keeping costumes simple. It challenges conventions by using a long shot to show more of the setting and using different camera angles not typically seen. The goal is to create a sense of loneliness while still relating to the original video's theme and storytelling techniques.
Question 1
My group's music video follows many conventions of Avril Lavigne's original music video for her song "When You're Gone" to create a similar style. We use similar camera shots, costumes, settings, and storylines to portray loneliness and isolation. However, we also challenge some conventions by adding long shots and medium close-ups of the artist not looking at the audience to develop a sadder atmosphere. Overall, the video draws from real music video conventions but also adapts them to suit our narrative.
Editing process
The document describes the process of editing a film trailer using Adobe Premiere and After Effects. Key steps included:
1) Importing footage and audio files into Premiere and organizing them into folders based on scene and component.
2) Using effects in Premiere like "levels" to adjust lighting and make darker clips clearer.
3) Creating multiple video and audio layers in the timeline and adjusting effects like opacity, size, and volume levels.
4) Importing files into After Effects and applying templates and effects like night vision and data glitches to shots to make them appear like amateur camera footage.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped trim the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Evaluation 4
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Evaluation questions
To create their media product, the student used a range of Apple Mac programs like Final Cut Express to plan, edit, and create their sequence. They learned many new skills in editing footage, adding soundtracks and titles, and feel confident in using these programs. The student also used different media like Prezi and Tumblr to present their blog and research and become familiar with various internet applications.
Mv process log form 2019
The document provides details about Chelsea Kierans' process for filming and editing a music video for the song "Never Be The Same" by Camila Cabello. For filming, Chelsea struggled with camera setup initially but learned quickly. She slowed down the song during lip syncing to make it easier and sped it back up in editing. For editing in Adobe Premiere, she imported footage, organized it on the timeline, trimmed clips, added color filters during lip syncing for variety, and exported the final video to YouTube format for backup. Planning was helpful but could have been more specific to improve storyline flow.
MV Process log form 2019
The document summarizes the music video production process of Logan Sykes. It describes the filming process, which went smoothly except some locations needed brighter lighting. It discusses the editing process, including organizing footage, setting up Premiere Pro, importing clips, assembling the initial cut, adding refinements like flash effects and color grading, and exporting the final video. The production went according to plan with no need for reshoots.
Mv Production Log
The document provides a production log for a music video filmed by Millie Casemore. It summarizes the filming, editing, and exporting process. For filming, Millie used two locations and had some issues with memory cards and lighting. In editing, she imported footage and audio into Premiere Pro, assembled clips, and refined timing and color correction. Millie exported the final video as an H.264 file to upload online.
Editing techniques
The document discusses editing a music video and achieving various visual effects. It describes using blue and pink color overlays to represent different sides of the character. It also discusses having to edit the video in three separate sections due to large file sizes. Techniques like layering clips, matching cuts to the beat, and using a sixteen-point garbage matte to combine clips shot under different lighting conditions are mentioned.
The Editing Process
The document outlines the editing process for a short film in Adobe Premiere Pro. Key steps include:
- Importing footage and splitting clips to desired lengths.
- Adding transitions like dip to black and cross fades between scenes.
- Adjusting audio levels and replacing audio with free sound effects.
- Applying color corrections and speed/duration adjustments to clips.
- Creating title cards and credits using fading opacity keyframes.
- Exporting the final edited project for sharing online.
Fmp reflection
Amy created an animatic by drawing frames in Sketchbook and importing them into Dragonframe to plan the timing of scenes. She then made mouth pieces out of plasticine and playdough to animate conversations. Amy animated each character individually in Dragonframe before recording friend's voices and importing clips into iMovie. The final video was edited together in iMovie with soundtrack, character scenes, and transitions to resemble a television program. Overall, Amy found planning with the animatic and recording voices the most useful parts of preparing her stop motion video production.
Mv process log form 2019
The document provides guidance for tracking the production process of a music video. It is broken into two sections - Filming and Editing. For filming, the document prompts the user to explain what worked, technical/logistical issues, personnel management, the effectiveness of planning, and any needed reshoots. For editing, the user details minor issues using reversed footage, organized file storage, setting up the Premiere project, importing footage, refining cuts to sync with music, minor color correction, and export settings.
