Fmp production log_13
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The document is a production log for a student's final major project creating a game design for a creative media course. It details the student's progress over several months, including researching sound recording techniques, borrowing equipment to record sound effects, scheduling and delivering a pitch, and adding finishing touches before submitting the final project. The student worked on planning sound assets needed, recording audio samples, syncing sounds to video, and responded to feedback by further expanding different tasks in the blog.
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Fmp production log_12
The document is a production log for a student's final major project creating a game for a BTEC Level 3 Extended Diploma in Creative Media Production. It details the student's progress over several months, including researching sound recording techniques, borrowing equipment to record sound effects, scheduling and rescheduling a pitch, editing sounds, syncing audio to video, and receiving feedback to improve the project. The student worked on planning sound assets needed, explained the sound acquisition process, and reflected on lessons learned from the project.
Fmp production log_11
The document is a production log for a student's final major project creating a game for a creative media course. It outlines the student's progress over several months, including researching sound recording techniques, acquiring footage and sound effects, editing assets, delaying and rescheduling a pitch, and adding finishing touches before submitting the final project and blog work. The student borrowed college recording equipment, sent emails to game developers, recorded ambient sounds, synced audio and video, and created additional tutorial videos to demonstrate their process.
Fmp production log_10
Macauley Kavanagh created a production log for their final major project creating a game design for a creative media production course. The log documents research conducted on sound recording techniques and acquiring free sound effects online. It also notes scheduling and rescheduling a pitch for the project, issues encountered with video formatting, editing recorded sounds, syncing audio to video, and completing additional recording and final tasks before the project deadline.
Music video progress
This document discusses the student's progress on their music video coursework. It mentions that the student has been neglecting their blog but is now working to bring it up to date. This includes adding production logs and converting past work into different multimedia formats. The student finds it easier to upload from the blogging app on their phone.
The document then outlines remaining tasks like a filming/editing schedule and digipak planning. It notes some tasks are already completed but will be converted to different formats. Research documents and drafts have been uploaded. Additional materials like a 1950s hair tutorial have also been shared.
The music video concept of contrasting a 1950s performance and modern day is introduced. Next steps include final
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The document is a production log detailing the creation of a video interview with the creator's grandmother. It describes creating parallax animations and intro/outro sequences in After Effects. On October 16th, the creator recorded the interview with their grandmother who was initially nervous but calmed down. Over subsequent days, the creator edited the footage, adding animations and smoothing transitions. They created credits and an outro using family photos. Later adjustments included changing shot distances and fixing audio levels to fit the background music. The creator reviewed and extended sections to slow the pace before finalizing and submitting the video.
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The document discusses the student's use of various media technologies throughout the construction, research, planning, and evaluation of their A2 media project. WordPress was used from the start for blogging and capturing their process. During research and planning, WordPress allowed uploading research like lyric analysis. YouTube provided examples of music videos to understand conventions. Google was used for research on copyright and techniques. Footage was captured with an iPhone 5S and Canon 70D. Premier Elements and Photoshop were used to edit the music video, with Photoshop enhancing low-light footage. SlideShare was utilized for presenting evaluations.
How did you use media technologies in the
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Mv process log form 2020
This document summarizes the production process for a music video. It tracks the filming and editing stages. For filming, footage was captured but the actor later had to self-isolate due to COVID, requiring additional pickup shots. Locations worked well overall despite some technical issues. The actor was comfortable after practice. Planning helped structure the process. For editing, effects like a VHS filter were added and transitions experimented with. Problems included the actor's absence and balancing effect levels. Overall the editor learned skills like adding effects, adapting to challenges, and understanding Premier Pro through experimentation and tutorials.
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Fmp production log_12
The document is a production log for a student's final major project creating a game for a BTEC Level 3 Extended Diploma in Creative Media Production. It details the student's progress over several months, including researching sound recording techniques, borrowing equipment to record sound effects, scheduling and rescheduling a pitch, editing sounds, syncing audio to video, and receiving feedback to improve the project. The student worked on planning sound assets needed, explained the sound acquisition process, and reflected on lessons learned from the project.
Fmp production log_11
The document is a production log for a student's final major project creating a game for a creative media course. It outlines the student's progress over several months, including researching sound recording techniques, acquiring footage and sound effects, editing assets, delaying and rescheduling a pitch, and adding finishing touches before submitting the final project and blog work. The student borrowed college recording equipment, sent emails to game developers, recorded ambient sounds, synced audio and video, and created additional tutorial videos to demonstrate their process.
Fmp production log_10
Macauley Kavanagh created a production log for their final major project creating a game design for a creative media production course. The log documents research conducted on sound recording techniques and acquiring free sound effects online. It also notes scheduling and rescheduling a pitch for the project, issues encountered with video formatting, editing recorded sounds, syncing audio to video, and completing additional recording and final tasks before the project deadline.
Music video progress
This document discusses the student's progress on their music video coursework. It mentions that the student has been neglecting their blog but is now working to bring it up to date. This includes adding production logs and converting past work into different multimedia formats. The student finds it easier to upload from the blogging app on their phone.
