Jack Suddaby used various media technologies at different stages of his project. He used YouTube to upload videos for feedback, research trailers, and evaluate intertitles. Slideshare allowed him to present information concisely and show his editing process. Photoshop enabled him to enhance his poster and magazine cover creatively. Final Cut Pro was used to add visual and audio effects to polish his trailer. Overall, these technologies helped with research, planning, and improving the quality of his work.
The document discusses how various media technologies were used at different stages of a construction project, including:
- A Canon camera and tripod to film scenes for a music video. YouTube and Google to research other music videos and designs. Movie Serif and Photoshop to edit videos and images.
- Blogger to document the process. Popplet for online mind mapping. Word and Paint for diagrams.
- Social media like YouTube and Twitter to receive feedback on finished products. Slideshare, Voki and Prezi to create and present evaluations. A phone to record feedback and YouTube to share it.
The document summarizes the use of various media technologies throughout the stages of planning, constructing, and evaluating a music video project. During planning, the creator used the internet to research conventions, find inspiration from other music videos on YouTube, and plan ideas using embedded videos and blog posts. A camcorder was used to film footage, which was then edited together using Final Cut Pro software on iMac computers. Additional footage was captured using a digital camera and iPhone app. Twitter, YouTube, and a blog were used to promote the work and gather feedback. Photoshop was used to design ancillary materials like a digital album cover and magazine ad.
Throughout the construction, research, planning and evaluation of a music video project, the author used various media technologies. These included a Canon camera for filming, YouTube and Google for research, Movie Serif for video editing, Blogger for blogging the process, Photoshop for ancillary tasks, social media for feedback, and additional programs like SlideShare, Voki, and Glogster for evaluation. While most programs were easy to use due to past experience, some school computers lacked access to sites like YouTube and challenges were encountered with file sizes and program operation at times.
How did you use Media Technologies in the Construction and Research, Planning...LaurenShiels1
The document discusses the various media technologies and software the student used throughout their coursework over the year. This included platforms like Premiere Pro, Emaze, YouTube, PowToon, PowerPoint, SlideShare, and Photoshop. The student created blogs, presentations, videos and used these platforms at different stages of their process from research to production and editing. They organized their work on these platforms to showcase it for others.
The document discusses technologies used during the process of constructing a music magazine product. It lists software like PowerPoint, Word, Photoshop, and hardware like cameras, computers, and memory sticks. It then discusses how each technology was used during the research, production, and evaluation phases. Key technologies included PowerPoint for planning, Photoshop for image editing, cameras for photos, blogs for sharing work, and SurveyMonkey for conducting surveys. The document reflects on lessons learned from using different technologies and their benefits, like improved presentation and automatic data compilation, versus few drawbacks like occasional crashes.
Vikki Tyler used various computer programs and software to create her final magazine project. She used Photoshop to edit photos, InDesign to layout pages, Premiere to create a video, and Blogger to host her work online. She also took photos with a digital SLR camera. Vikki found some programs like InDesign and Premiere difficult to learn but was able to figure them out and complete her project. Overall, the software allowed her to be creative and produce professional, high quality media for her magazine.
The document discusses what the author learned about technologies through constructing an opening film sequence. They learned how to use various computer programs for editing, why certain equipment is used for filming, how to operate filming equipment, and how to use websites like Blogger for planning and research. Specifically, the author learned how to use an HD video camera, tripod, iMac computer programs like iMovie, digital cameras, webcams, and various online software like YouTube, Blogger, Prezi, Scribd, and more. They can now capture footage, edit videos, add titles, music and transitions, upload files online, and embed media on blogs.
The document discusses how various media technologies were used in the planning, research, construction and evaluation of a project. PowerPoint was used to present evaluation questions and make slideshows of pictures taken. Twitter was used for communication between lessons to get feedback. YouTube was used to upload rough cuts and final cuts of a soap trailer to get comments. Blogger was used to present all work and planning by uploading videos and PowerPoints. SlideShare was used to upload PowerPoints for the blog. Photoshop was used to create a billboard and magazine cover for the soap. Audio was downloaded from YouTube and extracted for use in a trailer. A HD camera on a tripod or handheld was used to record footage, which was transferred
The document discusses how various media technologies were used at different stages of a construction project, including:
- A Canon camera and tripod to film scenes for a music video. YouTube and Google to research other music videos and designs. Movie Serif and Photoshop to edit videos and images.
- Blogger to document the process. Popplet for online mind mapping. Word and Paint for diagrams.
- Social media like YouTube and Twitter to receive feedback on finished products. Slideshare, Voki and Prezi to create and present evaluations. A phone to record feedback and YouTube to share it.
The document summarizes the use of various media technologies throughout the stages of planning, constructing, and evaluating a music video project. During planning, the creator used the internet to research conventions, find inspiration from other music videos on YouTube, and plan ideas using embedded videos and blog posts. A camcorder was used to film footage, which was then edited together using Final Cut Pro software on iMac computers. Additional footage was captured using a digital camera and iPhone app. Twitter, YouTube, and a blog were used to promote the work and gather feedback. Photoshop was used to design ancillary materials like a digital album cover and magazine ad.
Throughout the construction, research, planning and evaluation of a music video project, the author used various media technologies. These included a Canon camera for filming, YouTube and Google for research, Movie Serif for video editing, Blogger for blogging the process, Photoshop for ancillary tasks, social media for feedback, and additional programs like SlideShare, Voki, and Glogster for evaluation. While most programs were easy to use due to past experience, some school computers lacked access to sites like YouTube and challenges were encountered with file sizes and program operation at times.
