How did you use media technologies in the
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The document discusses the use of various media technologies in creating and evaluating a music video project. A Song HD camera was used to film footage for the music video, but it did not capture good footage in low light conditions, limiting some of the creative vision. A tripod was also used to keep shots steady. Adobe Premier Pro was used for editing, but the software was difficult to use for a beginner. Photoshop was helpful for editing photos for a digipack. Online questionnaires provided valuable qualitative and quantitative feedback.
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Presentation1
The document discusses the use of various software and online resources to produce a music video and related promotional materials. It describes:
- Using the equipment provided by the college to film footage and save it to a memory drive.
- Using YouTube for inspiration and research, and posting video clips to blogs.
- Editing footage in Final Cut Pro, including adding filters to adjust lighting and color pickers to match colors between elements.
- Creating promotional materials like a CD digipak and magazine ad layout in Photoshop, applying filters and adjusting colors to achieve consistency with the video.
Evaluation
The student used various media technologies at different stages of their project on the band Snow Patrol. In the research and planning stage, they used Wikipedia to research the band's history and YouTube to watch music videos for inspiration. Microsoft PowerPoint and Word were used for planning. A blog allowed them to share work and get feedback. Equipment like tripods and an HD camera were used for filming. Any Video Converter helped convert files for use in Adobe Premiere Pro for editing. Photoshop was used to edit posters and digipaks. Paint was also used occasionally for basic photo editing.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. An HD digital camcorder was used to record footage, and Adobe Premiere Elements 9 was used to edit clips and manipulate them on a timeline. Stop motion and sound effects were added using editing software. Logic Pro 9 was used to create soundtracks by cutting and pasting sound samples. A digital camera captured stills for the film poster. Microsoft Publisher was used to layout the film review. Blogger and SlideShare hosted planning documents and research, while YouTube provided a platform to share and get feedback on the finished film.
Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Question 6) What have you learnt about technologies from the process of const...
The document discusses the process of creating a magazine contents page. It describes using Photoshop to edit pictures with effects, add other images and text in different fonts and colors. Although a flat plan was used initially, ideas changed during production due to inspiration from other magazines. An SLR camera was used with a studio background and lighting to make models stand out, and Photoshop was used to make changes like adjusting contrast. Flash was used for contents pages but not the cover, and Photoshop was used to manually brighten images.
Evaluation 4
The document discusses the use of various media technologies throughout the design, planning, and evaluation stages of a project. A laptop and computer were used for planning, designing, and editing tasks using software like Adobe Premier Pro, Photoshop, Paint, and Word. Hardware like a video camera, tripod, and digital camera were used to film and take photos. Websites provided fonts, images, soundtracks and a platform to share the teaser trailer. Various technologies were essential to the creation and presentation of the final products and ancillary materials.
Evaluationq6
The document discusses technologies used during the pre-production, production, and post-production stages of creating a title sequence for a film project. During pre-production, a blog and Prezi were used for research and organizing ideas. A video camera was used to film footage during production, and the students learned how to operate it. A studio provided lighting and atmosphere for some scenes. Finally, Final Cut Pro was used to edit the footage, add sound effects, and finalize the title sequence.
Question 4
The document summarizes the various technologies and software used to create a video project. An SLR camera was used for filming, along with a tripod to prevent shaky footage. Blogger was used to document progress and share ideas. Prezi was used to present an evaluation in a creative way with images and colors. PhotoPeach allowed uploading images but lacked space for long answers. Photoshop was used to edit images for a CD package by cropping and brightening photos. SlideShare presented other evaluation answers and allowed copying images. Final Cut Pro, the most technical software, was used to edit the video using techniques like fading, slow motion, and colored text.
Recommended
Presentation1
The document discusses the use of various software and online resources to produce a music video and related promotional materials. It describes:
- Using the equipment provided by the college to film footage and save it to a memory drive.
- Using YouTube for inspiration and research, and posting video clips to blogs.
- Editing footage in Final Cut Pro, including adding filters to adjust lighting and color pickers to match colors between elements.
- Creating promotional materials like a CD digipak and magazine ad layout in Photoshop, applying filters and adjusting colors to achieve consistency with the video.
Evaluation
The student used various media technologies at different stages of their project on the band Snow Patrol. In the research and planning stage, they used Wikipedia to research the band's history and YouTube to watch music videos for inspiration. Microsoft PowerPoint and Word were used for planning. A blog allowed them to share work and get feedback. Equipment like tripods and an HD camera were used for filming. Any Video Converter helped convert files for use in Adobe Premiere Pro for editing. Photoshop was used to edit posters and digipaks. Paint was also used occasionally for basic photo editing.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. An HD digital camcorder was used to record footage, and Adobe Premiere Elements 9 was used to edit clips and manipulate them on a timeline. Stop motion and sound effects were added using editing software. Logic Pro 9 was used to create soundtracks by cutting and pasting sound samples. A digital camera captured stills for the film poster. Microsoft Publisher was used to layout the film review. Blogger and SlideShare hosted planning documents and research, while YouTube provided a platform to share and get feedback on the finished film.
