Fenella saunders task 6
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We used various equipment and applications to construct a film project. Equipment included lights, a Mac computer, tripod, and camcorder. Applications included Final Cut Pro, Garage Band, SoundCloud, SlideShare, YouTube, Mahara, and Prezi. Final Cut Pro was used most for editing the opening sequence. Garage Band was used to make music and record voiceovers, which was then the hardest application to learn. Overall the project taught that various technologies are needed for filmmaking and presenting work online.
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Fenella saunders task 6
Fenella learned about various technologies from constructing a video project. She used a mac computer and applications like Final Cut Pro, GarageBand, and YouTube. A camcorder, tripod, microphone, and lights were utilized to film scenes and record audio. Final Cut Pro was key for editing the opening sequence together while GarageBand allowed creating music and recording voiceovers.
Question 6 technologies
The document discusses the technologies used to create a student film project. A Canon DSLR camera was used for filming, along with a tripod, microphone, and lighting kit. Premiere Pro was used for editing, After Effects for titles and effects, and Garageband for music. The camera, tripod, and microphone were easy to use with few issues. The lights were difficult to set up and heavy. After Effects was challenging since no one had used it before. Premiere Pro and After Effects sometimes caused quality issues when exporting. Lessons learned included keeping light wires tidy, not covering lights, protecting equipment from rain, and choosing low-traffic roads for driving scenes.
Using technology with our film opening
Mobile phones were the main method of communication for coordinating meetings and arranging times to film. WhatsApp group chats allowed the group to stay connected. A JVC camera was used to film, which provided high quality, easy to carry and transfer footage that could be reviewed after shooting. The internet and sites like Blogger, Facebook, Twitter, YouTube and Vimeo were crucial for presenting work, sharing photos and videos, researching other thrillers, and uploading the completed film opening. Mac computers were primarily used for editing the thriller, without which it could not have been completed. Final Cut Pro, while initially difficult to learn, became easier to use with time and help, and was essential for editing, adding sound, and
What have i learnt about media technologies from the media course
We used various technologies for researching, filming, and editing our thriller opening. For research, we used the internet and Microsoft Office programs. We then blogged our research online using Blogger. When filming, we used a Canon DSLR camera on a tripod and added artificial lighting to achieve our desired atmosphere and look. During editing, we used Logic Pro X to edit audio, Final Cut Pro to add titles and transitions, and Adobe Premier Pro for further video editing. Both the opportunities and limitations of these technologies helped us produce our thriller opening.
Robb Montgomery's Mobile Reporting workshop tips
The document provides tips and recommendations for creating professional-quality videos using a smartphone. It discusses smartphone camera basics, recommended filming and editing apps, optional gear to improve video quality, different shot types and angles, and apps for creating interactive and shareable multimedia stories. The goal is to teach skills that allow turning a smartphone into an effective video production tool.
Evaluation Question 6
This document summarizes what was learned about technologies from constructing a GoPro product video.
Key technologies discussed include various GoPro mounts that allowed getting shots from different angles like handlebars, helmets, and connecting mounts. The GoPro app was also important as it let the filmmakers view footage on their phone and control the camera remotely.
Final Cut Pro was used for editing and offered useful features like organizing footage into folders, previewing clip durations, adding effects like slow motion, and editing sound and titles on the timeline. Overall the document discusses the different technologies involved in planning, filming, and editing a GoPro project video.
Post production
Post production involves all stages of filmmaking that occur after shooting ends, including editing together video clips and adding soundtracks and special effects digitally. To create a horror film trailer in post production, the filmmaker will edit together video clips, add non-diegetic sounds and lighting effects, and use digital technology to include special effects.
A2 media powerpoint evaluation q4
This document discusses the various equipment used to film, record, edit, and produce a documentary. It describes the Canon XM2 video recorder used to film footage, the DV-capture deck to transfer footage to the computer, a clip microphone for higher quality interviews, and Adobe software like Premier for editing and Photoshop for posters. A scanner was used to upload images, Samsung monitors to check edited footage, a quad core PC for editing, a soundproofed college radio room for voiceovers, and various websites for research.
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Fenella saunders task 6
Fenella learned about various technologies from constructing a video project. She used a mac computer and applications like Final Cut Pro, GarageBand, and YouTube. A camcorder, tripod, microphone, and lights were utilized to film scenes and record audio. Final Cut Pro was key for editing the opening sequence together while GarageBand allowed creating music and recording voiceovers.
Question 6 technologies
The document discusses the technologies used to create a student film project. A Canon DSLR camera was used for filming, along with a tripod, microphone, and lighting kit. Premiere Pro was used for editing, After Effects for titles and effects, and Garageband for music. The camera, tripod, and microphone were easy to use with few issues. The lights were difficult to set up and heavy. After Effects was challenging since no one had used it before. Premiere Pro and After Effects sometimes caused quality issues when exporting. Lessons learned included keeping light wires tidy, not covering lights, protecting equipment from rain, and choosing low-traffic roads for driving scenes.