How did you use Media Technologies in the Construction and Research, Planning...LaurenShiels1
The document discusses the various media technologies and software the student used throughout their coursework over the year. This included platforms like Premiere Pro, Emaze, YouTube, PowToon, PowerPoint, SlideShare, and Photoshop. The student created blogs, presentations, videos and used these platforms at different stages of their process from research to production and editing. They organized their work on these platforms to showcase it for others.
The document discusses technologies used during the process of constructing a music magazine product. It lists software like PowerPoint, Word, Photoshop, and hardware like cameras, computers, and memory sticks. It then discusses how each technology was used during the research, production, and evaluation phases. Key technologies included PowerPoint for planning, Photoshop for image editing, cameras for photos, blogs for sharing work, and SurveyMonkey for conducting surveys. The document reflects on lessons learned from using different technologies and their benefits, like improved presentation and automatic data compilation, versus few drawbacks like occasional crashes.
Vikki Tyler used various computer programs and software to create her final magazine project. She used Photoshop to edit photos, InDesign to layout pages, Premiere to create a video, and Blogger to host her work online. She also took photos with a digital SLR camera. Vikki found some programs like InDesign and Premiere difficult to learn but was able to figure them out and complete her project. Overall, the software allowed her to be creative and produce professional, high quality media for her magazine.
The document discusses what the author learned about technologies through constructing an opening film sequence. They learned how to use various computer programs for editing, why certain equipment is used for filming, how to operate filming equipment, and how to use websites like Blogger for planning and research. Specifically, the author learned how to use an HD video camera, tripod, iMac computer programs like iMovie, digital cameras, webcams, and various online software like YouTube, Blogger, Prezi, Scribd, and more. They can now capture footage, edit videos, add titles, music and transitions, upload files online, and embed media on blogs.
The document discusses how various media technologies were used in the planning, research, construction and evaluation of a project. PowerPoint was used to present evaluation questions and make slideshows of pictures taken. Twitter was used for communication between lessons to get feedback. YouTube was used to upload rough cuts and final cuts of a soap trailer to get comments. Blogger was used to present all work and planning by uploading videos and PowerPoints. SlideShare was used to upload PowerPoints for the blog. Photoshop was used to create a billboard and magazine cover for the soap. Audio was downloaded from YouTube and extracted for use in a trailer. A HD camera on a tripod or handheld was used to record footage, which was transferred
The document describes how iMovie and GarageBand were used at different stages of a media project. iMovie was used to import footage, edit clips together, add titles and music, and publish the finished trailer to YouTube. KeyNote was used to create opening and closing title cards. GarageBand was used to edit music for the project.
The document describes how various media technologies were used in planning, researching, constructing, and evaluating a soap opera project. PowerPoint was used to present evaluation questions and make slideshows of pictures. Twitter was used for communication between lessons to get feedback. YouTube was used to upload rough cuts and final cuts of the soap trailer to get comments and feedback. Blogger was used to present all work and planning by uploading videos and PowerPoints. SlideShare was used to upload PowerPoints for the blog. A heartbeat sound effect was downloaded from YouTube for the trailer introduction. An HD camera on a tripod or handheld was used to record the soap, and footage was transferred to Macs via USB cable. A Fujifilm
The document discusses various technologies the author learned about and used during the process of constructing a media product. The author gained experience using Apple iMacs and software like Mac OS X, Adobe Creative Suite applications (Photoshop, Premiere Pro, After Effects), iMovie, Blogger, Twitter, Facebook, Canon 550D camera, Slideshare, Scoop.it!, and Celtx. Overall, the author found many of the modern technologies to be simplistic yet powerful tools for filmmaking, image editing, publishing work online, and planning pre-production.
The document discusses the various hardware, software, and processes used to construct a magazine coursework project. The author used cameras like the Canon EOS 1200D and Panasonic DMC-TZ7 to take photos, and an Apple iMac, Lenovo Yoga 510, and HTC One M9 for work. Software included Blogger, Prezi, Emaze, Powtoon, RawShorts, and Photoshop. The author found Blogger and Microsoft programs easiest to use, while Photoshop, Emaze, and iMovie took more time to learn. Various websites were used for fonts, sharing documents, and embedding media into the blog.
Throughout constructing this product, the author learned about various technologies:
- Apple Macs were used for editing, research, and blogging, though the software had difficulties when not using the same monitor and file.
- Sony cameras at first had issues filming over previous scenes due to using film, but a digital camera provided better quality footage and easier uploading without focus noise issues.
- Tripods and a dolly helped achieve steady shots and traveling shots to enhance the thriller.
- Different lighting colors created moods, though manual lighting changes were difficult with a low budget.
- iMovies was used to edit clips, add transitions and credits, but uploading to YouTube took a long time so saving to
The document describes the various media technologies used at different stages of creating a music video project. Technologies like YouTube, Blogger, Microsoft Word, cameras, and social media were used for research and planning. Video and photo cameras, editing software like iMovie, lighting, and CDs/DVDs were used for construction. Evaluation was done using Microsoft Word, PowerPoint, and uploading materials to blogs and YouTube for feedback. Overall, the document discusses how these technologies enabled effective research, planning, construction, and evaluation of the music video project.
The document discusses various new technologies the author used to design and create a media product, including:
1) Apple iMacs running Mac OS X for designing and filmmaking.
2) Blogging software, Twitter, Facebook for organizing work and promoting it online.
3) A Canon 550D digital camera for filming scenes in HD quality.
4) Adobe software like Photoshop, Premiere Pro, and After Effects for editing photos, video, and applying effects.