Research Into Equipment
Layla will film her music video using a Canon 500MM SLR camera for its high quality and features like interchangeable lenses. She will use wide angle and fisheye lenses to achieve different shots. Additional equipment includes lights, a white backdrop, and access to a green screen for visual effects. Layla will edit the footage using Adobe Premiere, which she is still learning but knows it can create a professional finish. She will also use Photoshop to edit photos from the shoot and InDesign to design marketing materials like a digipack and magazine ad.
Question 6) What have you learnt about technologies from the process of const...
The document discusses the process of creating a magazine contents page. It describes using Photoshop to edit pictures with effects, add other images and text in different fonts and colors. Although a flat plan was used initially, ideas changed during production due to inspiration from other magazines. An SLR camera was used with a studio background and lighting to make models stand out, and Photoshop was used to make changes like adjusting contrast. Flash was used for contents pages but not the cover, and Photoshop was used to manually brighten images.
Evaluation 4
The document discusses the use of various media technologies throughout the design, planning, and evaluation stages of a project. A laptop and computer were used for planning, designing, and editing tasks using software like Adobe Premier Pro, Photoshop, Paint, and Word. Hardware like a video camera, tripod, and digital camera were used to film and take photos. Websites provided fonts, images, soundtracks and a platform to share the teaser trailer. Various technologies were essential to the creation and presentation of the final products and ancillary materials.
Evaluationq6
The document discusses technologies used during the pre-production, production, and post-production stages of creating a title sequence for a film project. During pre-production, a blog and Prezi were used for research and organizing ideas. A video camera was used to film footage during production, and the students learned how to operate it. A studio provided lighting and atmosphere for some scenes. Finally, Final Cut Pro was used to edit the footage, add sound effects, and finalize the title sequence.
Question 4
The document summarizes the various technologies and software used to create a video project. An SLR camera was used for filming, along with a tripod to prevent shaky footage. Blogger was used to document progress and share ideas. Prezi was used to present an evaluation in a creative way with images and colors. PhotoPeach allowed uploading images but lacked space for long answers. Photoshop was used to edit images for a CD package by cropping and brightening photos. SlideShare presented other evaluation answers and allowed copying images. Final Cut Pro, the most technical software, was used to edit the video using techniques like fading, slow motion, and colored text.
Equipment and software
The document discusses the filming equipment and software used to create an opening film sequence. It describes experimenting with Adobe Premier Pro, After Effects, and Photoshop Elements to edit footage, add blurring/effects, and design title graphics. The group chose a Panasonic HD camera for its quality and a tripod for steady shots during location filming. Screenshots of the software programs are provided on the next page.
Evaluation Part 4
The student used several tools to create media products for their music. YouTube was used to share an initial music video and receive feedback from classmates and teachers. A Canon DSLR camera was used to take high quality photos for the digipak, poster, and to film the music video. Photoshop was utilized to design the digipak and poster, allowing the student to precisely edit the images. Final Cut Pro was employed to edit the video footage together into a professional music video that portrayed the intended style through editing features.
Evaluation Question 4
The document discusses the use of various digital technologies in the production of different media artifacts. Adobe Photoshop was used to create a poster, allowing effects and image cutting. Adobe InDesign facilitated flat planning and professional layout of a double page spread. Final Cut Pro, while initially complicated, enabled advanced film editing through clipping, filtering, and blue screening. GarageBand helped provide fitting sound effects and music, which could then be imported into Final Cut Pro to accompany the film clips.
Evaluation - Q4
The document describes the various digital tools and platforms the author used to research, plan, construct, and evaluate their media project. These included YouTube, Google, Prezi, and Slideshare for research; Prezi and Slideshare for planning; a Canon camera and Adobe Premiere Pro for video construction; Photoshop for the digipak and advert; and Prezi, Slideshare, Xtranormal, and Sliderocket for evaluation. The author felt their experience with these tools allowed them to effectively present their work in a creative manner and apply their skills to produce high quality outputs.
Technologies Evaluation
Premier Elements allowed the user to precisely edit and manipulate video clips, including applying slow motion and rapidly repeating shots to fit the music. InDesign enabled cropping and arranging photos and text as desired, including adjusting transparency and colors. Photoshop helped edit photos by airbrushing and removing blemishes to make products look more professional, as well as blurring backgrounds. Blogger is used to document thoughts, ideas, decisions, and the creative process with visual examples.
Presentation1 shazad edwards
The document discusses the use of various media technologies in creating a music video. It describes using video filters like Viewfinder and Earthquake in Final Cut Pro to add visual effects during editing. It also discusses using a Canon EOS 700D camera to film special shots, capturing long hours of footage using large memory cards. Photoshop was used to design the album cover, advertisements and apply consistent colors/fonts. YouTube provided inspiration from other artists' music videos. Websites like Blogger, Thinglink, Prezi and Slideshare helped present and explain the work through blogs, images and presentations.
