The document contains feedback from an audience member on a media student's soap opera trailer project. The feedback provides both praise and constructive criticism. It notes that the narrative and genre are clear and it is aimed at a young audience. However, it suggests adding more title cards, trimming the beginning, and speeding up the editing when the music kicks in to make it less sinister. The feedback also compares the student's soap to existing shows like Waterloo Road to target a similar demographic.
G325 Media: Describe how you developed your skills in the use of digital tech...Graveney School
G325 Media Exemplar Essay: Describe how you developed your skills in the use of digital technology for media production and how these skills contributed to your creative decision making
Section A Digital technology model answersNaamah Hill
The candidate's skills in using digital technology developed significantly over their AS and A2 courses. At the start of AS, they had basic editing skills but learned techniques like match cuts. By A2, they could efficiently edit music videos and apply genre conventions creatively. They also progressed from using basic cameras to more advanced equipment, allowing more creative shots. Their research skills improved, enabling more sophisticated projects utilizing different software and online resources. Overall, their skills and creative use of technology progressed substantially from initial basics to an advanced professional level.
The document summarizes an evaluation of a media opening sequence project. It discusses the ways the opening sequence uses and develops conventions from real media products. It represents different social groups through costume, shots, and character reveals. The target audience is females aged 14-22 and the film could be distributed by a major Hollywood studio due to its individual storyline and potential for success and revenue. The student learned skills like camerawork, editing, sound mixing, and using technology like blogs through constructing this media product.
Michael created a promo music video, CD packaging, and magazine advertisement for a fictional band following codes and conventions of those media. He researched similar artists and found most music videos were performance-based with abstract elements, so his video focused on a simple performance. For the CD packaging, he took inspiration from album covers of the band Biffy Clyro using abstract photos and illustrations. The magazine ad followed conventions like using the CD cover art and including information like record labels. Through matching designs and conveying a consistent style across media, Michael aimed to represent the products cohesively and make them seem like authentic promotional materials.
The document provides an introduction and evaluation for a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used, developed, and challenged conventions of real media through research of similar works and targeting audiences. Feedback was gathered through surveys and interviews to improve the products. Media technologies like Final Cut Pro and Adobe tools were used to construct, research, plan, and evaluate the project.
My media product uses, develops, and challenges conventions of real media in the following ways:
1) It uses urban locations like Manchester and graffiti art which are stereotypically associated with my target audience of younger people.
2) It develops conventions like the use of graffiti, which is common in hip-hop videos but not as prominently used in electronic music videos.
3) It challenges conventions by editing the video in reverse order and using inconsistent camera techniques like frequent changes between in-focus and out-of-focus shots.
4) It keeps some conventions like naming the video after the song title and using costumes and props that would be familiar to the target audience.
The student used various media technologies throughout their project. During research, they used the internet and hard copies of magazines like EMPIRE to gather information on conventions. Photoshop was used in the planning stage to develop initial ideas and learn editing skills. In evaluation, PowerPoint, webcam videos, and audio clips were utilized to present responses in an interactive, multi-platform way and demonstrate how different technologies were employed. Some challenges with file formats were overcome through conversion. Overall, media technologies aided the construction, research, planning and evaluation of the project.
This document discusses the process of creating a media product and what was learned throughout the process. It describes choosing Film4 as the distributing media institution due to their target young British audience and genres distributed. The intended audience is identified as males aged 15-25 due to the action/comedy genre and content. Techniques used to attract this audience included comedy, exaggerated situations, action scenes, and a rock music opening. Technologies learned to use included editing software, cameras, and computer skills which provided transferable skills. Progress from preliminary tasks included improved filming, editing, conventions, and consistency.
G325 Media: Describe how you developed your skills in the use of digital tech...Graveney School
G325 Media Exemplar Essay: Describe how you developed your skills in the use of digital technology for media production and how these skills contributed to your creative decision making
Section A Digital technology model answersNaamah Hill
The candidate's skills in using digital technology developed significantly over their AS and A2 courses. At the start of AS, they had basic editing skills but learned techniques like match cuts. By A2, they could efficiently edit music videos and apply genre conventions creatively. They also progressed from using basic cameras to more advanced equipment, allowing more creative shots. Their research skills improved, enabling more sophisticated projects utilizing different software and online resources. Overall, their skills and creative use of technology progressed substantially from initial basics to an advanced professional level.