5) Additional programs like iMovie, Slideshare, Scoop.it, Celtx and Prezi for visualizing ideas, sharing content online, and creating unique presentations.
Throughout the process of completing their music video and ancillary tasks, the student used a variety of media technologies for research, planning, construction, editing, and evaluation. They used YouTube, Google, magazines, and their personal camera to conduct initial research. They edited the music video using Microsoft Movie Maker and constructed the ancillary tasks using Photoshop and InDesign. For evaluation, the student created presentations using PowerPoint, videos using Movie Maker, and blogs using Blogger to showcase and reflect on their work.
Blogger, YouTube, Survey Monkey, Google, Photoshop, Final Cut Pro, Canon 600D camera, iPhone, and Macintosh were used at various stages of the project. Blogger allowed easy access and presentation of the project online from any location. YouTube provided information and a platform to share videos. Survey Monkey was used to conduct research and gather feedback. Photoshop and Final Cut Pro helped construct promotional materials and edit videos. The camera and iPhone facilitated filming and communication. Together these technologies supported all phases from planning to evaluation.
The student used a range of media technologies throughout the process of completing their music video coursework, including for research, planning, construction, editing, evaluation, and presentation. Some of the key programs and websites used were YouTube, Google, Microsoft Movie Maker, Photoshop, InDesign, Blogger, SlideShare, and social media like YouTube and Twitter to gather feedback. The student encountered some issues with file sharing and program access, but was able to overcome these by completing work at home or staying late at school.
The document discusses how various media technologies were used at different stages of planning, research, construction, and evaluation of a project. Celtx, Blogger, Slideshare, Prezi, Photoshop, iMovie, Facebook, Twitter, and a Canon 550D DSLR camera were used for formatting scripts, documenting progress, presenting research and analysis, editing videos, marketing through social media, and filming high-quality footage respectively. The technologies helped make the work more organized, creative, interactive, and professionally presented.
The document discusses the various media technologies used at different stages of a media project, including software, hardware, websites and apps. It describes how each technology was used for research, planning, production, post-production and evaluation. Key technologies discussed include Microsoft Word, PowerPoint, Photoshop, Premiere Pro, Movie Maker, YouTube, Imgflip and SlideShare. The document emphasizes the convergence between different technologies and how they enabled various stages of the project from planning to sharing the final products.
The document discusses how various media technologies were used at different stages of planning, research, construction, and evaluation of a project. Celtx, Blogger, Slideshare, Prezi, Photoshop, iMovie, Facebook, Twitter, and a Canon 550D DSLR camera were used for formatting scripts, documenting progress, presenting research and analysis, editing videos, marketing through social media, and filming high-quality footage respectively. The technologies helped streamline pre-production, create interactive blogs and presentations, and allowed for creative works and an engaging viral marketing campaign.
New media technologies were used extensively throughout the construction, research, planning and evaluation stages of the project. Adobe Premiere Pro and Photoshop were used to edit video and create graphics. YouTube, BlogSpot and SlideShare helped with research, organization, and presentation of information. Microsoft PowerPoint and Excel supported evaluation of research findings and presentation of results. Social networks aided research through feedback collection. Overall, these technologies helped produce high quality work across all stages of the project.
The document discusses how to use YouTube in the classroom. It provides background on YouTube and how it was created. It then discusses how teachers can search for educational videos on YouTube and the website TeacherTube. It provides many examples of video topics that could be used in different subject areas. Finally, it discusses how teachers can embed YouTube videos into PowerPoint presentations or have students create their own videos for projects.
The document describes the process of creating a stop motion animation using drawings. A digital camera on a tripod was used to take photos of the drawings in different positions. Slideshare was used to upload the finished stop motion video. YouTube provided inspiration by allowing the creator to view other stop motion videos and get ideas for camera angles. The creator chose to do a stop motion of drawings because it provided flexibility to change the drawing and was easy to fix if needed. Natural light was used and sometimes caused issues when the sun would come in and out.
Final Cut Express, Photoshop, InDesign, LiveType, Logic Pro, YouTube, Blogger, Slideshare, Facebook, Screenflow and Safari are various software programs and websites that the author used to create their media coursework, including editing video clips, designing magazines and posters, creating titles and soundtracks, sharing work, and getting feedback. These digital tools allowed the author to non-linearly edit video, add visual effects, incorporate text and images, make music, and present their work to a wide online audience.
The document discusses the creative choices made in producing a music video for an indie/acoustic artist named Jack. It analyzes various shot types used - close-ups of Jack playing guitar, mid shots, wide shots of a landscape, close-ups of Jack's face singing, etc. For each shot discussed, examples are given of similar shots used in music videos by artists like The Script and Ed Sheeran. The document also notes conventions of the indie/acoustic genre followed, like a focus on performance over narrative and simple editing styles.
The document discusses conventions of music videos and how the author's media product follows or challenges these conventions. It summarizes that the author's music video follows conventions by having visuals that relate to the lyrics, and editing and colors that reflect the tone of the music. However, it also challenges conventions by not enhancing sepia tones like many indie music videos. The document analyzes how shot composition, representation, and other elements in the author's video develop or relate to conventions from real music videos.
This document provides an analysis of magazine conventions for horror genres. It examines various aspects of magazine covers that follow conventions, such as the use of red text and imagery to connote evil, positioning of cover lines, inclusion of major actors, and a typical three-part cover structure. The document also describes how one magazine called "Little White Lies" has an iconic simple style using a single main image and logo. Additionally, it outlines the process of editing a photo to give it a horror effect by combining it with another image using layer blending in Photoshop.