Evaluation: Question 4
The student used various new media technologies throughout the production process of their music video. Premiere Pro was used for planning, research, editing, and adding effects like color filters and lighting options. Photoshop was used to edit photos for the digipak and magazine advert by adding effects like desaturation and simulated smoke. A Samsung camera was used for close-ups instead of a DSLR, and was mounted on a tripod to reduce shaking. YouTube provided inspiration by allowing the student to analyze other indie music videos. The finished video was uploaded to YouTube and linked on their Tumblr blog, which was used to share research, planning, and the final project.
Media cw q4
The document discusses the use of various digital technologies in the production of a student film project. Photoshop was used to design the film poster, allowing the use of layers to efficiently layout text and images. GarageBand provided a large library of sound effects and music that were used to create atmosphere and a radio trailer. Final Cut Pro was used for video editing, allowing control over clip transitions and saturation to enhance the horror genre elements.
Equipment
The document discusses the equipment and software the author will use to create a music video. This includes:
- A Canon 550D camera which allows for high quality HD footage and is accessible through the school. The author is familiar with this camera.
- Studio lighting including portable flash units and ceiling lights in the drama studio to achieve different lighting effects.
- Editing software including Adobe Premiere to edit footage and add sound, as well as Photoshop and InDesign for image editing and creating packaging. While familiar with Photoshop and InDesign, the author needs more practice with Premiere.
Eval ques 4
The document discusses the digital technology used to create a media production called IronStone. It summarizes:
- Filming was done with a Canon HD camera on tripod, which allowed for smooth panning and tilting. Multiple shots were taken of each scene for optimal editing footage.
- Soundtracks were made using GarageBand on a Mac, though the software was initially difficult to use. Sound effects were also taken from GarageBand.
- Editing was done using Final Cut Pro on a Mac to cut clips, add shots from different angles, and insert sound and transitions for a smooth flow.
- The film poster was created using Photoshop to layer and position images and text.
Eval ques 4
The document discusses the digital technology used to create a media production called IronStone. It describes filming with a Canon HD camera on tripod, editing clips together using Final Cut Pro, creating soundtracks and sound effects using GarageBand, making a film poster using Photoshop, and a radio advert using GarageBand. Google was also heavily used for research and tutorials when learning the new software.
Question 4 evaluation a2 media
The document discusses the various media technologies used at different stages of the project. A WordPress blog was used to display work for coursework submissions. A Panasonic digital video camera was used to film high quality HD footage for the music video. Photoshop was used to design promotional materials like posters and album covers, using techniques like double exposure. YouTube provided a source for research on music videos and editing techniques, as well as a platform to display the finished music video. Google Forms was used to conduct audience research through online surveys. Prezi and iMovie were also utilized for aspects of the research, planning and evaluation.
Film evaluation
The document summarizes the writer's experience working on a group project. They enjoyed developing social skills by cooperating with others. They had fun working both behind and in front of the camera, learning how to use camera settings and editing software. The writer was pleased with how the finished video turned out and uploaded it to share online.
.
The document discusses various media technologies used at different stages of a music video project. YouTube was used in the planning stage to get inspired by indie artists. Blogger was used throughout the project as an online diary to document progress and communicate with group members. A Panasonic HS900 camera was used to record footage in HD and a Nikon Coolpix 1120 was used to take high-quality photos. A tripod was used to stabilize the camera during filming. Final Cut Pro was used to edit the video, adding effects like color correction. Photoshop was used to edit photos, adding effects like contrast and sepia to make the images look professional.
How did you use media technologies in the
The document discusses the equipment used to create a music video, including cameras, lenses, lighting, and editing software. The creator used Canon and Contour cameras with various lenses to capture shots. Filming alone required setting up the tripod in unstable locations. Adobe Photoshop was used to create consistent coloring across the video, album cover, and poster. Vegas Movie Studio was used to edit the video and sync the music and transitions smoothly.
Evaluation Q4 by Laura Vaabel
Laura Vaabel used a variety of media technologies throughout the construction, research, planning and evaluation of her task. During the research and planning stages, she used Nikon and Canon cameras to scout locations. She chose the Nikon D3200 for photography due to its image quality and the Canon EOS 1300D to film its ability to capture sharp, vivid video. She used her iPhone to record audio for a scene since the Canon's audio was poor quality. She used Photoshop and Movie Plus for editing, taking advantage of their effects, filters, and trimming tools to craft her video and enhance its mood and message.
How did you use media technologies in the construction and research, planning...
The document discusses the equipment used to produce a music video and accompanying materials. A camera was used to film footage for the music video and take photos for the digipak and poster. Basic and flash settings on the camera were used for different elements of the project. A MacBook Pro with iMovie was used to edit the music video footage and piece together clips. Photoshop was utilized to edit photos for the digipak and magazine, using tools like the clone stamp and fill tool. Microsoft programs like PowerPoint were also used for planning and annotation, with some presentations uploaded to SlideShare to make blogs more interesting and interactive.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples to advertise the documentary and make it seem professional.