The document summarizes an evaluation of a media opening sequence project. It discusses the ways the opening sequence uses and develops conventions from real media products. It represents different social groups through costume, shots, and character reveals. The target audience is females aged 14-22 and the film could be distributed by a major Hollywood studio due to its individual storyline and potential for success and revenue. The student learned skills like camerawork, editing, sound mixing, and using technology like blogs through constructing this media product.
Michael created a promo music video, CD packaging, and magazine advertisement for a fictional band following codes and conventions of those media. He researched similar artists and found most music videos were performance-based with abstract elements, so his video focused on a simple performance. For the CD packaging, he took inspiration from album covers of the band Biffy Clyro using abstract photos and illustrations. The magazine ad followed conventions like using the CD cover art and including information like record labels. Through matching designs and conveying a consistent style across media, Michael aimed to represent the products cohesively and make them seem like authentic promotional materials.
The document provides an introduction and evaluation for a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used, developed, and challenged conventions of real media through research of similar works and targeting audiences. Feedback was gathered through surveys and interviews to improve the products. Media technologies like Final Cut Pro and Adobe tools were used to construct, research, plan, and evaluate the project.
My media product uses, develops, and challenges conventions of real media in the following ways:
1) It uses urban locations like Manchester and graffiti art which are stereotypically associated with my target audience of younger people.
2) It develops conventions like the use of graffiti, which is common in hip-hop videos but not as prominently used in electronic music videos.
3) It challenges conventions by editing the video in reverse order and using inconsistent camera techniques like frequent changes between in-focus and out-of-focus shots.
4) It keeps some conventions like naming the video after the song title and using costumes and props that would be familiar to the target audience.
The student used various media technologies throughout their project. During research, they used the internet and hard copies of magazines like EMPIRE to gather information on conventions. Photoshop was used in the planning stage to develop initial ideas and learn editing skills. In evaluation, PowerPoint, webcam videos, and audio clips were utilized to present responses in an interactive, multi-platform way and demonstrate how different technologies were employed. Some challenges with file formats were overcome through conversion. Overall, media technologies aided the construction, research, planning and evaluation of the project.
This document discusses the process of creating a media product and what was learned throughout the process. It describes choosing Film4 as the distributing media institution due to their target young British audience and genres distributed. The intended audience is identified as males aged 15-25 due to the action/comedy genre and content. Techniques used to attract this audience included comedy, exaggerated situations, action scenes, and a rock music opening. Technologies learned to use included editing software, cameras, and computer skills which provided transferable skills. Progress from preliminary tasks included improved filming, editing, conventions, and consistency.
The document describes how various media technologies were used at different stages of creating media products. Pinnacle video editing software was used to capture footage, add cuts and effects, and compile into a music video. Fireworks was used to design digital packaging like CD covers and posters by importing images and adding fonts and backgrounds. Microsoft Office programs like Word and PowerPoint were utilized for planning, research, and evaluation - Word for writing blog posts and spellchecking, and PowerPoint for tallying questionnaire results. Overall, a range of software was employed for construction, research, and evaluating the media projects.
G325 1a - Question 1a: Explain how your research and planning skills develope...Graveney School
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
Question 4: How did you use media technologies in the construction and resea...kelseyhaslam
The document discusses various media technologies used at different stages of creating a media project. Nikon and Canon cameras were used to film footage, with skills developing in areas like lighting and composition. Photoshop was utilized to create promotional images, improving skills in lighting and effects. Blogger documented the process. Facebook gathered feedback and research through surveys and focus groups. Twitter found contact details. An iPhone was used for research online and some filming due to size. Adobe Premier edited the video, improving editing techniques. MP3 imported audio. Slideshare and SurveyMonkey published work and gathered audience research online.
The document provides information about completing a case study on music video production. It is split into three tasks related to the purposes of music videos, styles and techniques of music video production, and analyzing three music videos. Notes are provided on illustrating points with images and examples from videos. Task 1 questions address the purposes of music videos in terms of sales, entertainment, identity and branding. It also discusses the use of synergy between artists and brands in music videos.