Using technology with our film opening
Mobile phones were the main method of communication for coordinating meetings and arranging times to film. WhatsApp group chats allowed the group to stay connected. A JVC camera was used to film, which provided high quality, easy to carry and transfer footage that could be reviewed after shooting. The internet and sites like Blogger, Facebook, Twitter, YouTube and Vimeo were crucial for presenting work, sharing photos and videos, researching other thrillers, and uploading the completed film opening. Mac computers were primarily used for editing the thriller, without which it could not have been completed. Final Cut Pro, while initially difficult to learn, became easier to use with time and help, and was essential for editing, adding sound, and
What have i learnt about media technologies from the media course
We used various technologies for researching, filming, and editing our thriller opening. For research, we used the internet and Microsoft Office programs. We then blogged our research online using Blogger. When filming, we used a Canon DSLR camera on a tripod and added artificial lighting to achieve our desired atmosphere and look. During editing, we used Logic Pro X to edit audio, Final Cut Pro to add titles and transitions, and Adobe Premier Pro for further video editing. Both the opportunities and limitations of these technologies helped us produce our thriller opening.
Robb Montgomery's Mobile Reporting workshop tips
The document provides tips and recommendations for creating professional-quality videos using a smartphone. It discusses smartphone camera basics, recommended filming and editing apps, optional gear to improve video quality, different shot types and angles, and apps for creating interactive and shareable multimedia stories. The goal is to teach skills that allow turning a smartphone into an effective video production tool.
Evaluation Question 6
This document summarizes what was learned about technologies from constructing a GoPro product video.
Key technologies discussed include various GoPro mounts that allowed getting shots from different angles like handlebars, helmets, and connecting mounts. The GoPro app was also important as it let the filmmakers view footage on their phone and control the camera remotely.
Final Cut Pro was used for editing and offered useful features like organizing footage into folders, previewing clip durations, adding effects like slow motion, and editing sound and titles on the timeline. Overall the document discusses the different technologies involved in planning, filming, and editing a GoPro project video.
Post production
Post production involves all stages of filmmaking that occur after shooting ends, including editing together video clips and adding soundtracks and special effects digitally. To create a horror film trailer in post production, the filmmaker will edit together video clips, add non-diegetic sounds and lighting effects, and use digital technology to include special effects.
A2 media powerpoint evaluation q4
This document discusses the various equipment used to film, record, edit, and produce a documentary. It describes the Canon XM2 video recorder used to film footage, the DV-capture deck to transfer footage to the computer, a clip microphone for higher quality interviews, and Adobe software like Premier for editing and Photoshop for posters. A scanner was used to upload images, Samsung monitors to check edited footage, a quad core PC for editing, a soundproofed college radio room for voiceovers, and various websites for research.
Evaluation question 6
The document discusses technologies used to create a thriller film production. These included Blogger for recording research, Facebook and Myspace for audience research, Google to find images and information, YouTube to analyze film openings and find costumes, GarageBand for soundtracks, tripods to keep the camera steady, iMovie for editing, Windows Movie Maker to create videos, and a Sony camcorder to record footage. The filmmakers faced issues with auto-focus and losing their memory card, but completing the project quickly improved the final product. Overall, the filmmakers learned how to use new software and equipment.
Lucy cotter technologies
The document discusses the technologies used to create an opening video sequence. It describes using a Canon video camera to film shots, and how lighting and keeping steady shots was challenging. A tripod helped keep shots steady and at consistent angles. Editing was done using Final Cut Pro on a Mac desktop, which was different than Windows. A voice recorder captured audio clips that were edited into the sequence. The editing process involved arranging shots, adding effects, titles, transitions, and soundtracks in Final Cut Pro. Various software and websites were used for communication, fonts, music, sound effects, and sharing the final video.
Evaluation question 6
The document discusses various technologies and equipment used to construct a thriller opening, including:
- A Canon DSLR camera which allowed for high quality filming but had limited battery life.
- A tripod which kept the camera steady and enabled smooth panning shots but could be stiff.
- Editing software like Final Cut Pro, iMovie, and Blogger which were used to professionally edit footage and document the process despite some being difficult for beginners.
- An iMac which had high quality software and auto-save features that prevented lost work when the computer crashed.
Kit list
The document discusses several items:
1) A Polariod microphone that is powered by a single battery and picks up sound from in front of it while reducing background noise. It has an on/off switch and angle selection for groups.
2) An extendable camera tripod that attaches to cameras to steady shots and can adjust height and pivot 360 degrees.
3) Final Cut Pro X video editing software, highlighting its "Magnetic Timeline" and "Compound Clips" features which allow flexible editing and combining of multiple clips.