Narrative theories
The document discusses several narrative theories that can apply to music videos:
- Todorov's theory outlines 5 stages - equilibrium, disequilibrium, recognition, reparation, and new equilibrium.
- Propp's theory examines character roles like the hero, villain, donor, etc.
- Barthes identified 5 codes that activate the audience: action, enigma, symbolic, semic, and cultural.
- Levi-Strauss studied how stories unconsciously reflect a culture's beliefs through binary opposites.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples such as multiple images, bold titles, and a presenter's voice.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
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Equipment and software
The document discusses the filming equipment and software used to create an opening film sequence. It describes experimenting with Adobe Premier Pro, After Effects, and Photoshop Elements to edit footage, add blurring/effects, and design title graphics. The group chose a Panasonic HD camera for its quality and a tripod for steady shots during location filming. Screenshots of the software programs are provided on the next page.
Evaluation Part 4
The student used several tools to create media products for their music. YouTube was used to share an initial music video and receive feedback from classmates and teachers. A Canon DSLR camera was used to take high quality photos for the digipak, poster, and to film the music video. Photoshop was utilized to design the digipak and poster, allowing the student to precisely edit the images. Final Cut Pro was employed to edit the video footage together into a professional music video that portrayed the intended style through editing features.
Evaluation Question 4
The document discusses the use of various digital technologies in the production of different media artifacts. Adobe Photoshop was used to create a poster, allowing effects and image cutting. Adobe InDesign facilitated flat planning and professional layout of a double page spread. Final Cut Pro, while initially complicated, enabled advanced film editing through clipping, filtering, and blue screening. GarageBand helped provide fitting sound effects and music, which could then be imported into Final Cut Pro to accompany the film clips.
Evaluation - Q4
The document describes the various digital tools and platforms the author used to research, plan, construct, and evaluate their media project. These included YouTube, Google, Prezi, and Slideshare for research; Prezi and Slideshare for planning; a Canon camera and Adobe Premiere Pro for video construction; Photoshop for the digipak and advert; and Prezi, Slideshare, Xtranormal, and Sliderocket for evaluation. The author felt their experience with these tools allowed them to effectively present their work in a creative manner and apply their skills to produce high quality outputs.
Technologies Evaluation
Premier Elements allowed the user to precisely edit and manipulate video clips, including applying slow motion and rapidly repeating shots to fit the music. InDesign enabled cropping and arranging photos and text as desired, including adjusting transparency and colors. Photoshop helped edit photos by airbrushing and removing blemishes to make products look more professional, as well as blurring backgrounds. Blogger is used to document thoughts, ideas, decisions, and the creative process with visual examples.
Presentation1 shazad edwards
The document discusses the use of various media technologies in creating a music video. It describes using video filters like Viewfinder and Earthquake in Final Cut Pro to add visual effects during editing. It also discusses using a Canon EOS 700D camera to film special shots, capturing long hours of footage using large memory cards. Photoshop was used to design the album cover, advertisements and apply consistent colors/fonts. YouTube provided inspiration from other artists' music videos. Websites like Blogger, Thinglink, Prezi and Slideshare helped present and explain the work through blogs, images and presentations.
Evaluation: Question 4
The student used various new media technologies throughout the production process of their music video. Premiere Pro was used for planning, research, editing, and adding effects like color filters and lighting options. Photoshop was used to edit photos for the digipak and magazine advert by adding effects like desaturation and simulated smoke. A Samsung camera was used for close-ups instead of a DSLR, and was mounted on a tripod to reduce shaking. YouTube provided inspiration by allowing the student to analyze other indie music videos. The finished video was uploaded to YouTube and linked on their Tumblr blog, which was used to share research, planning, and the final project.
Media cw q4
The document discusses the use of various digital technologies in the production of a student film project. Photoshop was used to design the film poster, allowing the use of layers to efficiently layout text and images. GarageBand provided a large library of sound effects and music that were used to create atmosphere and a radio trailer. Final Cut Pro was used for video editing, allowing control over clip transitions and saturation to enhance the horror genre elements.
Equipment
The document discusses the equipment and software the author will use to create a music video. This includes:
- A Canon 550D camera which allows for high quality HD footage and is accessible through the school. The author is familiar with this camera.
- Studio lighting including portable flash units and ceiling lights in the drama studio to achieve different lighting effects.
- Editing software including Adobe Premiere to edit footage and add sound, as well as Photoshop and InDesign for image editing and creating packaging. While familiar with Photoshop and InDesign, the author needs more practice with Premiere.
Eval ques 4
The document discusses the digital technology used to create a media production called IronStone. It summarizes:
- Filming was done with a Canon HD camera on tripod, which allowed for smooth panning and tilting. Multiple shots were taken of each scene for optimal editing footage.