The document summarizes the responses to four evaluation questions about a media production project. It describes how the media product uses conventions of indie music videos but also challenges genres by including elements from pop music videos. Audience feedback helped the creator identify what worked in the video, such as certain visual effects, and what didn't, allowing improvements. A variety of media technologies were used throughout the project for filming, editing, research, and planning, including a Canon camera, iMovie, Photoshop, and Microsoft Word and Excel.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and artist/label strategies. Task 2 covers styles, techniques and conventions in music video production. Task 3 instructs the student to analyze a minimum of 3 music videos by an artist or genre, discussing style, intertextuality, camerawork, editing, genre conventions and critical approaches. The student is encouraged to include illustrative images and videos in their response.
I do not have enough context to summarize the full document. The document appears to provide guidance and questions for a case study analysis of music videos. It discusses purposes of music videos, strategies employed by artists and labels, and styles, techniques and conventions used in music video production. However, without answers provided to the questions, I cannot generate a meaningful high-level summary.
The document provides an evaluation of a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used and developed conventions of real media in their genre. Screenshots are included comparing elements from the project to conventions in other music videos, such as camera shots, locations, and the artist's portrayal. The CD cover design process and exploration of conventions from other albums in the genre are also described.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
This document provides an evaluation of Emma Richardson's media production project for OCR G234 Advanced Production. It includes an evaluation of how her media product used and developed conventions of real media forms. It discusses how effective the combination of her main product (a trailer) and ancillary texts (front cover, billboard) were. It covers what she learned from audience feedback and the various media technologies used during construction, research, planning and evaluation such as Adobe Premiere, Photoshop, Publisher, PowerPoint, YouTube and blogs.
This document contains a student's evaluation of their media production project for a course. It includes comparisons of the student's original media product (a soap opera trailer) to existing media products, how it develops and challenges conventions. The student discusses using title cards, lighting, close-ups, point-of-view shots and non-diegetic sound in their trailer. The student also explains their choice of the E4 television channel as the institutional context and how their billboard poster and trailer match E4's style. Audience feedback that informed the project and what was learned about media technologies like Adobe Premiere Elements and Photoshop is also summarized.
The document provides an evaluation of a student's media production work for their OCR G324 Advanced Production course. It analyzes the student's soap opera trailer in comparison to existing media products, discussing similarities and differences in techniques used as well as how conventions were developed or challenged. The student also discusses audience feedback received on their trailer, the effectiveness of combining their main product with ancillary texts, and the media technologies they learned to use throughout the course, including Adobe Premiere Elements, Photoshop, YouTube, and blogging platforms.
The document discusses the use of new media technologies in various stages of a project. It describes using the internet to research soap operas and advertisements for inspiration. It also details using online surveys and messaging apps for market research and team communication. Photo and page editing software like Adobe Premiere and PhotoPlus were used to edit videos, add filters and effects, and design print materials. Social media helped with team collaboration and receiving feedback.
There are significant differences between the preliminary and final magazine covers and contents pages produced by the student. The preliminary versions lacked professional structure and design conventions, using a basic color scheme and fonts. However, through creating the preliminary work, the student gained valuable experience with design software. For the final versions, the student researched professional magazines and incorporated conventions like skylines framing images and varied sell line sizes and placements. The main image was also improved, with higher quality photography, stereotypical poses and framing. Overall, the progression showed the student learning important layout and design skills to produce a magazine aligned with industry standards.
1) The document discusses the production of an opening sequence for an urban drama film by a student film group.
2) They based their work on conventions from films like Kidulthood, including the portrayal of troubled urban teenagers and the inclusion of weapons to set an ominous tone.
3) Problems in production included one group member not contributing, technical issues with equipment, and learning to use the Apple software and iMacs.
1) The document discusses the production of an opening sequence for an urban drama film by a student film group.
2) They based their work on conventions from films like Kidulthood, including the portrayal of troubled urban teenagers and the inclusion of weapons to set an atmosphere of danger.
3) Problems in production included one group member not contributing, technical issues with equipment, and learning to use the Apple software and iMacs required for the project.