The document then outlines remaining tasks like a filming/editing schedule and digipak planning. It notes some tasks are already completed but will be converted to different formats. Research documents and drafts have been uploaded. Additional materials like a 1950s hair tutorial have also been shared.
The music video concept of contrasting a 1950s performance and modern day is introduced. Next steps include final
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The document is a production log detailing the creation of a video interview with the creator's grandmother. It describes creating parallax animations and intro/outro sequences in After Effects. On October 16th, the creator recorded the interview with their grandmother who was initially nervous but calmed down. Over subsequent days, the creator edited the footage, adding animations and smoothing transitions. They created credits and an outro using family photos. Later adjustments included changing shot distances and fixing audio levels to fit the background music. The creator reviewed and extended sections to slow the pace before finalizing and submitting the video.
A2 Media Question
The document discusses the student's use of various media technologies throughout the construction, research, planning, and evaluation of their A2 media project. WordPress was used from the start for blogging and capturing their process. During research and planning, WordPress allowed uploading research like lyric analysis. YouTube provided examples of music videos to understand conventions. Google was used for research on copyright and techniques. Footage was captured with an iPhone 5S and Canon 70D. Premier Elements and Photoshop were used to edit the music video, with Photoshop enhancing low-light footage. SlideShare was utilized for presenting evaluations.
How did you use media technologies in the
The document discusses the various media technologies and programs the author used for planning, research, and construction of their short film project. They used their computer and phone for initial research, YouTube to view other short films for inspiration, Blogger to document their research findings, iTunes to store and research music, their Nikon camera for filming, a tripod, iMovie for editing, and Photoshop for ancillary tasks like a magazine article and poster. The main problem encountered was setting the camera ISO too high, resulting in grainy footage. Blogger was also limited as it couldn't upload videos or slideshows without an external program. Additionally, permissions issues prevented uploading the finished film to YouTube publicly.
Mv process log form 2020
This document summarizes the production process for a music video. It tracks the filming and editing stages. For filming, footage was captured but the actor later had to self-isolate due to COVID, requiring additional pickup shots. Locations worked well overall despite some technical issues. The actor was comfortable after practice. Planning helped structure the process. For editing, effects like a VHS filter were added and transitions experimented with. Problems included the actor's absence and balancing effect levels. Overall the editor learned skills like adding effects, adapting to challenges, and understanding Premier Pro through experimentation and tutorials.
Evaluation question 4
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a media coursework project. Technologies used included Blogger, YouTube, cameras, iMovie, Photoshop, Prezi, and external hard drives for backing up files. Blogger was used to create a blog to log progress, YouTube was heavily used for research, and cameras, iMovie and Photoshop were utilized for filming, editing and creating ancillary materials for a music video project. Skills such as embedding YouTube videos, editing shots to music, and manipulating layered images in Photoshop were developed through this project.
HA4 Production Log 2
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Fmp evaluation
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Planning strengths were detailed equipment lists and schedules. During production, time was well-managed by completing filming during holidays and sticking to schedules. Peer feedback noted strengths like visual effects and editing but suggested improving video quality, using transitions, and getting more complex shots. The evaluation identifies areas for improvement like making research and planning more targeted and contingency planning.
Question 6evaluation
The document discusses Lucy Elliott's experience using various software and tools for a school project. It summarizes that Final Cut Express, YouTube, Garage Band, Blogger, and the school camera each had benefits and limitations. Final Cut Express allowed editing but was difficult to learn initially. YouTube provided tutorials and inspiration but lacked copyrighted content. Garage Band enabled custom music but required assistance. Blogger organized files but uploads became disorganized. The camera captured quality images when settings were correct. The key lessons were to save regularly, explore all features, and watch tutorials to improve skills and outputs.
Evauation Question 4 for media A level
The document discusses the various technologies used to create a music video. A Canon EOS 600D camera was used for primary filming, along with a tripod to avoid shaky shots. Additional shots were later added using an iPhone camera. Final Cut Pro was used for editing, taking advantage of features like fades and speed/motion adjustments. Microsoft Word was used to create a promotional advert. Secondary research involved sources like MediaMagazine and articles on music video trends. YouTube was used both for research and sharing the completed video for feedback.
Production Reflection mv 2018
This document contains a student's weekly reflections on their process of creating a music video production over 5 weeks. In week 1, the student researched music video techniques on YouTube and began planning shots and lighting. In week 2, they took screenshots of inspirational videos and experimented with filming techniques. In week 3, the student fell behind due to illness but began pre-production. In week 4, they began filming and editing. In week 5, they finished filming, editing, and uploaded their final music video along with all their planning documents.
Evaluation question 6
The document discusses the various technologies used by Sophie Bennett in constructing her film project. She used Mac computers for research, editing, and evaluation. A Nikon D3200 camera was used for filming due to her experience with it. A dolly and tripod were employed to achieve steady shots. Premiere Pro was utilized for editing clips, audio, and putting the film together. PowerPoint, YouTube, Google, Prezi, SlideShare, and Blogger were also leveraged at different stages of the process for tasks like research, presentation, and organization. Experience and practice with the technologies facilitated their effective use in completing the film.