Q6
The document discusses various technologies used in creating a film project, including blogging, the internet, editing software, sound editing, shooting/camera work, and an overview of the film industry. Blogging required learning controls and different post formats like videos and photos. Research relied heavily on internet sources like YouTube and Google. Adobe Premiere Pro was used for editing, which required learning basic controls and tools. Sound was edited using copyright-free online sources and imported into Premiere Pro. A Canon camera was used for shooting, requiring learning zoom controls and switching to recording mode. The project provided valuable experience with film industry requirements.
Tech
The document discusses the technologies used during the pre-production, production, and post-production of a film opening. In pre-production, YouTube and Blogger were used for research and organizing work. A Canon Legria HD camcorder and tripod were the main tools used in production. iMovie for Mac was used to edit the raw footage by adding clips, cutting them down, and including effects and sound. The document analyzes how each technology helped with the process and what was learned, such as the importance of research, camera shots, and mastering the editing software.
Production schedule
The production schedule outlines the equipment, location, crew, and actors needed to film an ident titled "E4 Ident" for client Miss Moore. A Mac, Ideal Park location, Manfrotto tripod, camera, and actors x2 are required for the stop animation project. Crew roles include a camera man, sound specialist, lighting specialist, director, and producer to film, record audio, set lighting, direct filming, and promote the ident.
Technology media
The document discusses various technologies used in the production of a video project. A camera and tripod were used for most of the filming to get steady shots. A gorilla pod was also used to attach the camera to furniture to get different angles. During outdoor filming, a light reflector was used to bounce light and improve image quality. An iMac computer was used to upload footage using an SD card and included programs like Final Cut Pro for editing. Final Cut Pro allowed editing footage with effects and sound, though GarageBand was more challenging to use for sound editing. YouTube was used to upload and get feedback on videos.
Question 6
The document discusses technologies used in creating a media product. It describes learning to use the editing software Serif MoviePlus, which allowed editing video and audio, adding effects, and properly aligning clips. It also discusses using a camera and tripod to film shots from different angles and movements needed to set the atmosphere. Finally, it mentions using online resources like YouTube and Blogger for research and inspiration, such as finding example opening sequences from other movies.
Evaluation Question 6
The student filmed their short film using a Canon EOS 600D camera with a kit lens. They edited the footage in Premiere Pro, which allowed them to easily trim clips and rearrange footage. Some key editing techniques used were lowering loud dialogue audio, overlaying sound between similar shots, and using longer shots and close ups to convey emotion. The final film was exported and uploaded to YouTube and Blogger for feedback.
Social media reaction to the first draft
The document summarizes reactions to the first draft of a movie trailer posted on Facebook. Most feedback indicated that more action scenes were needed to build anticipation to the climax. While the main idea and story were conveyed successfully, additional action shots in the final sequences would improve the trailer. Most other elements like the professional feel, set, and use of text screens were received positively and can remain in the second draft.
Editing process for first draft
The document describes the editing process used to create the first draft of a movie trailer. Various editing techniques are discussed including inserting royalty-free green screen footage; applying color corrections to give shots a blue tint; using pan/crop tools to slowly pull shots outwards or zoom in on eyes; adding or removing fades between shots; and inserting text and audio tracks. The goal is to establish pacing and intrigue through intentional cutting choices.
Browsers.
The document provides information on 14 different web browsers, including their date of release, number of versions, speed, ease of use, and security. Internet Explorer was released in 1995 and early versions were slow, while newer versions are faster. Firefox was released in 2004 and has good speed, ease of use, and security. Google Chrome, released in 2008 with 43 languages, has very fast speed and good ease of use, with medium security. Safari, released in 2003, has good speed, more than good ease of use, and very good security.
Evaluation Q5
The document discusses the technologies used to create a film opening for a class project. It describes using a camera to film establishing shots and different angles, and learning to keep the camera steady. iMovie was used to edit the clips, cutting unnecessary parts and adding titles. Garageband was used to create the soundtrack by selecting instrument sounds and dragging and dropping tracks into iMovie. Voice recordings were also imported from a dictaphone. The applications made the editing process easy and allowed the group to create a film opening to submit.
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Question 7
The document discusses various technologies used for a group project, including Blogger for posting information and research, YouTube for processing videos but finding MPEG Streamclip faster, MPEG Streamclip for compressing videos to upload to YouTube, a JVC camera for recording HD footage, a flip camera for feedback, Final Cut Pro for editing clips together, a 500GB hard drive and memory cards for storage, Soundtrack Pro for adding sound layers, and Motion for making an opening ident.
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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 Task 2
The document discusses the use of various media technologies in the production stages of a project. Pinnacle Studio HD 15 was used for most editing, with Windows Live Movie Maker used to edit a YouTube clip. Footage was captured using a video camera and camera phone. Jump cuts and filters were applied in editing for narrative and aesthetic purposes. Software like Realplayer, Dropbox, and Soundbible were used to incorporate additional multimedia elements into the project. Research was also conducted using websites like IMDB and viewing other student productions on Vimeo. An instrumental soundtrack was recorded using Cubase, a Yamaha amplifier, and various instruments. The finished project was shared on Twitter.