1) The document discusses the production of an opening sequence for an urban drama film by a student film group.
2) They based their work on conventions from films like Kidulthood, including the portrayal of troubled urban teenagers and the inclusion of weapons to set an ominous tone.
3) Problems in production included one group member not contributing, technical issues with equipment, and learning to use the Apple software and iMacs.
The document describes how various media technologies were used at different stages of creating media products. Pinnacle video editing software was used to capture footage, add cuts and effects, and compile into a music video. Fireworks was used to design digital packaging like CD covers and posters by importing images and adding fonts and backgrounds. Microsoft Office programs like Word and PowerPoint were utilized for planning, research, and evaluation - Word for writing blog posts and spellchecking, and PowerPoint for tallying questionnaire results. Overall, a range of software was employed for construction, research, and evaluating the media projects.
G325 1a - Question 1a: Explain how your research and planning skills develope...Graveney School
The document discusses how the candidate's research and planning skills developed over time and contributed to their media production outcomes. In their Foundation Portfolio, they conducted semiotic analysis of music magazines and used quantitative and qualitative research methods like interviews and surveys to plan their own music magazine. For their Advanced Portfolio, they continued similar research methods and created storyboards and preliminary videos to plan their music video. The candidate reflects on improving their use of research between projects, developing a better understanding of planning techniques. Overall, their evolving research and planning skills helped improve the transition between projects and allowed for more efficient media production.
Question 4: How did you use media technologies in the construction and resea...kelseyhaslam
The document discusses various media technologies used at different stages of creating a media project. Nikon and Canon cameras were used to film footage, with skills developing in areas like lighting and composition. Photoshop was utilized to create promotional images, improving skills in lighting and effects. Blogger documented the process. Facebook gathered feedback and research through surveys and focus groups. Twitter found contact details. An iPhone was used for research online and some filming due to size. Adobe Premier edited the video, improving editing techniques. MP3 imported audio. Slideshare and SurveyMonkey published work and gathered audience research online.
The document provides information about completing a case study on music video production. It is split into three tasks related to the purposes of music videos, styles and techniques of music video production, and analyzing three music videos. Notes are provided on illustrating points with images and examples from videos. Task 1 questions address the purposes of music videos in terms of sales, entertainment, identity and branding. It also discusses the use of synergy between artists and brands in music videos.
The document summarizes the responses to four evaluation questions about a media production project. It describes how the media product uses conventions of indie music videos but also challenges genres by including elements from pop music videos. Audience feedback helped the creator identify what worked in the video, such as certain visual effects, and what didn't, allowing improvements. A variety of media technologies were used throughout the project for filming, editing, research, and planning, including a Canon camera, iMovie, Photoshop, and Microsoft Word and Excel.
The document provides guidance for completing a case study assignment on music video production. It is divided into 3 tasks. Task 1 addresses the purposes of music videos and artist/label strategies. Task 2 covers styles, techniques and conventions in music video production. Task 3 instructs the student to analyze a minimum of 3 music videos by an artist or genre, discussing style, intertextuality, camerawork, editing, genre conventions and critical approaches. The student is encouraged to include illustrative images and videos in their response.
I do not have enough context to summarize the full document. The document appears to provide guidance and questions for a case study analysis of music videos. It discusses purposes of music videos, strategies employed by artists and labels, and styles, techniques and conventions used in music video production. However, without answers provided to the questions, I cannot generate a meaningful high-level summary.
The document provides an evaluation of a media project involving a music video, CD cover design, and magazine advertisement created to promote an artist. It discusses how the products used and developed conventions of real media in their genre. Screenshots are included comparing elements from the project to conventions in other music videos, such as camera shots, locations, and the artist's portrayal. The CD cover design process and exploration of conventions from other albums in the genre are also described.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
This document provides an evaluation of Emma Richardson's media production project for OCR G234 Advanced Production. It includes an evaluation of how her media product used and developed conventions of real media forms. It discusses how effective the combination of her main product (a trailer) and ancillary texts (front cover, billboard) were. It covers what she learned from audience feedback and the various media technologies used during construction, research, planning and evaluation such as Adobe Premiere, Photoshop, Publisher, PowerPoint, YouTube and blogs.
