Final Post
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The author discusses completing a video project for a research and planning blog deadline. They filmed over multiple days and edited the footage together, feeling confident in using editing software. They worked with others to find fitting music for different scenes. Through the project, the author learned about teen films and filmmaking techniques. They also explored different ways of presenting media through blog posts, such as using animated and interactive formats.
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Preliminary task evaluation frankie sims
The group recreated Britney Spears' "Hit Me Baby One More Time" music video with three different actors portraying Britney. This twist worked well and avoided finding an exact lookalike. The school setting matched the original video. Shots copying the original, like dancing in the corridor, worked well. Lip syncing was difficult with inexperienced actors and lighting challenges in corridors. The low-quality cameras and lack of a bell/clock audio also reduced the video quality. In the future, the group will rehearse dances more, use higher-quality cameras, and focus on lip syncing skills.
Opening credits evaluation
The student created their first horror film opening credits sequence with a classmate. They storyboarded and planned the project, then filmed themselves as actors using limited props and costumes within the time constraints. Though new to filmmaking, they struggled but persevered to complete footage and edit it together in Final Cut Pro. They downloaded music from YouTube and finished the project on time. While proud of their accomplishment with the short timeline, they felt more planning and use of additional actors/props could improve it if given more time. Overall, they enjoyed the creative process of making their opening sequence video.
Britney Spears Replica Evaluation
The student analyzed the original Britney Spears music video by breaking down each shot and camera angle. They recreated the video at their school to match the original setting. They organized classmates as extras and dancers. The student took on the role of filming and organizing shots to match the original. Working in a group allowed for feedback between takes but caused challenges with timing shots and preventing laughter. When editing in Premiere Pro, the student learned skills like reversing clips and changing pace through online tutorials. Creating the video was difficult due to syncing clips and maintaining consistent lighting. Multiple retakes and editing multiple clips together would have improved the final product.
Ig3 music video_production_diary_template
The document is a production diary for a student's music video assignment. It provides weekly summaries of the student's progress filming and editing footage for the video. In the first few weeks, the student filmed people in Manchester city center but had difficulty finding participants. They then filmed around their college, which was easier since they knew more students. During editing, one group member left the project, requiring a rewrite of the storyboard and filming additional scenes at a classmate's house. The student then spent weeks editing the footage in Premiere Pro, adding effects and trimming clips to sync with the song. They ultimately finished and rendered the final video to upload online, completing their assignment.
Transition Project Evaluation
Our task was to create an exact copy of the first minute of a music video. We chose the song "In The Sun" by "She & Him" due to the cheerful style and school setting making locations easy. We experienced problems like losing footage, uncooperative actors, and continuity issues with changing dancers. However, we learned new filming, editing, and pacing skills for music videos. Fast cuts and constant movement are needed to keep the audience engaged throughout. Planning and having cooperative actors is also important for high quality results.
Audience feedback- Jumana Ismail
The document discusses audience feedback received after screening a student film project. It provides the results of a questionnaire completed by 16 audience members. Overall, the majority understood the storyline, felt it was clear it was an opening scene, identified the genre as horror, and thought the sound worked well with the images. However, some did not understand the storyline or feel it was clearly an opening. As a result, the filmmakers decided to make some changes like adding another character, using an aerial shot for the opening, and changing the titles to be more appealing and match the horror genre. The feedback helped the filmmakers recognize flaws and improve their film through editing techniques.
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The document provides location recces and risk assessments for filming various scenes of a student film. Locations include Sandbanks beach, a golf field, a forest, a science room, school gates, a street, and a dining room. Potential hazards are identified for each location such as slipping, tripping, electrocution, and getting hit by cars or golf balls. Risk mitigation strategies are proposed like being careful where walking, not touching electrical pylons, looking before crossing roads, and paying attention during golf shots. Floor plans are made for shooting a poker scene to show camera movements. Signed permission slips are also mentioned.
Production Days
Ellie Latham documents her group's four days of filming for their music video production. On day one, they filmed the lead singer in front of a simple brick wall at a village hall. Day two involved filming in Bristol, including shots of the singer on top of a parking garage and in a bear pit, as well as filming local skateboarders. Day three consisted of setting up a time lapse camera in a shopping center. Day four had them film a friend dancing at their school. Later pick-up shots were taken at a house and lake to fill remaining gaps in footage.