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.
Task 4 fenella saunders
This document provides background information on Becki Baker, a 16-year-old girl from Surrey, England, to determine if she would be part of the target audience for a new psychological thriller movie. It describes Becki as someone who enjoys experimenting with fashion and makeup and likes horror movies and TV shows such as American Horror Story. It also mentions that she is in the target 15-24 age range for horror movies. Therefore, the document concludes that Becki would likely be interested in a psychological thriller and would be a suitable member of the target audience.
Task two
The document describes the characters of Dahlia and Cynthia from a film. Dahlia, age 16, is the caring elder sister who protects Cynthia from their raging father by hiding her in a cupboard. Despite Dahlia's strength, their father eventually kills both sisters. Cynthia, age 13, is less independent than Dahlia and always questions her about what is happening since she does not understand the danger from their father. Both sisters represent the importance of family and a teenage girl's feeling of responsibility to protect their siblings, no matter the circumstances.
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Evaluation question 6
The document discusses technologies used to create a thriller film production. These included Blogger for recording research, Facebook and Myspace for audience research, Google to find images and information, YouTube to analyze film openings and find costumes, GarageBand for soundtracks, tripods to keep the camera steady, iMovie for editing, Windows Movie Maker to create videos, and a Sony camcorder to record footage. The filmmakers faced issues with auto-focus and losing their memory card, but completing the project quickly improved the final product. Overall, the filmmakers learned how to use new software and equipment.
Lucy cotter technologies
The document discusses the technologies used to create an opening video sequence. It describes using a Canon video camera to film shots, and how lighting and keeping steady shots was challenging. A tripod helped keep shots steady and at consistent angles. Editing was done using Final Cut Pro on a Mac desktop, which was different than Windows. A voice recorder captured audio clips that were edited into the sequence. The editing process involved arranging shots, adding effects, titles, transitions, and soundtracks in Final Cut Pro. Various software and websites were used for communication, fonts, music, sound effects, and sharing the final video.
Evaluation question 6
The document discusses various technologies and equipment used to construct a thriller opening, including:
- A Canon DSLR camera which allowed for high quality filming but had limited battery life.
- A tripod which kept the camera steady and enabled smooth panning shots but could be stiff.
- Editing software like Final Cut Pro, iMovie, and Blogger which were used to professionally edit footage and document the process despite some being difficult for beginners.
- An iMac which had high quality software and auto-save features that prevented lost work when the computer crashed.
Kit list
The document discusses several items:
1) A Polariod microphone that is powered by a single battery and picks up sound from in front of it while reducing background noise. It has an on/off switch and angle selection for groups.
2) An extendable camera tripod that attaches to cameras to steady shots and can adjust height and pivot 360 degrees.
3) Final Cut Pro X video editing software, highlighting its "Magnetic Timeline" and "Compound Clips" features which allow flexible editing and combining of multiple clips.
Q6
The document discusses various technologies used in creating a film project, including blogging, the internet, editing software, sound editing, shooting/camera work, and an overview of the film industry. Blogging required learning controls and different post formats like videos and photos. Research relied heavily on internet sources like YouTube and Google. Adobe Premiere Pro was used for editing, which required learning basic controls and tools. Sound was edited using copyright-free online sources and imported into Premiere Pro. A Canon camera was used for shooting, requiring learning zoom controls and switching to recording mode. The project provided valuable experience with film industry requirements.
Tech
The document discusses the technologies used during the pre-production, production, and post-production of a film opening. In pre-production, YouTube and Blogger were used for research and organizing work. A Canon Legria HD camcorder and tripod were the main tools used in production. iMovie for Mac was used to edit the raw footage by adding clips, cutting them down, and including effects and sound. The document analyzes how each technology helped with the process and what was learned, such as the importance of research, camera shots, and mastering the editing software.
Production schedule
The production schedule outlines the equipment, location, crew, and actors needed to film an ident titled "E4 Ident" for client Miss Moore. A Mac, Ideal Park location, Manfrotto tripod, camera, and actors x2 are required for the stop animation project. Crew roles include a camera man, sound specialist, lighting specialist, director, and producer to film, record audio, set lighting, direct filming, and promote the ident.
Technology media
The document discusses various technologies used in the production of a video project. A camera and tripod were used for most of the filming to get steady shots. A gorilla pod was also used to attach the camera to furniture to get different angles. During outdoor filming, a light reflector was used to bounce light and improve image quality. An iMac computer was used to upload footage using an SD card and included programs like Final Cut Pro for editing. Final Cut Pro allowed editing footage with effects and sound, though GarageBand was more challenging to use for sound editing. YouTube was used to upload and get feedback on videos.