IG3 Final Edit Evaluation
Daniel Hopkins produced a music video that required extensive editing due to filming challenges. He improved upon his rough edit by incorporating feedback and tutorials. Though some transitions could be smoother, overall the opening scene works well to set the mood. Color correction was needed for darker footage, and stabilization improved shaky shots. While not perfect, Daniel's creative editing brought his vision to life and produced a music video that fits the genre.
Editing
The document discusses different editing techniques used on a film project, including adding titles with customizable movement, font, and opacity; applying effects like cross fades to make shot changes smoother; and adjusting audio levels to add suspense by heightening the volume of the track during certain parts of a song.
Evaluation 4
The document discusses the various tools and online resources the student used during their research, planning, production, and promotion of a music video project. During research, the student used Google to find definitions and official artist websites, and YouTube to find official music videos. For planning, they used email to contact the artists, MySpace to find information about the band, Google Images to find clothing ideas, and their personal camera to scout filming locations. For video production, they used Premiere Pro to edit, a Panasonic camera to film, and their Blackberry as a prop. Finally, they used Word and Photoshop to create a magazine advertisement, and YouTube and their blog to promote the final video.
Mv production log template
The document provides a production log for a music video project. It includes sections for filming details, editing details, and exporting details. For filming, it describes technical issues like low battery and lighting problems, as well as logistical issues with locations. It also discusses personnel changes to the cast. For editing, it describes file management and organization, setting up Premiere Pro, importing footage, assembling shots, adding refinements like fades, and applying color corrections and effects. It concludes with exporting details like file naming and format/preset choices.
Eval4
The document discusses the various tools and online resources the student used during their music video project. During the research phase, the student used Google to find definitions and official artist websites, and YouTube to find official music videos. For planning, they used email to contact the artists, MySpace to find information about the band, Google Images to find clothing ideas, and their personal camera to scout filming locations. For video production, they used Adobe Premiere Pro to edit, a Panasonic camera to film, and their Blackberry as a prop. Finally, they used Word to create a magazine ad, Photoshop to edit photos, and YouTube and Windows Gallery to finalize and share their work.
Eval 4
The document describes how the author used various online tools and resources to research, plan, construct, and promote a music video project. Google was used to research genres and find official artist websites. YouTube provided official music videos for analysis. The author emailed artists to plan filming sessions and found band information on MySpace. Planning also involved searching for clothing ideas on Google Images and scouting locations with a personal camera. Video editing software and a Panasonic camera were used to film and construct the video. A Blackberry phone was incorporated into the storyline. The finished video was uploaded to YouTube. Microsoft Word and Photoshop were used to design a magazine advertisement, and online tools were referenced to make the ad look professional.
Evaluation Question 1 - How did you use, develop or challenge codes and conve...
The document discusses various codes and conventions used in music videos. It analyzes how the filmmaker used, developed or challenged conventions regarding location, shot types, framing, editing/sound, narrative structure, stars, and lighting in their music video. For each convention, it provides an example of how the filmmaker employed, advanced, or reimagined the convention from what they observed in other music videos. The analysis focuses on maintaining or adapting conventions to suit the goals and vision of the specific music video project.
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Evaluation Question 1 - How did you use, develop or challenge codes and conve...
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Q1
The document provides a detailed response to a question about how the student's media product uses, develops, or challenges conventions of real music videos.
The student chose to create a music video for Jessie J's "Price Tag" as a typical pop genre video. They followed conventions such as portraying the artist as happy and enjoying life. They also challenged conventions by adding fragmented narrative elements to make the video more interesting. Their narrative involved the main character removing "price tags" from unhappy people to bring them happiness. Throughout the video they used various camera techniques, editing styles, and mise-en-scene elements both conventionally and in new ways to tell the story.
Q1
William performs in a music video for the song "Price Tag" by Jessie J. The video challenges some conventions of typical pop music videos. It begins in black and white to depict an unhappy life focused on materialism. William helps people by removing price tags from them, changing the frames to color as their lives become happier. The narrative is fragmented, alternating between William's performance and short story scenes highlighting the song's theme of finding happiness beyond money. The video challenges expectations by not overly sexualizing the artist and using unconventional color and editing techniques.
Q4daft
The document discusses the various media technologies used at different stages of a media project. At the planning stage, the individual used Apple Mac software like Final Cut HD, Photoshop, and iMovie to edit videos, create images, and capture screenshots as evidence. Throughout the project, Google Chrome, Microsoft Word, PowerPoint, and Outlook were used for research, writing, presenting analysis, and scanning handwritten work. Social media platforms like Blogger, Slideshare, Prezi, and Glogster were used to host and present work online. YouTube, cameras, and editing software were used to create and analyze music videos.