Production log
This production log documents Sarah Murray's process of creating an advertisement video for a fictional product called Elyts Products from initial research through filming and editing. Key events included researching advertisement techniques and codes, creating a detailed storyboard, filming outdoor shots that were delayed by weather, editing the video in Adobe Premier Pro, and receiving positive feedback after uploading the finished video to YouTube. The log provides a comprehensive overview of the steps Sarah took from early planning through completion of her creative media project.
Swot analysis
This document contains a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of a preliminary music video project. Some strengths identified include being comfortable performing on camera and enjoying it, as well as getting familiar with video editing software. Weaknesses include feeling awkward during performances and a lack of shot variation. Weather and equipment quality posed threats. Opportunities include further developing skills and finding a unique style.
Fmp process log
In this process log, the document summarizes 4 weeks of work editing a music video. Week 1 involved recording footage for the chorus and random b-roll shots. Week 2 focused on additional footage capture and beginning editing. Week 3 saw the editor adding animations and effects like distorted faces. Week 4 was spent fine-tuning transitions, overlays, and finishing touches to create a cohesive final product.
6. production reflection
Thomas created a video game for his final major project. He began by planning the game, a platformer, and conducting research on similar games. Thomas created experiments in Photoshop to practice animations for the game. After finishing proposals and planning, Thomas created backgrounds for a city-themed level over 85% complete. Issues arose with sprites, but were resolved. Menus and level animations were finished. Thomas added music and sound effects created in BeepBox, though felt the music was rushed. Box art creation was not completed due to time spent on sound.
3. production experiments(4)
The document describes the processes used in creating a podcast. It discusses recording audio clips using audio recorders and phones, developing a list of discussion topics to keep the conversation fluent, and editing the final piece using Adobe Premiere Pro by adding royalty free music, cutting clips, and exporting as an MP3 file. The reflection notes that Adobe Premiere Pro and royalty free music will be included in the final product for efficient editing and to avoid copyright infringement.
Evaluation 4
The student used various media technologies throughout their music video project. They filmed footage using a Sony HD video camera and tripod, then edited the footage using Final Cut Pro software. Effects like superimposition and fading were applied to add emotion. Publisher software was used to create authentic looking ancillary products like a digipack and CD advert. A blog documented the entire project, allowing inclusion of videos, images, and PowerPoints from sites like YouTube and SlideShare. Some issues arose like blogger being blocked initially and a broken laptop limiting blog updates.
Reflecton
In the first week, the document's author worked on familiarizing themselves with Adobe Premier Pro for editing video clips they had shot around their local area. They also watched videos by graffiti artists to help plan their own editing style and shot types. For the next week, they planned to work on sound design and music, and get additional important shots to make future lessons more productive.
In the second week, the author downloaded and organized their video clips. They realized they were missing some planned voice recordings but made a script and plan to record them. They also started planning music to include.
In the third and final week before the deadline, the author made progress adding clips and creative edits. They completed their interview
Problem solving (final)
The document discusses various technical and theoretical problems the student may face during their final major project (FMP) involving creating a fanzine. On the technical side, they discuss issues like backing up work, working from home with outdated software, storage space on memory sticks, and ensuring software works properly. Theoretically, they consider problems like weather impacting photos, meeting production deadlines, costs of professional printing, and conducting interviews during COVID-19 restrictions. They propose solutions like frequent backups, using college resources, clearing storage, and online interviews. Overall, the document shows the student is carefully considering potential issues and ways to avoid or address problems during their FMP work.
Iain fmp evaluation
Joe Hayes created a music video for his Final Major Project. He chose to do a music video because he received his highest grade and most enjoyment from one in his first year. Joe researched other music videos in the genre to generate ideas and decided on fast paced scenes and popular branding. Joe filmed at various locations and pieced the clips together in Adobe Premiere Pro, realizing he needed more shots to fill the song's timeline. After getting additional footage and upgrading camera quality, Joe added editing techniques in After Effects before exporting back to Premiere Pro. Joe received mixed feedback but was happy with accomplishing his goal of creating a humorous video for his target audience.
Question 6 evaluation
Lucy Elliott evaluated various software and tools used in creating a video opening sequence for a class project. Final Cut Express allowed for easy editing and customization but had a difficult learning curve. YouTube provided tutorial videos for Final Cut Express and ideas for the opening sequence, but copyright prevented using its media. Garage Band enabled custom music creation but was challenging to learn. Blogger offered a neat, organized way to compile the project work online. The camera captured clear, steady shots but sometimes had interface issues that required retakes.
Music video final edit evaluation
1) The document discusses the assignments for a music video production class, including pre-production, filming, and editing.
2) It describes completing pre-production for a concept music video, then working in a group to film their music video by completing tasks like storyboarding, risk assessments, and a production schedule.
3) Issues like some out of focus footage and lighting errors during filming were addressed by re-shooting scenes, and the editing process involved adjusting timing of clips, adding transitions, and using effects like black and white to create a fast-paced video within the short song length.
Ict diary entry
Annabelle Cullinane completed several lessons on designing a CD album cover for the genre of disco music. In her lessons, she brainstormed ideas, created a mood board, learned Photoshop skills like adding textures and effects, researched tutorial techniques, and started designing her album cover using the skills and ideas developed in prior lessons. Her next steps were to continue improving and finishing her album cover design.