This document contains a student's evaluation of their media production project for a course. It includes comparisons of the student's original media product (a soap opera trailer) to existing media products, how it develops and challenges conventions. The student discusses using title cards, lighting, close-ups, point-of-view shots and non-diegetic sound in their trailer. The student also explains their choice of the E4 television channel as the institutional context and how their billboard poster and trailer match E4's style. Audience feedback that informed the project and what was learned about media technologies like Adobe Premiere Elements and Photoshop is also summarized.
The document provides an evaluation of a student's media production work for their OCR G324 Advanced Production course. It analyzes the student's soap opera trailer in comparison to existing media products, discussing similarities and differences in techniques used as well as how conventions were developed or challenged. The student also discusses audience feedback received on their trailer, the effectiveness of combining their main product with ancillary texts, and the media technologies they learned to use throughout the course, including Adobe Premiere Elements, Photoshop, YouTube, and blogging platforms.
The document discusses the use of new media technologies in various stages of a project. It describes using the internet to research soap operas and advertisements for inspiration. It also details using online surveys and messaging apps for market research and team communication. Photo and page editing software like Adobe Premiere and PhotoPlus were used to edit videos, add filters and effects, and design print materials. Social media helped with team collaboration and receiving feedback.
There are significant differences between the preliminary and final magazine covers and contents pages produced by the student. The preliminary versions lacked professional structure and design conventions, using a basic color scheme and fonts. However, through creating the preliminary work, the student gained valuable experience with design software. For the final versions, the student researched professional magazines and incorporated conventions like skylines framing images and varied sell line sizes and placements. The main image was also improved, with higher quality photography, stereotypical poses and framing. Overall, the progression showed the student learning important layout and design skills to produce a magazine aligned with industry standards.
1) The document discusses the production of an opening sequence for an urban drama film by a student film group.
2) They based their work on conventions from films like Kidulthood, including the portrayal of troubled urban teenagers and the inclusion of weapons to set an ominous tone.
3) Problems in production included one group member not contributing, technical issues with equipment, and learning to use the Apple software and iMacs.
1) The document discusses the production of an opening sequence for an urban drama film by a student film group.
2) They based their work on conventions from films like Kidulthood, including the portrayal of troubled urban teenagers and the inclusion of weapons to set an atmosphere of danger.
3) Problems in production included one group member not contributing, technical issues with equipment, and learning to use the Apple software and iMacs required for the project.
1) The document discusses the production of an opening sequence for an urban drama film by a student film group.
2) They based their work on conventions from films like Kidulthood, including the portrayal of troubled urban teenagers and the inclusion of weapons to set an ominous tone.
3) Problems in production included one group member not contributing, technical issues with equipment, and learning to use the Apple software and iMacs.
The student's music video challenged conventions of indie music videos by not being performance-based or narrative-driven like other videos in the genre. It implemented some general music video conventions like relating the visuals to the music. For the digipak and advert, the student followed conventions like including track listings and logos to maintain professional standards. Audience feedback helped the student improve aspects like emphasizing lip syncing and adjusting a lyric length. The student documented the project using various technologies, including Blogger for planning and Prezi for presentations. Access to an iMac was important for video editing, research, and project construction.
The document discusses a student's media production project creating a soap opera trailer and ancillary marketing materials for BBC One. It includes a soap trailer uploaded to YouTube and a blog with planning documents and the final products. Questionnaires were used to gather information about the target audience which informed the creative work. Feedback indicated the trailer achieved clear narrative, target audience, and brand through music, mise-en-scene, and editing while maintaining realism, though could be improved further.
The document discusses a student's media production project creating a soap opera trailer and ancillary marketing materials for BBC One. It includes a soap trailer uploaded to YouTube and a blog with planning documents and the final products. Questionnaires were used to gather information about the target audience which informed the creative work. Feedback indicated the trailer achieved clear narrative, target audience, and brand through music, mise-en-scene, and editing while maintaining realism, though could be improved further.