The document describes how iMovie and GarageBand were used at different stages of a media project. iMovie was used to import footage, edit clips together, add titles and music, and publish the finished trailer to YouTube. KeyNote was used to create opening and closing title cards. GarageBand was used to edit music for the project.
The document describes how various media technologies were used in planning, researching, constructing, and evaluating a soap opera project. PowerPoint was used to present evaluation questions and make slideshows of pictures. Twitter was used for communication between lessons to get feedback. YouTube was used to upload rough cuts and final cuts of the soap trailer to get comments and feedback. Blogger was used to present all work and planning by uploading videos and PowerPoints. SlideShare was used to upload PowerPoints for the blog. A heartbeat sound effect was downloaded from YouTube for the trailer introduction. An HD camera on a tripod or handheld was used to record the soap, and footage was transferred to Macs via USB cable. A Fujifilm
The document discusses various technologies the author learned about and used during the process of constructing a media product. The author gained experience using Apple iMacs and software like Mac OS X, Adobe Creative Suite applications (Photoshop, Premiere Pro, After Effects), iMovie, Blogger, Twitter, Facebook, Canon 550D camera, Slideshare, Scoop.it!, and Celtx. Overall, the author found many of the modern technologies to be simplistic yet powerful tools for filmmaking, image editing, publishing work online, and planning pre-production.
The document discusses the various hardware, software, and processes used to construct a magazine coursework project. The author used cameras like the Canon EOS 1200D and Panasonic DMC-TZ7 to take photos, and an Apple iMac, Lenovo Yoga 510, and HTC One M9 for work. Software included Blogger, Prezi, Emaze, Powtoon, RawShorts, and Photoshop. The author found Blogger and Microsoft programs easiest to use, while Photoshop, Emaze, and iMovie took more time to learn. Various websites were used for fonts, sharing documents, and embedding media into the blog.
Throughout constructing this product, the author learned about various technologies:
- Apple Macs were used for editing, research, and blogging, though the software had difficulties when not using the same monitor and file.
- Sony cameras at first had issues filming over previous scenes due to using film, but a digital camera provided better quality footage and easier uploading without focus noise issues.
- Tripods and a dolly helped achieve steady shots and traveling shots to enhance the thriller.
- Different lighting colors created moods, though manual lighting changes were difficult with a low budget.
- iMovies was used to edit clips, add transitions and credits, but uploading to YouTube took a long time so saving to
The document describes the various media technologies used at different stages of creating a music video project. Technologies like YouTube, Blogger, Microsoft Word, cameras, and social media were used for research and planning. Video and photo cameras, editing software like iMovie, lighting, and CDs/DVDs were used for construction. Evaluation was done using Microsoft Word, PowerPoint, and uploading materials to blogs and YouTube for feedback. Overall, the document discusses how these technologies enabled effective research, planning, construction, and evaluation of the music video project.
The document discusses various new technologies the author used to design and create a media product, including:
1) Apple iMacs running Mac OS X for designing and filmmaking.
2) Blogging software, Twitter, Facebook for organizing work and promoting it online.
3) A Canon 550D digital camera for filming scenes in HD quality.
4) Adobe software like Photoshop, Premiere Pro, and After Effects for editing photos, video, and applying effects.
5) Additional programs like iMovie, Slideshare, Scoop.it, Celtx and Prezi for visualizing ideas, sharing content online, and creating unique presentations.
Throughout the process of completing their music video and ancillary tasks, the student used a variety of media technologies for research, planning, construction, editing, and evaluation. They used YouTube, Google, magazines, and their personal camera to conduct initial research. They edited the music video using Microsoft Movie Maker and constructed the ancillary tasks using Photoshop and InDesign. For evaluation, the student created presentations using PowerPoint, videos using Movie Maker, and blogs using Blogger to showcase and reflect on their work.
Blogger, YouTube, Survey Monkey, Google, Photoshop, Final Cut Pro, Canon 600D camera, iPhone, and Macintosh were used at various stages of the project. Blogger allowed easy access and presentation of the project online from any location. YouTube provided information and a platform to share videos. Survey Monkey was used to conduct research and gather feedback. Photoshop and Final Cut Pro helped construct promotional materials and edit videos. The camera and iPhone facilitated filming and communication. Together these technologies supported all phases from planning to evaluation.
The student used a range of media technologies throughout the process of completing their music video coursework, including for research, planning, construction, editing, evaluation, and presentation. Some of the key programs and websites used were YouTube, Google, Microsoft Movie Maker, Photoshop, InDesign, Blogger, SlideShare, and social media like YouTube and Twitter to gather feedback. The student encountered some issues with file sharing and program access, but was able to overcome these by completing work at home or staying late at school.
The document discusses how various media technologies were used at different stages of planning, research, construction, and evaluation of a project. Celtx, Blogger, Slideshare, Prezi, Photoshop, iMovie, Facebook, Twitter, and a Canon 550D DSLR camera were used for formatting scripts, documenting progress, presenting research and analysis, editing videos, marketing through social media, and filming high-quality footage respectively. The technologies helped make the work more organized, creative, interactive, and professionally presented.
The document discusses the various media technologies used at different stages of a media project, including software, hardware, websites and apps. It describes how each technology was used for research, planning, production, post-production and evaluation. Key technologies discussed include Microsoft Word, PowerPoint, Photoshop, Premiere Pro, Movie Maker, YouTube, Imgflip and SlideShare. The document emphasizes the convergence between different technologies and how they enabled various stages of the project from planning to sharing the final products.