- Soundtracks were made using GarageBand on a Mac, though the software was initially difficult to use. Sound effects were also taken from GarageBand.
- Editing was done using Final Cut Pro on a Mac to cut clips, add shots from different angles, and insert sound and transitions for a smooth flow.
- The film poster was created using Photoshop to layer and position images and text.
Eval ques 4
The document discusses the digital technology used to create a media production called IronStone. It describes filming with a Canon HD camera on tripod, editing clips together using Final Cut Pro, creating soundtracks and sound effects using GarageBand, making a film poster using Photoshop, and a radio advert using GarageBand. Google was also heavily used for research and tutorials when learning the new software.
Question 4 evaluation a2 media
The document discusses the various media technologies used at different stages of the project. A WordPress blog was used to display work for coursework submissions. A Panasonic digital video camera was used to film high quality HD footage for the music video. Photoshop was used to design promotional materials like posters and album covers, using techniques like double exposure. YouTube provided a source for research on music videos and editing techniques, as well as a platform to display the finished music video. Google Forms was used to conduct audience research through online surveys. Prezi and iMovie were also utilized for aspects of the research, planning and evaluation.
Film evaluation
The document summarizes the writer's experience working on a group project. They enjoyed developing social skills by cooperating with others. They had fun working both behind and in front of the camera, learning how to use camera settings and editing software. The writer was pleased with how the finished video turned out and uploaded it to share online.
.
The document discusses various media technologies used at different stages of a music video project. YouTube was used in the planning stage to get inspired by indie artists. Blogger was used throughout the project as an online diary to document progress and communicate with group members. A Panasonic HS900 camera was used to record footage in HD and a Nikon Coolpix 1120 was used to take high-quality photos. A tripod was used to stabilize the camera during filming. Final Cut Pro was used to edit the video, adding effects like color correction. Photoshop was used to edit photos, adding effects like contrast and sepia to make the images look professional.
How did you use media technologies in the
The document discusses the equipment used to create a music video, including cameras, lenses, lighting, and editing software. The creator used Canon and Contour cameras with various lenses to capture shots. Filming alone required setting up the tripod in unstable locations. Adobe Photoshop was used to create consistent coloring across the video, album cover, and poster. Vegas Movie Studio was used to edit the video and sync the music and transitions smoothly.
Evaluation Q4 by Laura Vaabel
Laura Vaabel used a variety of media technologies throughout the construction, research, planning and evaluation of her task. During the research and planning stages, she used Nikon and Canon cameras to scout locations. She chose the Nikon D3200 for photography due to its image quality and the Canon EOS 1300D to film its ability to capture sharp, vivid video. She used her iPhone to record audio for a scene since the Canon's audio was poor quality. She used Photoshop and Movie Plus for editing, taking advantage of their effects, filters, and trimming tools to craft her video and enhance its mood and message.
How did you use media technologies in the construction and research, planning...
The document discusses the equipment used to produce a music video and accompanying materials. A camera was used to film footage for the music video and take photos for the digipak and poster. Basic and flash settings on the camera were used for different elements of the project. A MacBook Pro with iMovie was used to edit the music video footage and piece together clips. Photoshop was utilized to edit photos for the digipak and magazine, using tools like the clone stamp and fill tool. Microsoft programs like PowerPoint were also used for planning and annotation, with some presentations uploaded to SlideShare to make blogs more interesting and interactive.
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How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
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Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples to advertise the documentary and make it seem professional.
Narrative theories
The document discusses several narrative theories that can apply to music videos:
- Todorov's theory outlines 5 stages - equilibrium, disequilibrium, recognition, reparation, and new equilibrium.
- Propp's theory examines character roles like the hero, villain, donor, etc.
- Barthes identified 5 codes that activate the audience: action, enigma, symbolic, semic, and cultural.
- Levi-Strauss studied how stories unconsciously reflect a culture's beliefs through binary opposites.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples such as multiple images, bold titles, and a presenter's voice.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Final evaluation
The document discusses Sarah Zadran's final media evaluation project which was a 5-minute documentary on peer pressure and brands among teenagers. To develop realism, the documentary followed several codes and conventions of real media including: using Channel 4 branding, including interviews with experts and teenagers, using flashing images in montages, and background music. The listings page and radio trailer also used conventions from real media examples such as multiple images, bold titles, and a presenter's voice.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a documentary, listings page, and radio trailer they produced about peer pressure and branding among teenagers. Feedback from their target audience was generally positive but identified some areas for improvement, particularly with sound balancing in interviews. Sarah learned that promoting media across different platforms can be effective, but choosing the right promotion methods is important to reach the target audience.
Operaciones matericas - clase 1
El documento describe diferentes operaciones morfológicas en arquitectura, incluyendo la estereotomía y la tectonicidad. Discute la estereotomía como sustracción a través del recorte de materiales o mediante pliegues y deformaciones. También analiza la tectonicidad lograda por adición a través de la repetición de elementos o mediante la creación de tramas tejidas. Presenta numerosos ejemplos de obras arquitectónicas para ilustrar estas operaciones morfológicas.