Question 6
The document discusses technologies used in creating a media product. It describes learning to use the editing software Serif MoviePlus, which allowed editing video and audio, adding effects, and properly aligning clips. It also discusses using a camera and tripod to film shots from different angles and movements needed to set the atmosphere. Finally, it mentions using online resources like YouTube and Blogger for research and inspiration, such as finding example opening sequences from other movies.
Evaluation Question 6
The student filmed their short film using a Canon EOS 600D camera with a kit lens. They edited the footage in Premiere Pro, which allowed them to easily trim clips and rearrange footage. Some key editing techniques used were lowering loud dialogue audio, overlaying sound between similar shots, and using longer shots and close ups to convey emotion. The final film was exported and uploaded to YouTube and Blogger for feedback.
Social media reaction to the first draft
The document summarizes reactions to the first draft of a movie trailer posted on Facebook. Most feedback indicated that more action scenes were needed to build anticipation to the climax. While the main idea and story were conveyed successfully, additional action shots in the final sequences would improve the trailer. Most other elements like the professional feel, set, and use of text screens were received positively and can remain in the second draft.
Editing process for first draft
The document describes the editing process used to create the first draft of a movie trailer. Various editing techniques are discussed including inserting royalty-free green screen footage; applying color corrections to give shots a blue tint; using pan/crop tools to slowly pull shots outwards or zoom in on eyes; adding or removing fades between shots; and inserting text and audio tracks. The goal is to establish pacing and intrigue through intentional cutting choices.
Browsers.
The document provides information on 14 different web browsers, including their date of release, number of versions, speed, ease of use, and security. Internet Explorer was released in 1995 and early versions were slow, while newer versions are faster. Firefox was released in 2004 and has good speed, ease of use, and security. Google Chrome, released in 2008 with 43 languages, has very fast speed and good ease of use, with medium security. Safari, released in 2003, has good speed, more than good ease of use, and very good security.
Evaluation Q5
The document discusses the technologies used to create a film opening for a class project. It describes using a camera to film establishing shots and different angles, and learning to keep the camera steady. iMovie was used to edit the clips, cutting unnecessary parts and adding titles. Garageband was used to create the soundtrack by selecting instrument sounds and dragging and dropping tracks into iMovie. Voice recordings were also imported from a dictaphone. The applications made the editing process easy and allowed the group to create a film opening to submit.
Pacman Kata - Progressive F# Tutorials NYC 2013
The document provides an overview of a Pacman kata game development tutorial. It discusses setting up the Pacman game with a grid, dots for Pacman to eat, and ghosts for Pacman to avoid or eat. It also summarizes testing the Pacman game functionality with NUnit tests, making the game cross-platform with F# and frameworks like MonoGame, and the game programming concepts covered like the game loop and handling input. The document encourages attending game jams and publishing indie games to continue improving game development skills.
Question 7
The document discusses various technologies used for a group project, including Blogger for posting information and research, YouTube for processing videos but finding MPEG Streamclip faster, MPEG Streamclip for compressing videos to upload to YouTube, a JVC camera for recording HD footage, a flip camera for feedback, Final Cut Pro for editing clips together, a 500GB hard drive and memory cards for storage, Soundtrack Pro for adding sound layers, and Motion for making an opening ident.
Project 4 Storyboard
Storyboard for Multimedia Showcase Project - Digital Story for "The Wolf in Sheep's Clothing" from The Aesop for Children.
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 Task 2
The document discusses the use of various media technologies in the production stages of a project. Pinnacle Studio HD 15 was used for most editing, with Windows Live Movie Maker used to edit a YouTube clip. Footage was captured using a video camera and camera phone. Jump cuts and filters were applied in editing for narrative and aesthetic purposes. Software like Realplayer, Dropbox, and Soundbible were used to incorporate additional multimedia elements into the project. Research was also conducted using websites like IMDB and viewing other student productions on Vimeo. An instrumental soundtrack was recorded using Cubase, a Yamaha amplifier, and various instruments. The finished project was shared on Twitter.
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.
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Task 4 fenella saunders
This document provides background information on Becki Baker, a 16-year-old girl from Surrey, England, to determine if she would be part of the target audience for a new psychological thriller movie. It describes Becki as someone who enjoys experimenting with fashion and makeup and likes horror movies and TV shows such as American Horror Story. It also mentions that she is in the target 15-24 age range for horror movies. Therefore, the document concludes that Becki would likely be interested in a psychological thriller and would be a suitable member of the target audience.
Task two
The document describes the characters of Dahlia and Cynthia from a film. Dahlia, age 16, is the caring elder sister who protects Cynthia from their raging father by hiding her in a cupboard. Despite Dahlia's strength, their father eventually kills both sisters. Cynthia, age 13, is less independent than Dahlia and always questions her about what is happening since she does not understand the danger from their father. Both sisters represent the importance of family and a teenage girl's feeling of responsibility to protect their siblings, no matter the circumstances.