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Ig3 music video_production_diary_template
The document is a production diary for a student's music video assignment. It provides weekly summaries of the student's progress filming and editing footage for the video. In the first few weeks, the student filmed people in Manchester city center but had difficulty finding participants. They then filmed around their college, which was easier since they knew more students. During editing, one group member left the project, requiring a rewrite of the storyboard and filming additional scenes at a classmate's house. The student then spent weeks editing the footage in Premiere Pro, adding effects and trimming clips to sync with the song. They ultimately finished and rendered the final video to upload online, completing their assignment.
Transition Project Evaluation
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Lo2
The document provides location recces and risk assessments for filming various scenes of a student film. Locations include Sandbanks beach, a golf field, a forest, a science room, school gates, a street, and a dining room. Potential hazards are identified for each location such as slipping, tripping, electrocution, and getting hit by cars or golf balls. Risk mitigation strategies are proposed like being careful where walking, not touching electrical pylons, looking before crossing roads, and paying attention during golf shots. Floor plans are made for shooting a poker scene to show camera movements. Signed permission slips are also mentioned.
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Evaluation question 4 part 1
Evaluation Question 4: How did you use new media technologies in the construction and research, planning and evaluation stages?
Task 5
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Task 5
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Question one camera shots ect 2
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Evaluation
The group chose the song "Barbie Girl" because they thought they could create an original conceptual video for it. They gathered props from friends and family and took turns filming, directing, and sorting props so they could identify their strengths and weaknesses. The student did most of the directing, one member sorted props, and another took most photos. They worked well as a team, listening to each other's ideas, making group decisions, and helping each other improve skills.
Question 7 evaluation media
The student learned several important lessons about filmmaking from their preliminary task that helped improve their full product. They gained experience with different types of shots and how framing can enhance a scene. Their shot quality improved with a stronger tripod. Editing techniques like pacing and shot transitions became stronger. They incorporated appropriate sounds and music to set the tone. Working as a cohesive group with clear roles and organization was key to their success. Planning through storyboards and deadlines kept them on track to complete a high quality two-minute opening sequence.
Q1
The document provides details about the planning and research process for a final music video production. It discusses researching existing pop music videos from artists like Cheryl Cole, Little Mix, and Katy Perry to understand conventions. Elements like costumes, locations, lighting, and editing techniques were analyzed. A questionnaire was used to determine the target demographic of 15-19 year olds. Storyboarding and test screenings helped finalize ideas. Costumes and props were chosen to fit the narrative and autumn season. Filming involved using different shot types from the storyboard, though some shots were altered for pacing.
Evaluation question 4
1) The student researched music videos using secondary sources like Wikipedia and online articles. They watched existing music videos on YouTube for inspiration.
2) In planning, the student listened to the song and took location photos, though mostly used paper for planning.
3) In construction, they filmed drafts using a DSLR and iPhone, and used a drama studio with professional lights and a projector. They edited in Final Cut Pro, adding effects and color matching. Photoshop removed a green screen.
q4 evaluation
The student used various media technologies throughout the construction, research, planning and evaluation of their music video project. They used the internet extensively for research on YouTube, Wikipedia and their school's website. They also used Google Images, Blogger, and their smartphone to upload research. Video editing software like iMovie, Final Cut Express, and Photoshop were used to construct and edit the video.
Progression from preliminary task
The document discusses the learning and improvements from the author's preliminary media task to their full media product. Some of the key areas of growth include:
- Improved skills in titles, camera use, editing, use of music, and understanding audience and genre conventions.
- Better planning, time management, communication, and understanding of assignment requirements.
- More advanced use of technologies like Prezi, After Effects, and awareness of factors like permissions and copyright.
- Stronger consideration of elements like mise-en-scene, continuity, and how these influence the audience experience.
Task 4 critical reflection
The secondary research conducted by Thaddeus and his group provided extremely useful information for their documentary on the death penalty. They found a website with 38 interesting facts, including that at least 1 in 25 people sentenced to death are innocent. Their pre-production was also helpful, including creating a script, questions, and a detailed production schedule. The filming went well due to the planning, and they obtained 6 interviews. However, some of the camera shots were shaky and the audio/lighting quality varied. Upon receiving feedback, areas for improvement included fixing the audio levels, lighting, and using a tripod.
Trailer Analysis
The document summarizes feedback from test audiences who viewed the filmmakers' horror trailer. Key findings include:
- Audiences enjoyed the editing, sound design, camera work, and pacing of the trailer. They found it suspenseful and engaging.