Task 8 evaluation
The student created a short trailer for an upcoming expansion to the game Team Fortress 2 as their final major project. They conducted research by speaking to friends and forum members, then developed storyboards and ideas. Rendering and editing the animation clips together took several weeks. The student learned new skills in animation software and enjoyed the challenge, though they wished they could have included more characters and made the trailer longer.
Fmp production log_09
Macauley Kavanagh is creating a final major project for their BTEC Level 3 Extended Diploma in Creative Media Production in Games Design. Over several months, Macauley researched sound recording techniques, decided on a cut scene, borrowed college sound recording equipment, researched target audience statistics, acquired video footage, sent emails to game development companies, recorded sound effects, and edited sounds to sync with video footage, in preparation for their pitch which was rescheduled multiple times and will take place on March 14th, 2014.
Fmp production log_08
Macauley Kavanagh is creating a final major project for a BTEC Level 3 Extended Diploma in Creative Media Production in Games Design. Over several months, Macauley researched sound recording techniques, communicated with game developers, borrowed college sound recording equipment, edited sound effects, and synced audio to video footage, despite delays from illness and issues with file formats. The pitch for the project was rescheduled twice and is now scheduled for March 14th, 2014.
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Evaluation question 4
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a media coursework project. Technologies used included Blogger, YouTube, cameras, iMovie, Photoshop, Prezi, and external hard drives for backing up files. Blogger was used to create a blog to log progress, YouTube was heavily used for research, and cameras, iMovie and Photoshop were utilized for filming, editing and creating ancillary materials for a music video project. Skills such as embedding YouTube videos, editing shots to music, and manipulating layered images in Photoshop were developed through this project.
HA4 Production Log 2
This production log documents Sarah Murray's process for creating an advertisement video for a fictional product called Elyts Products as part of her BTEC course. It involved extensive research on advertising techniques and conventions. Sarah then created storyboards and conducted pre-production planning. Filming took place over two weeks due to weather delays. Editing in Adobe Premier Pro involved cutting footage to sync with the chosen song. The finished 30-second video was uploaded to YouTube and received positive feedback.
Fmp evaluation
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Planning strengths were detailed equipment lists and schedules. During production, time was well-managed by completing filming during holidays and sticking to schedules. Peer feedback noted strengths like visual effects and editing but suggested improving video quality, using transitions, and getting more complex shots. The evaluation identifies areas for improvement like making research and planning more targeted and contingency planning.
Question 6evaluation
The document discusses Lucy Elliott's experience using various software and tools for a school project. It summarizes that Final Cut Express, YouTube, Garage Band, Blogger, and the school camera each had benefits and limitations. Final Cut Express allowed editing but was difficult to learn initially. YouTube provided tutorials and inspiration but lacked copyrighted content. Garage Band enabled custom music but required assistance. Blogger organized files but uploads became disorganized. The camera captured quality images when settings were correct. The key lessons were to save regularly, explore all features, and watch tutorials to improve skills and outputs.
Evauation Question 4 for media A level
The document discusses the various technologies used to create a music video. A Canon EOS 600D camera was used for primary filming, along with a tripod to avoid shaky shots. Additional shots were later added using an iPhone camera. Final Cut Pro was used for editing, taking advantage of features like fades and speed/motion adjustments. Microsoft Word was used to create a promotional advert. Secondary research involved sources like MediaMagazine and articles on music video trends. YouTube was used both for research and sharing the completed video for feedback.
Production Reflection mv 2018
This document contains a student's weekly reflections on their process of creating a music video production over 5 weeks. In week 1, the student researched music video techniques on YouTube and began planning shots and lighting. In week 2, they took screenshots of inspirational videos and experimented with filming techniques. In week 3, the student fell behind due to illness but began pre-production. In week 4, they began filming and editing. In week 5, they finished filming, editing, and uploaded their final music video along with all their planning documents.
Evaluation question 6
The document discusses the various technologies used by Sophie Bennett in constructing her film project. She used Mac computers for research, editing, and evaluation. A Nikon D3200 camera was used for filming due to her experience with it. A dolly and tripod were employed to achieve steady shots. Premiere Pro was utilized for editing clips, audio, and putting the film together. PowerPoint, YouTube, Google, Prezi, SlideShare, and Blogger were also leveraged at different stages of the process for tasks like research, presentation, and organization. Experience and practice with the technologies facilitated their effective use in completing the film.
Production log
This production log documents Sarah Murray's process of creating an advertisement video for a fictional product called Elyts Products from initial research through filming and editing. Key events included researching advertisement techniques and codes, creating a detailed storyboard, filming outdoor shots that were delayed by weather, editing the video in Adobe Premier Pro, and receiving positive feedback after uploading the finished video to YouTube. The log provides a comprehensive overview of the steps Sarah took from early planning through completion of her creative media project.
Swot analysis
This document contains a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of a preliminary music video project. Some strengths identified include being comfortable performing on camera and enjoying it, as well as getting familiar with video editing software. Weaknesses include feeling awkward during performances and a lack of shot variation. Weather and equipment quality posed threats. Opportunities include further developing skills and finding a unique style.