Masked madness film
The document provides context and details for a crime/thriller film called "Masked Madness." It summarizes that the story involves a man on the run from a cult of masked killers who is trying to escape his past involvement selling drugs for the cult. In a key scene, two masked men will receive information about their next victim and begin pursuing him, putting on their masks at the end of the scene as they begin their chase. The film will be shot in various public locations around Reigate.
Pitch presentation
Our film is about a 24-year-old man named Patrick struggling with visions and symptoms of mental disorder. He sees a psychiatrist who believes his symptoms match schizophrenia but thinks something worse may be affecting him. The teaser revolves around Patrick's therapy sessions and flashbacks until the climax where the psychiatrist is found dead. We will market the film using social media, posters, and other physical media while focusing on the theme of mental illness without stereotyping or naming specific disorders.
Costume and props planning
This document discusses costume planning for the characters in the film "Delirium". It focuses on the costumes for the psychiatrist character. It describes analyzing the psychiatrist costumes in other films to portray a casual yet authoritative look through suits with shirts and jumpers. The document then discusses making the psychiatrist's costume more casual through skinny jeans and sneakers to imply a lack of professionalism and deceitful persona. It also describes keeping the main character Adam's costume simple with plain t-shirts to maintain mystery. Props like glasses, a notepad, and psychology books are also discussed to identify the psychiatrist character and hint at themes in the film.
Pitch presentation
This pitch presentation proposes a thriller film about a 24-year-old man named Patrick Ryan who is struggling with visions and symptoms of a mental disorder. He sees a psychiatrist who believes his symptoms match schizophrenia, but Patrick is convinced it is something more. The teaser trailer would include flashbacks of Patrick's psychiatric sessions and climax with the discovery of the psychiatrist's death. The film would target a male audience ages late teens to older, and differentiate itself in the thriller genre by focusing on themes of mental illness without stereotyping any specific disorders.
Pitch presentation
This pitch presentation proposes a thriller film about a 24-year-old man named Patrick Ryan who is struggling with visions and symptoms of a mental disorder. He sees a psychiatrist who believes his symptoms match schizophrenia, but Patrick is convinced it is something more. The teaser trailer would include flashbacks of Patrick's psychiatric sessions and climax with the discovery of the psychiatrist's death. The film would target a male audience ages late teens to older, and differentiate itself by including themes of mental illness as the main source of horror and character development, without stereotyping any specific illnesses.
Charcter breakdown
The document describes four stereotypical teenage personalities: The Rebel, who is a social outcast but can be nice when wanting to be; The Athlete, who is popular but can bully to impress friends; The Boffin, who is very smart but nerdy and easily bullied; and The Introvert, who is withdrawn and misunderstood with a serious but emotional facial expression.
Scheldule
The schedule outlines a filming day, beginning at 9:00 AM when the crew meets to gather equipment and set up in the media room. From 9:10-10:30, the necessary shots are filmed inside, including close-ups and dialogue. After a break, outdoor establishing shots and a character smoking are captured from 11:30 AM. Filming resumes after lunch with inside shots of hallways and characters walking before finishing up close-ups and checking footage with the teacher at 4:00 PM.
Call sheet fenella
The call sheet provides details for a production taking place on Thursday October 13th at Reigate College. It lists the crew call time as 9:00am and finish time as 4:15pm. It also lists the actors involved and their roles, as well as any costumes, props, or equipment needed - including papers and pens to be provided by the college, and cigarettes and glasses to be brought by Fenella.
Evaluation task one
This document discusses how the media product (a teaser trailer) uses, develops, and challenges conventions of real media products such as films and trailers. It analyzes the teaser trailer's editing style, duration, graphics, narrative information, shot types, music/sound, props/mise-en-scene, text use, poster, and magazine cover in comparison to conventions in similar genres. Many elements conform to conventions while others develop or challenge them, such as using unusual shot types like stop motion, or presenting narrative information in a mysterious way rather than revealing details. The goal is to create a cohesive promotional package that is consistent yet brings something new through conventions that are developed or challenged.
Conventions of media products - Evaluation Task1
This document discusses how the media product uses and develops conventions from real media. It summarizes how the poster emulates structures from films like "Drive" and "Jacob's Ladder" with title, tagline, reviews, billing, and a distorted main subject. The teaser trailer compares to "Foxcatcher" in duration and including company idents for 1 second each. Both trailers use consistent fonts and effects for text. The music in the teaser builds tension like "Annabelle 2" with a cymbal and rising bass. Shots in the teaser are edited like "The Shining" with juxtaposed, surreal scenes. The magazine cover emulates "Sight &
Evaluation Question 1
The document discusses the media product's adherence to conventions of real trailers, posters, and magazines. For the teaser trailer, the author aimed for a duration of around 60 seconds, similar to most trailers. The trailer began with continuity editing and then transitioned to a montage style to build suspense. Diegetic and non-diegetic sounds were used to further increase tension. The poster included the film title, tagline, main image, and billing block to match real poster conventions. The magazine cover was styled after Sight and Sound magazine to seem authentic. Overall, the media product aimed to follow genre conventions of a psychological thriller.