The document summarizes the various media technologies used during the construction, research, planning and evaluation stages of creating a soap opera trailer and ancillary products. During construction, Adobe Premiere Elements was used to edit video clips, add transitions and embed a soundtrack. Research involved viewing existing soap operas, trailers and magazines online and using a video camera to film a practice scene. A blog was created to post and evaluate the finished project. Microsoft Publisher and Photoshop were also used to design ancillary products like a magazine cover and billboard.
The document summarizes the various media technologies used during the construction, research, planning and evaluation stages of creating a soap opera trailer and ancillary products. During construction, Adobe Premiere Elements was used to edit video clips, add transitions and embed a soundtrack. Research involved viewing existing soap operas, trailers and magazines online and using a video camera to film a practice scene. A blog was created to post and evaluate the project, and Microsoft Publisher was used to design ancillary products like a billboard and magazine cover. An audience survey provided feedback to improve the trailer.
The document discusses the evaluation of a group's music video project. It describes how the group researched similar music videos and bands to inform their choices. They focused on promoting the main character and London locations shown in the video through consistent purple coloring and imagery in ancillary materials. Feedback was gathered from teachers, family, and friends, but the most constructive criticism came from those less familiar with the group. The document also outlines how the group used resources like the internet for research, HD cameras for filming, and software like Final Cut Express and Photoshop to edit and design materials.
The document summarizes a student's evaluation of their group's media production project. It discusses how their opening sequence uses conventions of romantic comedy genres like titles and credits while also including some unique elements. Their use of music helps set the tone for different scenes. The project represents different social groups through characters' clothing, appearances and interactions. A distributor like Universal Studios or Screen East may be suitable given their interest in new talent. The target audience is females aged 14-22 as they most relate to the romantic comedy storyline and social commentary. Realistic aspects like locations and characters help address this audience. Through the project, the student learned skills in editing, planning, shooting and using technologies like Adobe Premiere Pro and blogs.
The document provides information about a marketing brief for Sunderland College. It includes details about the college such as its size, locations, and programs. It then discusses the target audience for a marketing campaign - young people aged 15-19. Finally, it outlines a draft video advert for the college, including storyboards, audience feedback, and notes on production and post-production. The goal of the video is to promote the college and encourage young people to choose it for further education.
The document discusses the evaluation of a group's music video project. It describes how the group researched similar music videos and band promotion strategies. They chose to follow conventions of a new band by promoting the main character and song storyline. Locations and color schemes were chosen to tie into the song and gain audience attention. Feedback was gathered through viewings and ratings of the full video and sections. Useful feedback came from their teacher while family and friends struggled to provide constructive criticism. The group learned the importance of getting feedback from a variety of people to improve their video.
This portfolio evaluates a two-minute opening film sequence produced by the author for their media studies coursework. They contributed to all aspects of production including acting, filming, editing, and choosing music. To attract their target audience of 15-25 year olds, they incorporated elements common to thriller genre films like low key lighting around the killer and a non-diegetic score to build tension. Feedback from test audiences confirmed the sequence successfully portrayed the genre and made them want to see more. Through this project, the author learned new filming, editing, and publishing skills they can apply to future media products.
The document discusses the development of a media project analyzing the Mr. Bean's Holiday movie. It explores techniques used to emphasize key story points and how conventions were challenged while keeping the narrative structure. The target audience is seen as teenagers and families due to the heartwarming character who faces adversity with hope. Tension and mystery are built through rushing music and blackouts to draw in viewers and increase the comic effect.
This document summarizes Ben Hubbard's media product, which is a romantic comedy (romcom) filmed at Christ Church college in Oxford. The romcom follows typical conventions of the genre, including having a dysfunctional female character, Claire. It challenges conventions by using Christ Church as a unique romantic setting not seen in other romcoms. The film represents young student social groups and aims to attract a 16-25 year old audience, particularly female viewers. Hubbard uses typical romcom title sequences and filming techniques to attract this target audience. He has learned video editing skills using iMovie and how to operate a camera despite challenges without a tripod. The final product shows improvements in sound quality, use of transitions, and background
1. OCR G324 Advanced production Woodall, Sam CAND. NO.3889 Aquinas college 33435 Shearwater Road
2.