Fmp process log
In this process log, the document summarizes 4 weeks of work editing a music video. Week 1 involved recording footage for the chorus and random b-roll shots. Week 2 focused on additional footage capture and beginning editing. Week 3 saw the editor adding animations and effects like distorted faces. Week 4 was spent fine-tuning transitions, overlays, and finishing touches to create a cohesive final product.
6. production reflection
Thomas created a video game for his final major project. He began by planning the game, a platformer, and conducting research on similar games. Thomas created experiments in Photoshop to practice animations for the game. After finishing proposals and planning, Thomas created backgrounds for a city-themed level over 85% complete. Issues arose with sprites, but were resolved. Menus and level animations were finished. Thomas added music and sound effects created in BeepBox, though felt the music was rushed. Box art creation was not completed due to time spent on sound.
3. production experiments(4)
The document describes the processes used in creating a podcast. It discusses recording audio clips using audio recorders and phones, developing a list of discussion topics to keep the conversation fluent, and editing the final piece using Adobe Premiere Pro by adding royalty free music, cutting clips, and exporting as an MP3 file. The reflection notes that Adobe Premiere Pro and royalty free music will be included in the final product for efficient editing and to avoid copyright infringement.
Evaluation 4
The student used various media technologies throughout their music video project. They filmed footage using a Sony HD video camera and tripod, then edited the footage using Final Cut Pro software. Effects like superimposition and fading were applied to add emotion. Publisher software was used to create authentic looking ancillary products like a digipack and CD advert. A blog documented the entire project, allowing inclusion of videos, images, and PowerPoints from sites like YouTube and SlideShare. Some issues arose like blogger being blocked initially and a broken laptop limiting blog updates.
Reflecton
In the first week, the document's author worked on familiarizing themselves with Adobe Premier Pro for editing video clips they had shot around their local area. They also watched videos by graffiti artists to help plan their own editing style and shot types. For the next week, they planned to work on sound design and music, and get additional important shots to make future lessons more productive.
In the second week, the author downloaded and organized their video clips. They realized they were missing some planned voice recordings but made a script and plan to record them. They also started planning music to include.
In the third and final week before the deadline, the author made progress adding clips and creative edits. They completed their interview
Problem solving (final)
The document discusses various technical and theoretical problems the student may face during their final major project (FMP) involving creating a fanzine. On the technical side, they discuss issues like backing up work, working from home with outdated software, storage space on memory sticks, and ensuring software works properly. Theoretically, they consider problems like weather impacting photos, meeting production deadlines, costs of professional printing, and conducting interviews during COVID-19 restrictions. They propose solutions like frequent backups, using college resources, clearing storage, and online interviews. Overall, the document shows the student is carefully considering potential issues and ways to avoid or address problems during their FMP work.
Iain fmp evaluation
Joe Hayes created a music video for his Final Major Project. He chose to do a music video because he received his highest grade and most enjoyment from one in his first year. Joe researched other music videos in the genre to generate ideas and decided on fast paced scenes and popular branding. Joe filmed at various locations and pieced the clips together in Adobe Premiere Pro, realizing he needed more shots to fill the song's timeline. After getting additional footage and upgrading camera quality, Joe added editing techniques in After Effects before exporting back to Premiere Pro. Joe received mixed feedback but was happy with accomplishing his goal of creating a humorous video for his target audience.
Question 6 evaluation
Lucy Elliott evaluated various software and tools used in creating a video opening sequence for a class project. Final Cut Express allowed for easy editing and customization but had a difficult learning curve. YouTube provided tutorial videos for Final Cut Express and ideas for the opening sequence, but copyright prevented using its media. Garage Band enabled custom music creation but was challenging to learn. Blogger offered a neat, organized way to compile the project work online. The camera captured clear, steady shots but sometimes had interface issues that required retakes.
Music video final edit evaluation
1) The document discusses the assignments for a music video production class, including pre-production, filming, and editing.
2) It describes completing pre-production for a concept music video, then working in a group to film their music video by completing tasks like storyboarding, risk assessments, and a production schedule.
3) Issues like some out of focus footage and lighting errors during filming were addressed by re-shooting scenes, and the editing process involved adjusting timing of clips, adding transitions, and using effects like black and white to create a fast-paced video within the short song length.
Ict diary entry
Annabelle Cullinane completed several lessons on designing a CD album cover for the genre of disco music. In her lessons, she brainstormed ideas, created a mood board, learned Photoshop skills like adding textures and effects, researched tutorial techniques, and started designing her album cover using the skills and ideas developed in prior lessons. Her next steps were to continue improving and finishing her album cover design.
Task 8 evaluation
The student created a short trailer for an upcoming expansion to the game Team Fortress 2 as their final major project. They conducted research by speaking to friends and forum members, then developed storyboards and ideas. Rendering and editing the animation clips together took several weeks. The student learned new skills in animation software and enjoyed the challenge, though they wished they could have included more characters and made the trailer longer.
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A2 advanced Portfolio Production Diary Template
This document is a production diary detailing the progress of Tom Arrowsmith's A2 Media Studies advanced portfolio project over several months. It outlines the steps taken each month/week to complete ancillary projects, conduct research, plan a main music video piece, film and edit footage, troubleshoot issues, and finalize and evaluate the full project. It concludes by noting the completion of all tasks except a production diary, which is also now finished.