Final evaluation
The document summarizes Sarah Zadran's final media evaluation for her coursework documentary on the pressures teenagers face from fashion brands. The 5-minute documentary uses several conventions of real documentaries, including interviews with experts, a Channel 4 ident, voiceovers, and background music. It also produced a listings page and radio trailer for the documentary following conventions like those found in real media products to promote the documentary.
Final evaluation
The document provides feedback from audiences on a student-produced documentary, listings page, and radio trailer about peer pressure and branding influences on teenagers. The feedback was generally positive, praising the interviews, transitions, captions, and topic. However, audiences noted that sound balancing was inconsistent, with background noise making some interviews difficult to understand. They also felt the radio trailer's background music was too quiet and the voiceover too monologue-like. The student learned to better balance sounds and that promotion through social media instead of radio may better reach their target teenage audience.
Final evaluation
The document summarizes Sarah Zadran's final media evaluation for her coursework documentary on the pressures teenagers face from fashion brands. The 5-minute documentary uses several conventions of real documentaries, including interviews with experts, a Channel 4 ident, voiceovers, and background music. It also produced a listings page and radio trailer for the documentary following conventions like those found in real media products to promote the documentary.
Final evaluation
The document summarizes Sarah Zadran's media evaluation of a coursework documentary project on peer pressure and teenage fashion brands. The 5-minute documentary was produced to resemble Channel 4 documentaries, using conventions like interviews, a Channel 4 ident, and background music. A listings page was also produced following conventions like images, bold titles, and columns. The radio trailer was designed to advertise the documentary using conventions from other radio spots like a presenter's voice.
Lezione 3
Versione sintetica del terzo modulo del seminario di sponsorizzazioni di Cristiano Habetswallner.
Lezione 1 - Sponsorizzazioni
Slide della prima lezione del laboratorio di sponsorizzazioni LUMSA, tenuto da Cristiano Habetswallner.
Bibliografia di riferimento:
De Sanctis V., Le Sponsorizzazioni, Analisi di un fenomeno, Liguori Editore 2006
Girone P. e Zigoni B., La logica dello sponsor, 1989
Il futuro della Sponsorizzazione – Indagine predittiva 2012, StageUp 2012
Musumarra L., Il contratto di “sponsorizzazione” sportiva, Tesi di laurea 1984-1985 (aggiorn. 1996)
Nelli R.P. e Bensi P., La sponsorizzazione e la sua pianificazione strategica – Modelli di funzionamento, V&P 2005
Ricerca SINTEL 1988
Ricerca Sponsor Value di Stage Up ed Ipsos, giugno 2011
Skildum-Reid K., Last Generation Sponsorship, 2003-2010
Starola L., La sponsorizzazione dei beni culturali: opportunità fiscali, Il Mulino 2010
Van der Wagen J., Event Management, Pearson Education Australia, 2007
Voci R., rubenvoci.tumblr.com, 2010-2012
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Lezione 2 - Sponsorship: funzionamento e organizzazione
Lezione 2 - Sponsorship: funzionamento e organizzazione
Similar to How did you use media technologies in the
Evaluation question 4
The student used various new media technologies at different stages of their music video coursework project.
They used Blogspot to document their progress, personalizing the blog. During filming and editing, the blog allowed them to look back at past work. Research involved using YouTube to analyze music videos and Google to discover secondary sources. Presentations were embedded in the blog using Emaze.
Footage was captured using a Canon 700D DSLR camera on a tripod. Adobe Premier Pro was used for editing. Photoshop was utilized to enhance images for ancillary texts. Different platforms like slideshares and videos were used to evaluate different aspects of the project.
Evaluation question 4
The document discusses the new media technologies used by the student at various stages of their coursework project.
At the research and planning stage, the student used YouTube to research music video conventions, Google to find secondary sources, and Emaze and SlideShare to present research.
For filming, the student used a Canon 700D camera and tripod. Lighting included handheld, natural, and fairy lights.
Adobe Premiere Pro was used for editing. Photoshop was also learned to enhance images for ancillary texts.
Different platforms were used to present the evaluation, including videos, slideshows, and Emaze. Question 3 involved interviewing audiences and editing the footage.
Question 4
The document discusses the use of various media technologies throughout the stages of an A2 coursework project. WordPress was used to create a blog to display research, planning, production, evaluation, and final products. Video and audio recording was done using apps on a Mac and iPhone. Adobe Premiere Pro was used to edit video, adding effects like color grading and stabilizing. Photoshop was used to edit photos and InDesign to layout designs. Without these digital technologies, high quality production and presentation would not have been possible within the time and budget constraints.