Audience research findings
The document summarizes the results of a questionnaire about music video preferences. It finds that most respondents were female aged 16-20 who prefer pop and rock music. Respondents said they watch music videos primarily to be entertained but also to identify with artists. They indicated the artist's performance was the most important element and they prefer performance-based over narrative-based videos. Common favorite artists named were Taylor Swift, Jason Mraz, and Katy Perry. The document concludes narrative and strong performances should be included to make the target music video appealing.
Audience research
The document is a survey intended to gather information from people to help produce a music video for a school project that targets a specific audience. It asks respondents questions about their gender, age, music preferences and opinions on popular music genres and criteria for interesting music videos. The survey also asks what motivates people to watch music videos in general and their preferences regarding narrative, performance and representation in "pop" music videos. The responses will provide insights to help make the project more successful at engaging its target audience.
Key media theory
This document discusses several key media concepts that should underpin practical work and exams, including media language, representation, genre, audience, and narrative. It specifically covers genre and how genres are defined, negotiated, and evolve over time. Genre allows audiences to identify texts and is used by industries to sell products. The document also discusses media language and how camera work, editing, sound, and mise-en-scene create meaning. Representation in the media involves careful mediation and requires shared recognition to be meaningful to audiences.
Advert construction
The document summarizes the process of creating a first draft magazine advertisement for a new album. Photoshop was used to cut and paste words from light painting into a background and adjust opacity and feathering to blend elements together. Additional details like the album name, label, QR code, date, and website were added. While the first draft was completed, further improvements were planned to make a more attractive advert.
Digipak construction
The document discusses using Photoshop to add effects and filters to images for a pop album digipak design. The author applied a "stylize" filter to test effects, resized images to squares for the design but found it reduced quality, and is considering adding the original images to square black backgrounds instead. Two inside digipak images were created with this process.
Mark scheme 2
This document outlines the content and structure of OCR's Advanced Subsidiary and Advanced GCE qualifications in Media Studies.
The AS qualification consists of two units - Unit G321, which involves a coursework portfolio producing a media product from a choice of briefs, and either Unit G322, which examines TV drama concepts, or Unit G323, which examines radio drama concepts.
The A Level qualification consists of the two AS units plus two additional units - Unit G324, which involves a more advanced coursework portfolio combining two or more media, and Unit G325, which examines theoretical evaluation of production skills and a contemporary media issue.
The document provides details on the learning objectives, content covered, assessment
Call sheet3
The document is a call sheet for filming music video shots for the song "Price Tag" by Jessie J on October 31st at Burn Valley Park. Director Cherry Cai will be shooting shots 49-58 and 25-27 using a camcorder, Sony 5R camera and tripod with natural lighting. The concept is to have many people to create a jolly atmosphere by inviting friends to walk through the park shots.
Shooting schedule
The shooting schedule document outlines 60 shots to be filmed for a music video. It provides details for each shot such as the shot type, action, mise-en-scene elements, and location. The shots will cover a variety of scenes including people walking in the street with price tags on their bodies, an actor performing gestures in a studio, a group of people in the park, and finally the actor waking up in bed.
Call sheet2
The call sheet is for the music video shoot of Jessie J's "Price Tag" on October 26th. It will be filmed at Rainbow City in Hartlepool over 3 shots between 20-23 and 34-36. The director is Cherry Cai and the shoot will feature a car, cash, and cast members Tim L, Andrew Younger and Gretchen Zhao. Camera equipment includes a Panasonic camcorder, Sony 5R camera and tripod, and makeup includes sunglasses and "upstart" looks for the rapper.
Call sheet 2
The call sheet is for the music video shoot of Jessie J's "Price Tag" on October 26th. It will be filmed at Rainbow City in Hartlepool over 3 hours and 44 minutes. Director Cherry Cai will shoot scenes 20-23 and 34-36 using a camcorder, Sony camera, and tripod with a cast that includes Tim L, Andrew Younger, and Gretchen Zhao. The shoot will feature a car, cash, and costumes including sunglasses and a gold necklace to achieve an "upstart" look for one character and a fashion hat and casual clothes for the rapper.