The document discusses how various media technologies were used at different stages of planning, research, construction, and evaluation of a project. Celtx, Blogger, Slideshare, Prezi, Photoshop, iMovie, Facebook, Twitter, and a Canon 550D DSLR camera were used for formatting scripts, documenting progress, presenting research and analysis, editing videos, marketing through social media, and filming high-quality footage respectively. The technologies helped streamline pre-production, create interactive blogs and presentations, and allowed for creative works and an engaging viral marketing campaign.
New media technologies were used extensively throughout the construction, research, planning and evaluation stages of the project. Adobe Premiere Pro and Photoshop were used to edit video and create graphics. YouTube, BlogSpot and SlideShare helped with research, organization, and presentation of information. Microsoft PowerPoint and Excel supported evaluation of research findings and presentation of results. Social networks aided research through feedback collection. Overall, these technologies helped produce high quality work across all stages of the project.
The document discusses how to use YouTube in the classroom. It provides background on YouTube and how it was created. It then discusses how teachers can search for educational videos on YouTube and the website TeacherTube. It provides many examples of video topics that could be used in different subject areas. Finally, it discusses how teachers can embed YouTube videos into PowerPoint presentations or have students create their own videos for projects.
The document describes the process of creating a stop motion animation using drawings. A digital camera on a tripod was used to take photos of the drawings in different positions. Slideshare was used to upload the finished stop motion video. YouTube provided inspiration by allowing the creator to view other stop motion videos and get ideas for camera angles. The creator chose to do a stop motion of drawings because it provided flexibility to change the drawing and was easy to fix if needed. Natural light was used and sometimes caused issues when the sun would come in and out.
Final Cut Express, Photoshop, InDesign, LiveType, Logic Pro, YouTube, Blogger, Slideshare, Facebook, Screenflow and Safari are various software programs and websites that the author used to create their media coursework, including editing video clips, designing magazines and posters, creating titles and soundtracks, sharing work, and getting feedback. These digital tools allowed the author to non-linearly edit video, add visual effects, incorporate text and images, make music, and present their work to a wide online audience.
The document discusses the creative choices made in producing a music video for an indie/acoustic artist named Jack. It analyzes various shot types used - close-ups of Jack playing guitar, mid shots, wide shots of a landscape, close-ups of Jack's face singing, etc. For each shot discussed, examples are given of similar shots used in music videos by artists like The Script and Ed Sheeran. The document also notes conventions of the indie/acoustic genre followed, like a focus on performance over narrative and simple editing styles.
The document discusses conventions of music videos and how the author's media product follows or challenges these conventions. It summarizes that the author's music video follows conventions by having visuals that relate to the lyrics, and editing and colors that reflect the tone of the music. However, it also challenges conventions by not enhancing sepia tones like many indie music videos. The document analyzes how shot composition, representation, and other elements in the author's video develop or relate to conventions from real music videos.
This document provides an analysis of magazine conventions for horror genres. It examines various aspects of magazine covers that follow conventions, such as the use of red text and imagery to connote evil, positioning of cover lines, inclusion of major actors, and a typical three-part cover structure. The document also describes how one magazine called "Little White Lies" has an iconic simple style using a single main image and logo. Additionally, it outlines the process of editing a photo to give it a horror effect by combining it with another image using layer blending in Photoshop.
The document discusses conventions of the horror genre. It notes that genre is important for audiences and institutions as it provides familiarity and aids marketing. A conventional horror narrative involves a group of people, often teenagers or a family, being pursued by an antagonist. Common icons include dark lighting, red color palettes, masked figures, isolated or everyday locations, and weapons. Over time, subgenres like slasher, psychological, paranormal and found footage films emerged to keep audiences interested. While some argue slashers are misogynistic, others believe the "final girl" is a heroic character. Audiences enjoy horror films for their ability to break social norms and provide emotional and intellectual experiences.
This document discusses the distribution of short films. It notes that short films are typically under 5 minutes and can be live action, animated, or a combination. Unlike feature films, short films are usually distributed by independent producers through short film festivals held around the world, online distribution platforms, award winning status which brings attention, and as "pre-sales" to demonstrate an idea and generate interest in developing it into a feature film. Popular short film festivals highlighted include Sundance, Cannes, and Raindance.
The history of horror began with 18th century Gothic literature influencing early monster films of the late 19th century. German Expressionism of the 1920s popularized the use of distorted sets and shadows. Universal films of the 1930s, like Dracula, brought horror to sound cinema. Psychological horror films of the 1940s-1960s with low budgets became highly profitable. Subgenres that followed included occult, creature, slasher, and torture porn films of the 2000s that utilized graphic violence and found footage styles. Current zombie films reflect fears of pandemics but the subgenre may be declining with parodies like Shaun of the Dead.
This document provides an overview of major events, inventions, art movements, and works from 1900 to 1918. It discusses female suffragettes, World War I, changes in fashion before and after the war, inventions like the Kodak camera, Ford Model T, and the sinking of the Titanic. The document also summarizes the art movements of Expressionism, Fauvism, Cubism, and Futurism during this period and provides examples of influential works within each movement like Munch's Golgotha and Balla's Abstract Speed the Car has Passed. It concludes with information about Beatrix Potter publishing her first Peter Rabbit story in 1902.
In the construction and research stages, the student:
1) Created trial soap trailers in groups to learn camerawork and character portrayal.
2) Watched soap operas to understand audience expectations of the genre.
3) Researched magazine covers to identify what readers expect.
4) Used iMovie to edit trailer clips and GarageBand to import music.
5) Used Photoshop to edit a logo and SlideShare to share documents.