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TASK 6
This document lists the hardware, software, and online tools used to create a video project. The key hardware included an iMac for editing, a Canon HD camera for filming scenes, a condenser microphone for recordings, and lighting equipment like a diffuser light and spotlight. The main software used were Final Cut Pro for editing and joining scenes, and GarageBand for creating music and sound effects. Online tools included YouTube for uploading videos, Mahara for blogging, and SoundCloud for sharing music.
Question 6
The document discusses the technologies used to create a film project. A camera, tripod, and dolly cart were used to film different shots. Footage was shaky without the tripod, so retakes incorporated the tripod. The dolly cart allowed for smooth moving shots following characters. Final Cut Pro and GarageBand were used for editing and adding sound effects/music. Some issues with Final Cut were resolved. Photoshop and After Effects were practiced but not needed due to Final Cut's effects. Overall the technologies were useful and problems were minor.
Task 6 elliott west
The document summarizes the key equipment used to create an opening film sequence. A Mac was used for editing, storing clips and recordings, and uploading to YouTube. A camcorder was used to record all film clips. A tripod was used to create steady shots while a microphone captured clear voiceovers. Special lighting techniques like low key lighting were employed to create the illusion of characters in a cupboard. The main applications used were Final Cut Pro for editing and adding effects and layers, and Garage Band for composing background music.
Media evaluation task 6
The student learned about various technologies through constructing their project including:
- Using an iMac for editing video in Final Cut Express and creating titles in LiveType.
- Recording footage for the project using a Flip HD camera but it had limited battery life and zoom capabilities.
- A tripod was used to keep shots steady but it was bulky to transport between locations.
- An iPad 2 and GarageBand app were used to create the music but transferring the song to the computer took a long time.
Media task 6
The document discusses the technologies used to create a video project. A Canon video camera was used for recording, which had simple recording controls. Final Cut Pro was used for editing, which the author was unfamiliar with and had to learn. A sound recorder was used to emphasize audio that may not be clear on the video. Various effects were added during editing in Final Cut Pro, like low keyer, to change lighting for the thriller genre. Websites like YouTube, PowerPoint, and Office 365 were used for collaboration and publishing the final piece.
Q6
The document discusses the technologies and hardware used to create a media product. It describes using Final Cut Pro to edit shots and create rough drafts. GarageBand was used to sync music to video scenes. Motion was used to create animated titles with different fonts, sizes, movements and colors. Cameras from the college were borrowed to film footage. A tripod was mostly used to get steady shots, while some footage was captured using a camera's swivel screen or fig rig. The process helped learn more about software like Final Cut Pro and experimenting with features in Motion.
Task 6
The document describes the equipment and software used to create an opening film sequence. An iPad was used to record clearer voiceovers than the camera. A tripod was used to prevent shaky camera shots and allow interesting angles. Scenes were recorded using a camera, which could also be used handheld. Macs ran software like Garageband, Final Cut, and the internet to edit clips, work on sound design, and find stock media. Final Cut Pro was used to edit clips, add text, sounds, and effects to create the opening sequence, which was then uploaded to YouTube.
Evaluation Question 6
The document discusses various technologies used in creating a film project, including:
- An HD camera that allowed for better definition and rack focusing shots.
- Tripods and other equipment to keep the camera steady for shots like panning and tilting.
- Different microphones to reduce wind noise during exterior shots and cut down on background noise in close-ups.
- Lighting, including fill lights, back lights, and key lights, to mimic weather conditions and create a daylight effect.
- Adobe Premiere Elements for editing together pieces, adding/changing sounds, and creating title animations.
- Garageband to create copyright-free music to set the tone without being
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.
Annotation
The document discusses the production of an opening scene for a film. It describes using a Canon Legria HF R56 camera to record clips and zoom, and a tripod to secure the camera for stable shots. Final Cut Pro was used on an iMac to edit clips by uploading, screening, and using tools. Effects, transitions, sound layers, and titles were added using the software. Various online resources and programs were utilized in the project.
Presentation2
The document discusses the use of new media technologies in the production stages of a promotional package. Various online applications and websites such as SoundCloud, SlideShare, Freesound, YouTube, and Pearl and Dean were used for research, planning, and uploading assets. Audio and video editing software like Final Cut Pro X, GarageBand, Photoshop, and Illustrator were the main programs used for editing the teaser trailer, producing backing tracks, removing backgrounds, and adding graphic elements. Apple Macs, iPads, microphones, and a Canon 80D camera were the key equipment used.