3. The camera is zoomed into the phone more than the camera is zoomed into the necklace (this is so we can read the message on the phone).Similarity: -both are over the shoulder shots -both are in big close up -both are Inter textual shots
4. In what ways does your media product use, develop or challenge forms of real media products ? Similarity: -Both scenes are in two shot -Both male and female -Both are between a mid shot and medium close up Difference: The lighting in my product is much darker than the original and the Mise en scene is a dark red corridor unlike the naturally lighted school corridor in the original product. In my product both characters are much more casually dressed and the male and female characters have changed positions also. Subversion: -In my product The lighting is an unnatural dark shade creating a darker mood than the original product. -the subjects are stood further apart suggesting they do not trust each other unlike the original product where both subjects are stood unusually close. -My product is more medium close up whereas the original is more mid shot
5. In what ways does your media product use, develop or challenge forms of real media products ? Similarity: -The Mise en scene for both scenes feature a classroom -Both scenes are full of students -Both students are not paying attention to the work (in the original product the student is talking and in my product the student is texting) Difference: The original product is a more establishing shot whereas my product is more of a focused shot on the main subject (the girl texting). The lighting is brighter and more natural whereas the light in the original product is darker due to the shut curtains. The age of the students in my product are also much older than the students in the original product. Subversion: -The original product features younger students in a high school whereas my product features older students attending college. The camera in my product is more focused on the main subject whereas the original product is more establishing this is because there are 2 main subjects whereas my product is focused on only 1
6. In what ways does your media product use, develop or challenge forms of real media products ? Sound Sound: I wanted to use the soundtrack as a sub text and create a dark mood to my trailer, I chose the song ‘Don’t stand do close to me’ by the Police. The lyrics in the song describe the situation in my trailer therefore the song was appropriate. The song discusses the secret relationship between a teacher and student. Young teacher, the subject, of school girl fantasy She wants him so badly Knows what she wants to be Inside her there’s longing This girls an open page Book marking-she’s so close now This girl is half his age Don’t stand, don’t stand so Don’t stand so close to me Her friends are so jealous You know how bad girls get Sometimes it’s not so easy To be the teachers pet Temptation, frustration So bad it makes him cry Wet bus stop, she’s waiting His car is warm and dry Lyrics: Don’t stand, don’t stand so Don’t stand so close to me Loose talk in the classroom To hurt they try and try Strong words in the staffroom The accusations fly It’s no use, he sees her He starts to cough and shake Just like the old man in That book by Nabokov Don’t stand, don’t stand so Don’t stand so close to me
7. How effective is the combination of your main product and ancillary texts? Synergy Brand The last scene of my main product was filmed in a red corridor, similar to the same shade of red the BBC use, this was so that the red BBC ONE title card would fade in more smoothly. The Same font (gill sans mt)is used in my billboard product and the title card at the end of my main product. I used the same layout and same shade of red for my title card as the existing media product uses (walk on the wild side). The red BBC ONE logo is repeated in the bottom corner of my ancillary product
8. How effective is the combination of your main product and ancillary texts? Audience: Mode of address: Mode: The mode of my product is a generally formal one, the product is aimed at BBC ONE viewers therefore all products need to be formal and no use of slang or offensive terms etc. The age range for our soap would be anywhere between 15-35. In many ways our soap is similar to Waterloo road who aim there programme at a younger age range and is based around school life. Because of this it is easier for a younger audience to relate too our soap which is why it is our targeted age range. Locations: Most of our shots were filmed in a college with the exception of a couple of outdoor scenes. We filmed in corridors, classrooms and staircases with the students in the background of some scenes emphasizing the college environment our product is based around.
9. How effective is the combination of your main product and ancillary texts? Institution: The BBC ONE logo is the identity of the institution as it is instantly recognizable. The reason I chose to use the BBC as my institution is because of my products audience and viewing time. The BBC shows existing media products such as Waterloo road, Eastenders etc. These are existing media products that our soap can easily relate too therefore it was appropriate to use the BBC. The BBC ONE logo will also naturally attract the same demographic my media product is aimed towards. BBC ONE logo: -red and white -clear brand recognition -stands out from other institutions Genre: My media product is aimed towards both male and female genre with a primary target audience between 15 and 21 and a secondary audience of 21 - 35
10. How effective is the combination of your main product and ancillary texts? Even when creating my ancillary products I included the same theme of red and white. We took the photos for our ancillary products in the same red corridor as we filmed the end scene of the main product this is to create a similarity across all 3 products. Because the BBC ONE logo is red and white this is a further reason why it was appropriate.