Call sheet 1
This call sheet provides details for filming music video shots on October 16th for the song "Price Tag" by Jessie J. The director Cherry Cai will film shots 2, 6, 9, 12, and 30-32 at the Hartlepool 6th Form College Film Studio located at Blakelock Road in Hartlepool. Props of a teddy bear and balloons will be used. William Lee and Cherry Cai make up the cast and camera equipment will include a Panasonic camcorder, Sony 5R camera, and tripod. Casual clothes with bright accessories and light makeup will be worn under studio lighting.
Digipakanalysis2
The document discusses the front cover of Adele's album. The large name "ADELE" is displayed on the bottom right. The cover features a close-up of Adele's face with her eyes closed and hand on her head, appearing quiet and listening to the music. The simple yet elegant design aims to convey the beautiful and exquisite nature of Adele's songs.
Treatm~1
The proposed music video would have two parts: a narrative part and a performance part. The narrative part would show people escaping financial pressures and enjoying life without money, using slow motion and black and white. The performance part would focus on the artist dancing and singing in different outfits, imitating Jessie J's "Domino" video and using special effects and editing. Camera shots would emphasize facial expressions and body language, while editing in the performance would include jump cuts and effects to highlight the star. Lighting would focus on the artist but also get darker to represent the negative effects of focusing on money.
Treatm~1
The proposed music video would have two parts: a narrative part and a performance part by Jessie J. The narrative part would show people escaping financial pressures and constraints represented by "price tags", and then enjoying life. It would use slow motion and black and white to convey a depressive mood initially. The performance part would focus on Jessie J singing and dancing, using various camera shots and special effects-heavy editing to promote her image. Lighting would be bright overall but darker during parts of the narrative about money worries.
Treatment 2
1. The music video concept is to promote a happy lifestyle that values enjoying life and music over money based on the themes of the song "Price Tag."
2. Special camera techniques like canted angles, high and low angles along with color and slow motion effects will be used to contrast happy vs unhappy people dependent on money.
3. Costumes will be modern, casual outfits like t-shirts and jeans to reflect modern people constantly concerned with money and price tags. The singer will change outfits to avoid boring views.
Personal skills audit name
This document is a personal skills audit for Cherry that evaluates their skills used in a previous media production and plans for how to further develop those skills in an upcoming A2 project. Cherry used Photoshop, Final Cut, Garage Band, iMovie, Soundtrack, and Livetype as well as a camcorder to create their previous production. They plan to make a music video for their A2 project to improve their camera, editing, sound editing, and other post-production skills. Cherry's previous planning and research such as analyzing horror film conventions helped their previous production go smoothly and they plan similar planning for their music video. They aim to be creative in their new project by adding special elements to make it unique.
Lyrics breakdown
The document provides a lyrics breakdown of the song "Price Tag" by Jessie J. The song discusses how people focus too much on money and material goods instead of just enjoying life and bringing people together through music. It argues that happiness cannot be bought and encourages people to "forget about the price tag" and instead just have a good time dancing to the music without worrying about money or status symbols. The rap section emphasizes that life cannot be valued based on money and that performing music is done for the love of it rather than financial gain.
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Evidence of the draft work
- 1. Cherry Cai
- 2. This frame is used to edit video, I can cut off those part which I don’t want . Put the videos in here and classified it in different bins when I render all, I can watch it in this frame. Put the sound effects in here I edited this video by using ‘final cut express’. This is a general and convenient tool for editing films. Through editing this film, I have learned a new skill which is editing film by final cut.
- 3. I have used color corrector to make the right effect that I want. In my film, I ‘ve used it to make the frames darker.
- 4. Those parts are edited by the Razor blade tool. They are the whole actually, and I have used tool to cut them into two or more parts so that I could add some special effects.
- 5. I put the title in black blank here, as the beginning of the movie . And I also use the Dissolve( Fade in Fade out Dissolve) to make special effect of the Add title in here title. Frames in here The green parts are sound track
- 6. I have put two sound track in here and make a mixture The low point means lower In here, I edited the volume of the volume of the The high point means sound so that to mix different sound higher volume of the sound effect . It can combine the sound sound and make the film feel more horrible.
- 7. There are some gaps in here because I want to make a flash back effect. So I made those gaps on purpose. To fill the vacancy of the sound track 1, I increased the volume of sound track 2.So that to measure the film is not soundless and boring