6) Created a blog to log progress and follow classmates' blogs.
7) Uploaded the trailer to YouTube and embedded it in the blog.
The document discusses how various media technologies were used at different stages of creating a short film project. During the research stage, online video sharing sites and social media were used to find inspiration and gather audience feedback. Blogger was used to document the research and planning process. iMovie was used to create a digital storyboard, and Instagram and 8mm phone apps were used to experiment with shots. Adobe Illustrator and Premiere Pro were used for poster design and editing the final film together. YouTube and social media were used to distribute the film for audience evaluation and feedback.
The document discusses the various software, websites, and technologies used throughout a media production project. WordPress was used to host the website and upload content like images, videos, and documents. Photoshop was used extensively to edit images through cropping, resizing, brightness/contrast adjustments, and adding cuts to models' faces. iMovie was used to construct a horror trailer by importing footage, editing clips, adding effects and audio. PowerPoint was used to address an evaluation question by listing technologies used and including descriptions and screenshots.
The document discusses the various software, websites, and technologies used throughout a media production project. WordPress was used to host the website and pages for the project. Images, videos, and documents were uploaded. Word was used to type text before pasting to the blog. It was also used to resize and crop images. Paint was used to take screenshots from videos and crop and save individual images for uploading. SurveyMonkey was used to create questionnaires and collect responses from social media. Excel was used to analyze the questionnaire data and create graphs. Photoshop was used extensively to edit images through cropping, brightness/contrast adjustments, recoloring, and adding cuts and bruises. PowerPoint was created to describe the use of
How did you use media technologies uploadjade freeman
Technology enabled the creator to upload drafts and research to YouTube and Blogspot to plan and develop media products. Final Cut Express and Photoshop were used to edit videos and images. Feedback was gathered through views on uploaded works. Research of existing media on YouTube and Google informed conventions and storyboarding.
The document discusses the various new media technologies used at each stage of creating a film trailer project, including pre-production, production, and evaluation. Technologies mentioned include Mac and Windows computers, the internet for research, YouTube for analyzing existing trailers, blogs for sharing work, video cameras for filming, iMovie for editing, Photoshop and InDesign for designing ancillary materials, Flickr and YouTube for sharing final products, surveys and social media for audience feedback, and Prezi, Wikispaces, and PowerPoint for evaluations. The document emphasizes how these technologies were crucial for designing, developing, sharing, and evaluating all aspects of the project.
The document discusses the use of new media technologies throughout the stages of planning, producing, and evaluating a media project. A wide range of technologies were used, including Apple and Windows computers, the internet for research, YouTube for analyzing trailers, Photoshop and InDesign for image editing, iMovie for video editing, and social media sites for sharing work and gathering feedback. The use of these technologies helped improve the quality of the project and allowed for multimedia presentations and collaboration at different stages of the process.
The document discusses the various digital tools and software used to complete a media production project. WordPress was used to host web pages for the site, where content like documents, images and videos were uploaded. Word was used to type documents and resize images before pasting them into WordPress. Paint was used to crop screenshots and images. Browsers were used to access the internet for research. SurveyMonkey was used to create and distribute questionnaires. Excel was used to analyze questionnaire data and create graphs. Social media was used to promote surveys. Google Images was used to find media texts to analyze. iMovie was used to edit video footage and add effects/audio. YouTube was used for research and hosting videos. A website was used to
The document summarizes the various technologies used at different stages of a project. In the research and planning stage, a Weebly website was used to organize and present work. PowerPoint was used to create presentations, and YouTube was used for research. Word was used for planning documents. During construction, a tripod, video camera, and DSLR were used to film and photograph. Adobe Photoshop was used to create magazine covers and posters. Music was sourced from Incompetech and sound effects from YouTube. Evaluation presentations used Prezi and PowerPoint. The Weebly website displayed evaluation work. QuickTime Player recorded an iMovie demonstration.
Question 6: What have you learnt about technologies from the process of const...Austen Nuttall
Austen Nuttall learned several new technologies through creating this project. He learned how to use digital cameras more effectively, including settings like the rule of thirds. He also learned how to edit video footage in Adobe Premiere Elements, including converting file formats, adding effects like grayscale, and creating an animatic title sequence. Additionally, he learned how to film with techniques like the dolly zoom and distribute project videos online through YouTube and embed links and information from IMDb.
Kyle began editing his promotional video by importing footage and dragging clips onto the timeline in Adobe Elements. He added transitions like dissolves between clips and used pan and zoom tools to create effects. Some clips were too long so Kyle cut them on the timeline. Kyle also cut interviews into clips and added text overlays. After adding the soundtrack, Kyle exported the finished video in different formats for web, DVD, and presentations. The exporting process involved selecting format and file options to save the video.
The document discusses how new media technologies were used at different stages of a music video project. Technologies like YouTube, cameras, and photo editing software were used for research, planning, construction, and evaluation. Photos and videos were taken during the research, planning, and construction stages and uploaded to a blog. Software like Photoshop and iMovie were used to edit photos, construct packaging and ads, and edit the final music video. The final video and projects were evaluated on the blog using embedded videos and slideshows.
Throughout the research, planning, production, and evaluation stages, the author used various technologies. During research, the author used Blogger to upload and edit draft posts, and used websites like YouTube and IMDb to view media conventions. Storyboards were created using PowerPoint and a scanner. Footage was captured using an HD digital camera and edited in iMovie, where sound effects and text were also added. Ancillary tasks were created in Publisher and uploaded to Blogger. For evaluation, PowerPoint and websites like YouTube and Facebook were used to gather audience feedback and compare work to other media products.