Task 6
The document discusses various tools and software that the author used to create a film project. It describes learning how to use Final Cut Pro X for editing, DaFont for finding fonts, YouTube for finding copyright-free music, GarageBand for creating soundtracks, and voice memos for recording foley sounds. The author also discusses gaining experience using a camera, tripod, iMac, and iPhone voice recordings while working on the film project.
Q6 alexandra
The document discusses the various digital technologies Alexandra used to construct a title sequence project. These included an iMac computer for editing, blogging, and researching techniques; a video camera for filming clips; Premiere Pro for importing clips, adding effects, and rendering the final video; After Effects for titles; GarageBand for sound; and websites SoundBible and FreeplayMusic for downloading sound effects and music to add suspense to the title sequence. Alexandra learned about using these tools together and exporting a final video file. Some challenges included inserting SD cards correctly and long rendering times in Premiere Pro.
Question 6
1) The group learned how to properly use camera, tripod, and dolly equipment to film their thriller opening sequence. They realized mistakes like not using the tripod led to shaky footage.
2) Editing software like Final Cut Pro and Garage Band were challenging to learn at first but became easier to use with practice. Figuring out how to edit together footage, sounds, and add credits took trial and error.
3) While also experimenting with After Effects and Photoshop, the group ultimately chose to focus on Final Cut Pro and Garage Band which they became more proficient in and felt met the needs of their thriller opening sequence.
Question 4- How did you use new media technologies in the construction and re...
How did you use new media technologies in the construction and research, planning and evaluation stages?
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.
What have you learnt about technologies from the process of constructing the ...
The document discusses the various technologies used to create a media product, including cameras (Panasonic HX-DC1 and Canon 1100D), a digital camera (Sony Cyber Shot dsc-w690), a tripod, iMovie for editing, Garageband for sound editing, Keynote for titling, Photoshop for images and logos, and various websites. The creator learned that having multiple cameras, HD quality, and video editing software made the process easier, and that cameras can be used for sound recording in addition to filming.
Media- Technology
The document discusses the technologies used in creating a film production. A camera was used to film footage, but it had limited settings which made lighting adjustments difficult. A tripod helped produce steady shots. Final Cut Pro was used for editing, though it took some time to learn. Sound equipment precisely recorded audio, while YouTube provided planning resources. Photoshop and lighting tools were also utilized. Overall the document reflects on learning how to operate various technologies through the filmmaking process.
Question 4- How did you use new media technologies in the construction and re...
How did you use new media technologies in the construction and research, planning and evaluation stages? Sophie Dixon
Evaluation question 6
The document discusses various technologies the author learned while constructing a media product. It describes learning to use a blog to explain research and ideas, using a Samsung phone to film footage that was imported and edited in iMovie, creating music in Garageband to accompany the film, using Slideshare to share PowerPoint presentations online, and learning the online presentation tool Prezi through tutorials.
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Question 4- How did you use new media technologies in the construction and re...
Question 4- How did you use new media technologies in the construction and re...
What have you learnt about technologies from the process of constructing the ...
What have you learnt about technologies from the process of constructing the ...
Question 4- How did you use new media technologies in the construction and re...
Question 4- How did you use new media technologies in the construction and re...
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Fenella saunders task 6
- 1. TASK SIX What have you learnt about technologies from the process of constructing this product? Fenella Saunders
- 2. Equipment we used We used lights like this and used the flaps at the side to close to create the crack effect when the two girls are hiding in the cupboard from their father. The lighting was low key We used the mac computer the most as all the applications we used was on it, including Final Cut Pro and Garage Band. We used this tripod for the more still shots like the one of zooming in on the cupboard and also of the two characters talking in the cupboard. We needed the tripod for stability and also the panning outside the house.
- 3. Equipment we used We used this microphone for recording the voice overs directly on to Garage Band to then be uploaded onto Final Cut Pro over the top of the clips that needed the voice overs. The microphone was vital because the other option was on an iPhone, which would have sounded much weaker. This was the camera (memory card included) we used to film the opening sequence, it was a hand held camcorder with a hand strap that had very good zoom (used in outer cupboard shot). The only bad thing about this camera was it didn’t have the best microphone.
- 4. Applications we used • Final Cut Pro • Garage Band • Sound Cloud • Slide Share • YouTube • Mahara • Prezi
- 5. Garage Band – used for making music and recording the voice overs. We found using this very tricky at first but we soon got the hang of it Final Cut Pro- Used for the Putting together And editing of the Opening sequence. We Had plenty of experience With it due to prelim Tasks.
- 6. Applications we used We used Final Cut Pro the most because that is how we edited the opening sequence. Garage band is what we used to make the music and record the voiceovers and then we uploaded them to SoundCloud. Any powerpoints we made for research were uploaded to Slide share and we also used Prezi for research. We uploaded our final piece on YouTube which I then added annotations on for the previous Task Five. We found Garage Band the hardest one to get use to because none of us had any experience with it. All the online applications like Slide share and YouTube were very easy to use and were straight forward.