Question 6
The student learned about video editing software, filming equipment, and online video sharing through creating a film project. They used Adobe Premier Pro for its advanced editing features and because it is considered an industry standard. Two Casio cameras were used for filming to capture high definition video and photos. Scenes were filmed using tripods and one was attached to a running track. YouTube and Facebook were utilized to share the video and receive audience feedback. A variety of editing techniques were applied in Premier Pro, including dissolves between scenes, blurred walking to portray a character as mysterious, and overlaying music that builds to a climax in a chase scene by fading out natural sounds.
Editing a Video in Premiere Pro
The document discusses editing a video in Premiere Pro. It describes adding text over an opening clip with red gels on the camera lens. Clips were sped up to match the upbeat song tempo. Effects like increased contrast and sharpening were applied to red-filtered clips for depth. White balance and contrast corrections improved washed-out clips. A fade out was added at the end to smoothly end the video.
Question 4
The document discusses the use of various technologies in creating a music video project. IMovie was used to edit the video, adding lip syncing and adjusting lighting. It also allowed establishing conventional camera shots by analyzing another music video. PowerPoint helped edit the ancillary CD cover, allowing cropping and formatting of images and text. Instagram was used to further edit photos taken on a Canon camera, adjusting lighting, contrast and saturation before importing into PowerPoint. A Canon and iPhone camera captured high quality photos and video footage. YouTube supported research by compiling convention examples in a playlist and provided an upload platform for drafts and the final video.
Evaluation Q4
The document discusses the various technologies the author used during different stages of their media production project. In the research stage, the author used a voice recorder and Facebook to get audience feedback on initial ideas. In planning, the author used Adobe Photoshop, Timetoast, and cameras to practice shots. During production, the author used Nikon and Panasonic cameras along with Adobe Photoshop and Premiere Pro for editing. Technologies like magnetic lasso, lighting effects, and cross fades were utilized. For evaluation, the author leveraged Publisher, video cameras, Premiere Pro, YouTube, Slideshare, and Blogger.
Question 4 NEW
IMovie allowed the student to easily edit their music video, syncing the lip movements and instruments to the music. It also enabled adjusting the video clips' darkness to match their ancillary materials. During planning, IMovie was used to analyze conventional camera angles in music videos through freeze frames. This informed the shots used in the student's final video. Without IMovie, the student felt they wouldn't have been able to edit their video to the standard they wanted.
How did you use media technologies in the
- The document discusses the use of various media technologies at different stages of a project on indie music videos, including blogs, YouTube, SurveyMonkey, Photoshop, cameras, and Sony Vegas.
- Blogger was used to collect all work in one place and allow easy access between stages. YouTube provided tutorials, examples to analyze, and a platform to upload the final video.
- SurveyMonkey allowed online distribution of surveys and social media helped reach a wide target demographic. Photoshop created graphics for posters, packaging, and video editing.
- Filming was done with an iPhone for portability and aesthetic. Sony Vegas was used to edit with effects and a fragmented narrative structure. Skills developed
Evaluation 4
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Production log
The filmmaker was able to successfully film all the required shots, though there were some challenges filming at the beach due to lighting and an unstable surface from the wet sand. In editing, they added transitions between shots and trimmed clips to match the song, and colored early footage black and white to distinguish different parts of the story. Further editing included learning how to add glitches and zoom effects. Some struggles included initially setting the wrong aspect ratio. By the end, the filmmaker was happy with the finished video matching their vision and learned how to export and upload it to YouTube.
Questuon four
The document discusses how the author used various media technologies throughout their music video production project. This included using YouTube to research music videos, blogs to research visual styles, survey software to conduct audience research, a DSLR camera and slider for filming, Adobe Premier Pro for editing and color grading, Photoshop for print productions, and social media and YouTube for distribution. The author found these technologies helped improve the quality of their work and made the various stages of production, research, planning and evaluation much more efficient.
Evaluation Question 4
The student used various media technologies throughout their A2 Media coursework. For research, they used the internet to access information on horror films and analyze existing media texts. They filmed their trailer using a Canon DSLR camera and tripod, and edited it using Windows Live Movie Maker. They created a film poster using Photoshop and Picasa, and built a website for the film using Wix. They evaluated their work using Word, screenshots, and a PowerPoint presentation.
Evaluation
The document discusses the process of creating an opening sequence for a film project. It describes researching existing opening sequences online. It also details completing a preliminary task to practice techniques like the 180 degree rule and shot reverse shot. This helped in learning to use a camera and editing software. Construction of the full opening sequence involved learning how to smoothly pan and zoom a camera. It also required using transitions, audio editing, and selecting fitting background music in the video editing software. Overall, the preliminary task prepared the document's author for filming and editing, but the full sequence required more creative camerawork and took more time and effort to complete.
How did you use media technologies in the
The document discusses the use of various media technologies in the construction and evaluation of a music video project. It describes the hardware, software, planning, filming, editing, ancillary products, and evaluation process. For hardware, it discusses cameras, lighting, and tripods used and their advantages and disadvantages. It outlines software like Adobe Premiere Pro, Photoshop, and After Effects used for editing, manipulation, and effects. Social media and platforms like YouTube, Wix, and Blogger were utilized at various stages of planning, research, and presentation.