Unit 3 skills development task 4 luc john raubenheimer
This document provides guidance for creating a final presentation or portfolio by selecting the best elements of work produced during a task. It includes a checklist of materials to include and assessments criteria for organizing and presenting content. The document also contains sample slides for a PowerPoint presentation with headings like the introduction, skills audit, challenges, and successes. It instructs the candidate to select screenshots and images to showcase in the portfolio and to be ready to assess their work against the criteria.
Reflection Diary (Production).pptx
In the first weekly reflection, the student discusses completing filming outside of college over the weekend, which put them in a good position to focus on editing during the week. They spent Monday trimming clips and Tuesday experimenting with editing techniques before implementing them on Wednesday.
In the second weekly reflection, the student notes that filming was complete and they spent the week trimming clips and progressing the editing. They found audio editing difficult due to college restrictions.
In the third weekly reflection, the student discusses finishing editing and using the final week for feedback work, as production slowed down with filming complete. They hoped to complete the project and start feedback work in the final week.
SF Production reflection
This document contains weekly reflections from a student working on a short film production project. In the first week, the student created ideas for three short film concepts and chose one to focus on, beginning audience research. The second week was spent finishing initial plans and continuing research, culminating in a short film proposal. The third week involved continuing research and starting the pre-production document. The fourth week was used to finalize all pre-production work before filming. After filming, the student spent the weekend editing the short film and the following week evaluating the full project.
Matthew Turnbull Evaluation for Extended Project
Matthew created a documentary about a local mountain biking team as his extended project. He experienced several challenges along the way, including difficulties filming, editing issues, and not being able to interview team members as planned. While his final outcome was similar to his original idea of documenting the team's locations and history, it lacked some intended details and interviews. He received generally positive feedback from audiences, with some suggestions to improve the music, add more subtitles, and include a concluding commentary. For future projects, Matthew would plan more filming time, structure the documentary differently, and stick closer to his project plan.
6. production reflection final major product 2018
Kieran Bradley created a radio documentary on Brexit for their final major project. Over 9 weeks, Kieran conducted research, surveys, interviews, and experiments with audio editing software. They created logos, release forms, and evaluated their work. In later weeks, Kieran focused on production and improvements based on feedback. Throughout the process, Kieran learned new skills in interviewing, editing, and reflection that will help with future studies.
Question 4
Macbook Pro, iMac, hard drive, YouTube, blogger, Google, Gumtree, Microsoft Word, PowerPoint, Scribd, and Google Docs were used at various stages of research, planning, and evaluation. The iMac was used for its large screen during research, while the Macbook Pro was used for its portability during design work. Files were transferred between computers using an external hard drive. YouTube provided a library of music videos for inspiration. Blogs, Google images, and other websites aided research. An iPhone 6 and iMovie were used to film and edit the music video, while Adobe After Effects created special effects. The final video was uploaded to YouTube.
Fmp production log_03
Macauley Kavanagh is producing a final major project for their BTEC Level 3 Extended Diploma in Creative Media Production in Games Design. Over several dates, they contacted game developers for feedback, researched sound recording techniques and free sound effects online, and scheduled a pitch for next week which will include research on target audience statistics.
Final Major Project - Diary.docx
The document appears to be diary entries from a student working on their final major project. Over several weeks, the student worked on editing chapters imported from another site into a word document, planning who to ask to help with narration and voice roles, recording themselves doing test narrations while waiting for help from others, editing audio files, adding diegetic sound effects, working to improve areas identified by their tutor, and finishing documentation by their deadline despite challenges with audio quality and losing some work files. They managed to complete an edited single-narrator version to use as their finished project.
5. production reflection sf 2017
This document summarizes the student's process over 5 weeks in creating a short film for a course. In week 1, the student generated ideas and created mind maps to refine their concept. They settled on an idea inspired by genres they were interested in. In week 2, they created mood boards and analyzed scenes from other films to understand techniques. They researched aspects like ratings and reviews. In week 3, the student composed original music for the film using GarageBand software. In week 4, they edited scenes and added visual effects in editing software. They worked on transitions, a timestamp, and lighting/color changes. Week 5 involved finalizing paperwork for the project.
Similar to Fmp production log_13 (20)
A2 advanced portfolio production diary template 2014 to 2015
A2 advanced portfolio production diary template 2014 to 2015
Unit 3 skills development task 4 luc john raubenheimer
Unit 3 skills development task 4 luc john raubenheimer
More from Gladeatorkid
Fmp production log_02
Macauley Kavanagh is a student at Salford City College working on their final major project for a BTEC Level 3 Extended Diploma in Creative Media Production in Games Design. They began their production log by starting a game scenario and contacting potential developer partners. They also spent time researching effective sound recording techniques by reviewing videos from a YouTuber called Kaamos Sounds.
Fmp production log_04
Macauley Kavanagh, a student at Salford City College, is working on their final major project for a BTEC Level 3 Extended Diploma in Creative Media Production in Games Design. Over several weeks, they researched various game developers to collaborate with, learned techniques for recording sound effects from online videos, decided on a cut scene for their project, and planned to research and record sound effects as well as statistics to help pitch their project the following week.