Throughout the research, planning, production, and evaluation stages, the author used various technologies. During research, the author used Blogger to upload and edit draft posts, and used websites like YouTube and IMDb to view media conventions. Storyboards were created using PowerPoint and a scanner. Footage was captured using an HD digital camera and edited in iMovie, where sound effects and text were also added. Ancillary tasks were created in Publisher and uploaded to Blogger. For evaluation, PowerPoint and websites like YouTube and Facebook were used to gather audience feedback and compare work to other media products.
The document discusses the use of new media technologies throughout the stages of planning, producing, and evaluating a trailer and related products. A variety of technologies were used including Apple and Windows computers, the internet for research, YouTube for analyzing existing trailers, blogs for sharing work, Photoshop and InDesign for image editing, iMovie for video editing, and Prezi and PowerPoint for presentations. Social media was also used to gather audience feedback. The use of these technologies allowed for effective research, content creation, sharing of work, and presentation of the final products.
The document summarizes how various media technologies were used at different stages of a project. A blog was used to organize and store work, and YouTube was used to share a trailer and get feedback. Google was used for research, and a font was found on dafont.com. A digital camera and Canon camcorder were used to capture photos and video. Photoshop was used to edit photos by adjusting colors, cropping, and adding layers. iMovie was used to edit video clips together by importing, trimming, rearranging clips, and adding sound effects and transitions.
Once the audio file was downloaded, it could be dragged and dropped into iMovie to place it within the video timeline. GarageBand allowed editing of audio tracks, including removing unwanted sections, looping parts of songs, and adjusting volume levels within the video. Blogger was used to upload and present work by creating new posts, adding titles and text, and publishing the post online.
The document summarizes the various media technologies used by the student at different stages of their media project. In the planning stage, the student used blogs, YouTube, and slideshare to organize work, gather feedback, and publish findings. Photoshop was used to edit photos for advertisements and magazines. iMovie was used to edit video clips, add sound effects, and produce the final video product. The student experimented with different editing techniques in iMovie like adjusting contrast, adding transitions, and zooming to enhance scenes.
How did you use media technologies in the construction and research, planning...Sarah Hilton
This presentation shows the different technologies used whilst making my trailer, poster and magazine cover. It shows how I used them and how they benefited me.
The document provides guidance on using media theory and theorists in coursework for a media studies course. It lists several relevant theorists grouped by area (genre, narrative, representation, audience, media language) and briefly summarizes some of their key ideas. It emphasizes that students do not need to deeply explain theories, but should be able to apply and discuss how useful theories are for understanding their own work or case studies. Examples are given of how to properly cite and reference theorists in assignments.
This document summarizes research on the gangster genre of films. It outlines the key codes and conventions including common symbols, motifs, themes, and narrative structures. It provides a history of the genre from its origins in the 1930s-1940s through prominent eras in the 1970s-1990s. Examples of influential and classic gangster films are given for each decade. The document concludes that understanding these elements is essential for effectively opening a new gangster film.
The target audience for the film is males over 15 who enjoy mafia/gangster films. Some females may also be interested. To attract this audience, the opening scene needs to be fast-paced with suspense to grab their attention. It should feature relatable characters like a teenager to appeal to that demographic. An attractive female character could also draw in viewers.
Opening credits began in the 1980s and are used to list the most important people involved in a film, such as the director and main actors. They can be displayed in different styles, either animated onto the background of a scene or shown on a blank screen. Opening credits are sometimes used iconically, like the James Bond franchise pairs them with stylized imagery and music to foreshadow the film. Distribution company logos at the beginning are partly an advertisement but also promote the film by suggesting it has a larger budget. Occasionally a brief scene will be shown before credits to engage the audience rather than just reading names.
The document provides guidance on designing effective horror movie posters. It analyzes the structure and elements of a sample poster. The poster follows conventions like using a three-part structure with a large central image to draw the eye. It prominently features the title, actors, and release date. Effective horror posters convey a sense of fear through images and text that hint at the plot without giving too much away. The document stresses the importance of consistency across marketing materials like trailers and posters to build recognition of the film as a package.
How did you use media technologies in the construction and research, planning...Jack Suddaby
Jack Suddaby used various media technologies at different stages of his construction media project, including for research, planning, and evaluation. He used YouTube to upload draft videos to receive feedback, and to find inspiration from other trailers. Photoshop allowed him to manipulate images and create a spooky atmosphere for his poster and magazine cover. Slideshare and Prezi enabled him to present information in an organized, visual format. Final Cut Pro was used to add video effects and edit audio for his trailer. Overall, these technologies helped improve his project portfolio and allowed for feedback at various stages of development.
The document discusses key elements to include in a movie poster. An effective poster should grab attention, focus on a single message, and have a clear order or sequence. Key elements that should be included are the main focal image showing an antagonist or protagonist, the film title in a prominent font, release date, and credits for directors, producers, and leading cast. Horror movie posters specifically need images that instill fear in viewers to grab their attention.
Trailers typically show opening scenes to establish the narrative, followed by a collage of middle scenes but avoid revealing ending scenes. They introduce main characters at the beginning to engage audiences and also depict conflicts between characters to build tension and climax. Trailers include clips from the most dramatic, humorous or scary scenes to promote the film and should last no longer than 1 minute 30 seconds, leaving audiences wanting to see more.
The document discusses establishing a target audience for horror films. It describes conducting a questionnaire of 10 people ages 15-48 to understand preferences around gender, age, favorite horror film genres, and how trailers are watched. The results showed the target audience is primarily 18-25 year olds, with more men and women represented. Younger audiences prefer slasher films, and most watch trailers online, so the author will focus their research and trailer on this demographic.