Evaluation question 4
The document discusses the new media technologies used during the construction, research, planning and evaluation stages of a music video project. During construction, the student used a Panasonic video camera, tripod, and iMovie software to film and edit the video. For research and planning, a Blogger site was used to document decisions and findings. PowerPoint and additional video filming and editing were used for the evaluation. Challenges encountered included software limitations and equipment restrictions, which informed how the student would approach future projects.
Q4 evaluation ppt
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used YouTube to find inspiration and ideas from other music videos. They also used their chosen artist's website to find song names and lyrics. Photoshop was used to create a promotional advert and digipak, using techniques like layering. Final Cut Pro was used to edit the video, including deleting sound, lining up lip syncing shots, and color correcting. Other tools like Blogger documented their progress, and lighting was used for photography and video shots.
Evaluation Question 4
The student used various new media technologies in the construction, research, planning and evaluation of their music video project. For filming, they used a Panasonic HDC-SD60 video camera and tripod to capture high definition footage. iMovie was used for video editing, applying effects like transitions, filters and split screens. For ancillary tasks like the CD case, PhotoScape and Serif PagePlus were utilized to design layouts and images. Their research and planning process involved using a Blogger site to document decisions, alongside integrating tools like SlideShare, Flickr and YouTube. PowerPoint and iMovie were employed to present their evaluation responses creatively. Some difficulties encountered included software limitations and not having the right equipment,
Evaluation Question 4
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation stages of a project. Prezi and Slideshare were used to present audience feedback and findings from research. YouTube and Facebook were used to research real media products and gain insights into audience preferences. Genius and Microsoft Word supported the planning process by providing song lyrics and a shot list template. SerifMoviePlus, an iPhone, Canon DSLR, and Olympus film camera were used for video and image production. Camera Raw and Photoshop allowed for image manipulation. Keynote, Slideshare, and Blogger supported the evaluation presentations and showcasing of the overall process.
How i used media technologies
The document discusses how various media technologies were used at different stages of creating a music video project. YouTube was used to upload the finished music video for feedback and to track views. Excel was used to create pie charts to statistically represent audience feedback data from a survey on the music video. Other technologies discussed include using the BBC Weather app for location planning, Photoshop and Final Cut Pro for editing, and Pixlr as an alternative to Photoshop.
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How did you use media technologies in the
- 1. HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEARCH, PLANNING AND EVALUATION STAGES?
- 2. CAMERA For the shooting of my music video I used a Song HD camera, the quality of the camera was not excellent but it was still good however I did have to use it in daylight as it didn't pick up the footage in the darkness. This effected my video as I had planned to film some of my video during dusk/evening time to show skies reflecting the girls mood (depressed) but because the camera did not pick this up I had to edit the brightness and contrast of the shots whilst editing.
- 3. Whilst shooting my music video I also used a tripod this helped me to keep my shots steady and make sure that the camera was level at all times as well as keeping the camera in frame helping to improve the appearance of my footage.
- 4. As I was creating a music video the only sound I needed to have was the song I had chosen to use which the had told me they recorded at (insert place here) in Norwich. Due to this I did not need to create a script for my actors which meant I had to show the narrative through their actions, movements and facial expressions.
- 5. To edit my music video I used the software Adobe Premier Pro CS4, I found the software very difficult to use as it didn't play my shots smoothly so they had a rigid effect even after rendering which made it difficult to really tell what my music video looked like however once my video was finish and fully rendered it was smooth again. As I hadn't received any lessons on this software (apart from a few experiences editing other projects) I found it slightly confusing which took me even longer to edit I think that if I knew more about the software I could have added more effects to my video to make it look even better. Whilst editing I used certain effects such as addictive dissolve and fade to black the fade to black was used after her boyfriend left her to connote that her life was turning darker and her mood had changed from happy and loving to sad and lonely which is why she befriend a bear as an imaginary friend. I would have preferred to use the software Final Cut as it takes editing to a whole new level and is much simpler to use however I was unable to get hold of this to edit my footage.
- 6. For my digipack I took photo's using a Fujifilm camera to take shots of the band and the bands instruments, I found this camera extremely good with 5x optical zoom I was able to get extreme close ups which enabled me to get a clear shot of the guitar strings to put my sing title and credits on. To edit my images I used to software Photoshop which was very useful as I was able to use certain effect which I would be unable to use on programs such as paint. Photoshop enabled me to edit the contrast, brightness, colouring, saturation and layering as well as many more effects to the photos. Without Photoshop I don't think my digipack would look anywhere near as good or effective.
- 7. For my questionnaires I needed to use to the internet to get a wider range of responses and without the internet I would be unable to do this giving me less feedback on what I think would be good and effective for my music video. The internet help me receive not only qualitive research but also quantative research.