16. Average studentI showed my final product to my media teacher in order to gain some audience feedback. The feedback was very positive and any criticisms were very constructive. Narrative is clear Genre is clear Clearly aimed at a young audience Constructive criticism: A further 2 students who viewed my trailer said that my soap is what they described as a ‘casual soap’ . They will watch it if it’s on, a soap you can dip and dip out of etc. -Needs more title cards -Chop more of the beginning and chop of the beginning of soundtrack (sounds too sinister) -Editing should pick up when drums kick in.
17. What have you learnt from your audience feedback ? Shearwater Road Waterloo Road Based around a school atmosphere Based around a college atmosphere Mondays at 7:00 Similar demographic Thursdays at 8:00 Both soap format Similar demographic
18. How did you use media technologies in the construction and research, planning and evaluation stages ? Construction: When creating my products I had to learn a variety of techniques in order to create my products. Along with the other persons in my group we had to learn how to work the camera correctly and learn about the different angles etc. We studied existing soaps and imitated similar camera angles they use. I also had to learn how to use adobe premier elements in order to upload and edit my media product. It was important I learnt how to use adobe correctly as this is where all the construction would take place. I got to know how to use adobe through my planning and previous tasks. These included my comic strip and the 15 second scene from Eastenders. During the construction I learned how to: -Upload and import clips from my camera -Import sound and audio -Import Jpeg images -add transitions and titles and much more
19. How did you use media technologies in the construction and research, planning and evaluation stages ? Construction In order to get the clips from the cameras memory card into adobe I had to go through several stages. The first stage was putting the memory card into a card reader and uploading the clips on to my computer. Next I saved all my clips to an external hard drive so I always had them at hand. The next stage was to import the clips from the hard drive into adobe. To do this I went to ‘get media’ in adobe elements, found the clips and imported them into adobe. Get media
20. How did you use media technologies in the construction and research, planning and evaluation stages ? Sound To include my soundtrack I had to take the song, convert it to an mp3 file and import it into adobe, to do this I had to go through several processes. I used a YouTube to mp3 converter I found on the internet I then copied and pasted the URL of the YouTube video in the bar provided and clicked enter to start converting the video.
21. How did you use media technologies in the construction and research, planning and evaluation stages ? Sound When the video finished converting I downloaded the MP3 and saved it to my files. The final process was to import the song into adobe elements. I imported the song the same way I imported the clips and BBC title card through the ‘get media’ tool.
22. How did you use media technologies in the construction and research, planning and evaluation stages ? Sound The final stage included dropping the soundtrack into the right place so it would fit around my trailer. I also adjusted the levels of sound at particular points in order to hear the scenes with dialogue. The way I managed to dip the volume of the song up and down was with the little white marker dots you can see scattered along the yellow line. They allowed me to take any moment in the song and adjust the sound level. To create the white marker dots I held the mouse over the yellow and pressed ctrl .
23. How did you use media technologies in the construction and research, planning and evaluation stages ? Planning I did all my planning in the format of an online blog. This is where I uploaded my first attempts at filming and evaluated them. The first attempt I made at filming was a comic strip where I did a voice over. The second attempt at filming was the short reconstruction of an east enders clip. In these attempts it allowed to practice with the camera and get to know how to use adobe elements 8 it came to creating my final product. I also uploaded another two existing soap trailers which I analysed and took inspiration from when creating my own products.
24. How did you use media technologies in the construction and research, planning and evaluation stages ? Evaluation The evaluation (this presentation) has been made on Microsoft power point. Using this advanced software it has allowed me to create an interesting and a more well presented evaluation. Otherwise my evaluation would have been in the form of an essay which would have been more time consuming and would lack the elements in my power point such as screen shots, imagery and fonts etc. I had previous experience with www.blogger.com when creating my preliminary task and planning. Adobe allows me to directly upload any video on to YouTube which I then embedded into my blog.