Fmp production log_01
Macauley Kavanagh, a student at Salford City College, began working on their final major project for a BTEC Level 3 Extended Diploma in Creative Media Production in Games Design. They started developing a scenario and reached out to game developers for feedback, receiving replies from Wolf Fire Games who said they were too busy to assist and from Peppy, the developer of Osu!, who said he would try to review the final materials of the project.
Ig2 task 1 work sheet
This document contains a glossary of terms related to sound design and production for computer games. It includes definitions for terms like Foley artistry, sound libraries, file formats like .wav and .mp3, audio limitations such as memory and processors, recording systems like analog and digital audio tape, and more. For each term, the student provided an internet definition source and described how the term relates to their own production practice, such as using sound libraries to store recorded sounds and rendering files into different formats for various uses.
Presentation
The document discusses the concept for a new PC game called "Dragons Fall". It would be a dark, gritty action RPG that combines elements of Dark Souls and Diablo. The game would focus on story and characters and incentivize playing on higher difficulties by unlocking new quests and storylines. Initial market research with 15 people found most interest from male students around age 20, with 68% wanting the game on consoles beyond PC.
Task 2 - Ideas generation
The document discusses potential recording methods and sources for various sound effects and voices needed for a project. It mentions recording ambient sounds like wind and a controlled fire from nearby locations. Voice acting may use the author and friends' voices with editing adjustments. Weapon sound effects will try to record interactions with large objects but may need to source from online. General sound effects like footsteps and cloth can be recorded, while weather-dependent sounds like rain need suitable conditions, and effects like explosions and lightning will likely be sourced from free online videos.
Ig2 task 1 work sheet
The document is a glossary assignment for a BTEC Extended Diploma in Games Design course. It contains definitions for various terms related to sound design and production. The student was asked to research definitions and provide details on how each term relates to their own production practice. The glossary covers terms such as foley artistry, sound libraries, audio file formats, limitations of audio hardware, recording and sampling techniques, and software used.
Unit 73 ig3 assignment programming sound assets to a game 2013_y2
The assignment brief tasks the student with programming sound assets they have produced into a computer game for a submission deadline of June 6th. They must select sounds to embed in blog posts along with explanations, produce annotated screenshots documenting their programming process, and include their programmed sounds and music in a gameplay video clip. The goals are to apply sound assets to a game following industry practice and standards at a good technical level, with imagination and independence.
Unit 73 ig3 assignment programming sound assets to a game 2013_y2
The assignment brief tasks the student with programming sound assets into a computer game. Specifically, the student must: 1) select sounds produced for their game and upload them to SoundCloud with descriptions; 2) produce screenshots documenting the process of programming sounds into their game via Unity or Game Maker and upload to SlideShare; and 3) capture gameplay footage including programmed sounds and upload to YouTube. The deadline is June 6th. The purpose is to apply sound assets to a game following industry practice.
Task 6 track 4 annotation
This VST provides a short, upbeat victory theme suitable for playing at the end of achieving something positive. It uses eSLineString with Viola, Trumpet, and Horn preset to Brass to create a happy sound. The notes alternate between high and low pitches then high again.
Task 6 track 2 annotation
This document describes a random attempt to create a basic cell phone ringtone using the Tromine GT virtual instrument without presets. The creator used the Tromine GT as it was the closest VST instrument to sounding like a traditional drum for the ringtone.
Task 6 track 3 annotation
This document discusses using the DavoSynth Instrument set to "Keith" to create a simple repeating pattern. The author tried multiple synth instruments and found this one gave the most satisfactory results. They feel it would work well for an alarm or warning indication due to the type of sound and vibe it produces.
Task 6 track 1 annotation
The document describes using the TAL NoiseMaker Plugin preset "Dark Bass" to create ominous yet silly sounds, similar to what would be heard as the theme for evil villains' henchmen plotting in an 8-bit game. It also explains that the NoiseMaker instrument was inserted on a MIDI track, so that clicking keys on the MIDI tool plays the sound, and notes can be dragged out or double clicked to adjust duration.
Unit 73 ig2 assignment creating a sample library 2013_y2
This assignment brief requires students to create sound assets for a computer games sample library. Students must produce sound samples and musical compositions for various game genres, and save them to a shared sample library. They must also complete a glossary defining key terms related to sound design methodology, file formats, recording systems, and audio sampling. The glossary must include references and connect definitions to the student's own production work. Students will be graded based on their explanation of sound design principles, the quality of their original sound assets following industry standards, and independent application of sound to a game.
Track 2 analysis task 5
The document describes using VST plugins to modify the sound of a chair being pulled out from under a table. One plugin distorts and changes the pitch of the track. Another adds echo to the track which can be heard towards the end, with the low cut and resonance turned up.
Track 3 analysis task 5
This VST plugin alters the audio pitch distribution to emphasize the left side more so it is louder in the left earphone than the right with slight tone adjustments. It also adds a fade in and out effect to the sound and allows adjusting the overall volume of a clip to make loud to quiet changes more obvious.