- The scariest parts were the jump scare at the end and scenes involving the ghost character Rose.
- Test audiences could infer details about the film's plot and characters from the trailer, and recognized conventions of both the horror and trailer genres.
- Overall, the trailer received mainly positive ratings of 4-5 stars for its sound, visuals, locations, and characters.
How did I use media technologies in the contruction,and research and evaluati...
This document summarizes how the author used various media technologies throughout their research, construction, and evaluation stages of creating a music video project. In the research stage, they relied heavily on internet searches using Google to find information on their chosen artist. YouTube was also used to compare other music videos. During construction, they used flip cameras and iPhone cameras to record footage at various locations. A professional camera was also used to capture higher quality footage. Final Cut Pro was utilized to edit all the footage together. For evaluation and ancillary work, tools like Photoshop, Facebook, and PowerPoint were employed to create a digipak, advertisement, and presentation evaluating the entire process.
Evaluation question 3
The student used various media technologies in the planning, filming, and editing stages of creating a music video.
They tested different cameras and decided to use a Nikon D5100 due to its lighter weight and better image quality compared to a JVC camera. They shot footage from various angles and distances using techniques like tracking and tripods.
Final Cut Pro was used to edit the video, applying effects like slow motion and filters. Footage was matched to the beat of the music. The student's phone was also utilized to take behind-the-scenes photos and videos, and check weather conditions.
YouTube, music blogs and websites provided inspiration and helped develop their style. Blogger hosted research and planning
Music video evaluation amad
- The document outlines Walidul Amad Islam's process for creating a music video for class. He chose an R&B/pop song featuring Chris Brown, Lil Wayne, and French Montana and aimed to create unique editing and effects.
- His target audience was fans of those artists, primarily males attracted to the song's lyrics and dance scenes. He sought to use common music video conventions like different shots, camera movement, costumes, lighting, and transitions.
- The pre-production went well with scheduling, storyboarding, and location planning. Though filming took longer than planned, the footage turned out well. Editing was lengthy but color correction improved darker clips.
- The finished video differed from the planned
Evaluation question six
The document discusses various filming, editing, and presentation technologies used for a student media project. A tripod was essential for steady shots during filming. The original storyboard guided editing in Premiere Pro, though the software had issues with saving work and handling many clips. Non-diegetic folk music from "Birds are Indie" was chosen to fit the film's atmosphere. Wordpress and Prezi were used to create an engaging blog, and websites like IMDb and Film4 provided research on indie dramas through full information and clips.
Creative critical reflection 2
The document summarizes the criteria reflection for an opening action film sequence created by Manoli Yammine. The sequence was aimed at attracting young men ages 15-30 who enjoy action and adventure. Feedback was gathered through surveys to understand different audience perspectives. Key elements like costumes, settings, fast-paced music and a car chase scene were used to clearly identify the genre and keep the audience engaged. Additional action scenes and background music were later added based on audience feedback to better convey the film was an action genre.
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Final Post
- 1. Final Post By Tarun Verma
- 2. Today is the deadline for the research and planning blog. This day seemed like it would never come but finally it has, we finished the video on Wednesday and I saved it onto our hard drive. The final film opening looks really cool, the music and sounds really add to the action happening and the titles make it look very professional, even though it was made by 3 AS students.
- 3. This part of the project has taught me a lot. Firstly, I learnt a huge amount of stuff about teen films, from how they are made to who they attract. Whilst filming I learnt so many tips such as shooting at different angles and using different equipment such as tripod and fig rig. There were some challenges like public walking into our shots and the weather changing on different days, but we managed to overcome these problems with early planning.
- 4. When it came to editing, I felt really confident in doing it as I had used final cut pro a number of times and knew pretty much most of the stuff and this gave me a real boost in making our film look really good. We had amazing shots and this really helped in editing as I had a variety of shots and angles to choose from. Kris and Shannon did a good job of finding music that really suited our film, both for the 'good girl' scene and for the 'possessed girl' scene.
- 5. Blogging was really fun as I managed to learn lots of different ways to present media, this ranged from Prezi, slideshare, slid.es, which are used instead of a boring presentation and also I used Voki, PowToon which are more animated and make it really fun to watch and listen to what i'm presenting.
- 6. Blogging was really fun as I managed to learn lots of different ways to present media, this ranged from Prezi, slideshare, slid.es, which are used instead of a boring presentation and also I used Voki, PowToon which are more animated and make it really fun to watch and listen to what i'm presenting.