Track 4 analysis task 5
This bar changes the volume and removes background noise from wind in a clip, while the other bar adds slight static during steps, making the track sound like an EDM beat with these small changes. The VST was used to lower the pitch and deepen the sound to make the previous changes more pleasant to listen to.
Track 5 analysis task 5
This VST plugin processes an audio track to make it sound as if it were recorded underwater by altering its range, feedback, pitch, and wetness. A second VST further heightens the pitch while keeping the first plugin's effects, and increases the wetness even more to enhance the underwater sound.
Track 6 analysis task 5
This VST plugin adds echo and raises the pitch of an audio track to make it sound like it is inside an enclosed space such as a tunnel. Another VST completely transforms the original sound into a robotic or metallic tone while retaining the echo and pitch alterations of the first VST, allowing the two to work well in combination.
Track 1 analysis task 5
To insert a virtual instrument on a new track in your DAW, right click in the tracks and select "insert virtual instrument on new track", then choose your desired VST from the list. The document discusses selecting Ambience and Battery acid VSTs, where Ambience makes the sound appear outside and Battery acid adds static/interference to tweak the sound.
More from Gladeatorkid (20)
Unit 73 ig3 assignment programming sound assets to a game 2013_y2
Unit 73 ig3 assignment programming sound assets to a game 2013_y2
Unit 73 ig3 assignment programming sound assets to a game 2013_y2
Unit 73 ig3 assignment programming sound assets to a game 2013_y2
Unit 73 ig2 assignment creating a sample library 2013_y2
Unit 73 ig2 assignment creating a sample library 2013_y2
Fmp production log_13
- 1. Salford City College Eccles Sixth Form Centre BTec Level 3 Extended Diploma in Creative Media Production Games Design Final Major Project Production Log Name Macauley Kavanagh Date Comments Sunday 10.01.14 Scenario started, emails sent out to various developers. Received Replies from: Wolf fire games that created receiver and Overgrowth as well as Peppy who develops Osu! Date Comments Sunday 19.01.14 Spent time researching various ways or recording, found a youtuber who has a series of very useful videos called Kaamos Sounds who has a large amount of videos demonstrating the recording of various effects. This will be extremely useful. Date Comments Sunday 02.02.14 Cut scene decided on, will spend additional time researching and try to borrow the college’s sound recording equipment. Will also do research on free sfx online that could be used too. Date Comments Sunday 09.02.14 Scheduling a pitch for next week, will do research on the statistics and other useful information for the target audience to help sell my pitch. Date Comments Sunday 16.02.14 Pitch delayed due to illness. Some work from home was done, acquired video footage to work on. Date Comments Sunday 23.02.14 We had this week off from college, was able to do some work from home by sending out more emails to companies. Date Comments Sunday 02.03.14 First week back from break, pitch was rescheduled and borrowed a sound recording kit for some SFX Date Comments Sunday 09.03.14 Sound recording kit returned, SFX editing for production in progress, Pitch taking place 14/3/2014 Had issues with the video I acquired earlier, the format wasn’t usable with Adobe Premiere so I’m spending some time at home rendering it into a different format that will be playable with Premiere pro.
- 2. Date Comments Sunday 16.03.14 After spending a few hours going through all the sounds that I previously recorded and making edits that I’d use for the project. I imported the new version of the cinematic this time in an MP4 format that was readable by Adobe Premiere and began syncing the audio to it. Pitch was delayed by another week. Date Comments Sunday 23.03.14 Pitch took place on Wednesday of this week (or last week, I failed to mention it if I forgot) More audio recording was done briefly outside of college for some ambient sounds including the flag and some battle cry samples. Final parts of the video being synched, expected to be finished around 31/03/14 Date Comments Friday 04.04.14 Final week of the project, final piece was rendered and uploaded to YouTube and all tasks added to blogger, also did an extra video demonstrating how sound recording was done (This was recorded around week 09.03.14 but I forgot the mention it) I rendered this out and added it to youtube too. Adding finishing touches to blog. Date Comments Thursday 06.05.14 Came back to college after break, after receiving feedback and having to resubmit at a later date I chose the 23rd of May. I began adding more to my Tasks on the blog, I added 2 more video game examples to Task 1 – Research, source on some statistics, additional information the Audio Industry in general and included a target audience. I also restarted my work on this production log. Date Comments Thursday 15.05.14 Added an explanation to Task 5 – Production on how I acquired some sounds, made sure to explain every step. I also added a larger starting paragraph to explain my feelings over how the project went to Task 7 – Evaluation and reviewing my progress. This week I also added a lot more information to my Task 4 – Planning, a list of sound assets I required to work on the project as well as how I’d plan to record these or what locations and tools I could use to do so as well. Finally, I Requested feedback for my pitch from Mandy. Date Comments Thursday 23.05.14 This week I started expanding on what I started last week by adding a brainstorm on sounds I may or may not need and ones I’d definitely record to Task 2 - Ideas Generation as well as a brief explanation on what software I’d use to achieve the finished project. I also added some individual sample sounds to Task 6 – Completed Project to help showcase my work as well as a link to the where a few more could be found. Still waiting to receive feedback for my pitch that I requested last week.