Trailers typically show opening scenes to establish the narrative, followed by a collage of middle scenes but avoid revealing ending scenes. They introduce main characters at the beginning to engage audiences and depict conflicts between characters to build tension and climax. Trailers include clips of the scariest, funniest, or most dramatic moments and should last no more than 1 minute 30 seconds, showing some of the best scenes to entice audiences to watch the full film.
The document discusses costume design for horror film monsters and demons. It argues that overly elaborate costumes are too dramatic and comedic for a homemade horror feel. Simple, understated costumes like a bloody shirt, white shirt, or blood around the mouth can be creepy and focus audience attention on the film rather than the costumes. Examples from films like "The Ring" demonstrate how simplistic costumes can still be effectively scary with minimal effort and budget. The document concludes the filmmaker will take a simplistic costume design approach.
Horror films typically feature isolated settings like small, dark, cramped spaces; abandoned houses; lakes; subways; or countryside where the protagonist feels vulnerable without protection. Cinematography aims to add suspense through unnatural camera movements, POV shots, blurred monsters, and diegetic/non-diegetic sounds. Colors like red and black as well as unnatural lighting are used to convey danger, while props like candles, axes, and broken furniture imply haunted or deserted locations. The protagonist is often a victim or hero unsure if they can trust others, as the villain is usually a monster, killer, or normal human keeping viewers guessing.
How did I attract/address my audience?Jack Suddaby
Jack Suddaby analyzed how to attract and address his target audience for a potential gangster film. He would use gangster stereotypes and over-the-top portrayals to gain publicity and make money. Posters and viral social media marketing would be used to promote the film to young adults aged 15-25. Choosing a niche genre like gangster that is underused currently could result in commercial success. Tension and suspense would be built through the use of slow and fast-paced editing, diegetic music, and close-up shots that make the viewer feel like they are experiencing the scenes firsthand without understanding the full context or plot.
This document outlines a film pitch for a 1960s mafia film. It describes opening shots that show an old car pulling up with two men taking a beaten, tied up man from the trunk. There would be an intertitle card displaying the date of 1963. The typography for the title card and headings would have a mafia-style font. Target audiences are those over 15 due to violence and language, though the first two minutes could be suitable for ages 12 and up with minimal violence.
The document discusses conventions for film openings, providing examples of different types:
1) An animated sequence can be used to set the tone for a musical film by including songs.
2) Scenes before the credits are common in action films to hint at the plot and grab attention through exciting footage.
3) Some films include credits during the opening scene so viewers can see who stars in it while still watching moving images rather than a black screen.
4) Traditional openings place credits over a black background with non-diegetic music to set the genre tone.
How did you use media technologies in the construction and research, planning and evaluation stages?
1. How did you use media
technologies in the construction
and research, planning and
evaluation stages?
By Jack Suddaby
2. I used many different technologies and
programs to express my range of ability and to
create a wider portfolio of different
technologies; it also allowed me to portray my
research and planning through different visual
mediums.
3. Youtube
To actually convert the file from Final Cut, I needed to export it:
I went to 'File' and
then 'Export' and
finally I selected
'Using Quicktime
Conversion' . As if I
exported it as a
'Quicktime Movie' it
wouldn't work on
Youtube because of
the
formatting, Once I
clicked that I used a
sheet as a guideline
to exporting it
correctly to
Youtube:
4. Youtube
As I selected
certain sections
of the on screen
'Options' I
simply used this
sheet and it
worked
perfectly. The
video then
exported to
wherever I
wanted it to
go, and I went
on the website
'Youtube".
5. Youtube
I used this website to upload any video that I made, it's
incredibly simplistic to use.
At the top of the website there is a simple 'Upload" button, for
which you click to give you this screen:
6. Youtube
It then came up with this screen, you click 'Select files to upload'
and then choose the video file you need to upload:
This screen then
allowed me to
edit the 'Title'
choose the
'Description' and
add 'Tags' (which
are used as key
words when
people type them
in to the Youtube
Once completed, I could then use this video and upload it to search bar)
my blog. This is as simple as the steps that came before it, all I
needed to do was to: go on the video, select 'Share', then
choose 'Embed‘.
7. Youtube
This is what it looks like.
Once I have copied (cmd -
c) the 'Embed' I then went
over to my blogger:
Created a new blog post and
copied the 'Embed" to the
'HTML' section. Once that was
complete the video would be
uploaded, and it became
possible to view all my
videos.
8. Evaluation of Youtube
I used Youtube to help me with my research, for example: I uploaded my first
draft, and people were able to watch it on their own computers at home and give
me feedback as to how and what I need to do to change it to become my final
product. I also used it to help research into trailers and intertitles. I uploaded
videos that helped me evaluate what would be the ideal intertitle for my final
product. I also used it for an animated storyboard, which gave me a structure to
work on for when I finished my final video. Youtube also helped me find idents. I
actually created my own ident which features at the beginning of my trailer. This
came from looking and evaluating different idents all found from Youtube.
Youtube also helped to portray my Target Research into Font's, as I filmed my
target audience selecting their favourite font, the video was an effective way of
collating the research I have done. Considerably the most important factor of
Youtube was to look at other trailers for which I could quickly compare theirs to
mine and use Youtube to base my initial ideas from several different horror
trailers; each trailer that I researched into on my blogger features a clip from
Youtube of their trailer, which gives my blog an easy reference point when
looking at my work to professionals.
9. Slideshare
• This has been one of the most useful online websites
of my coursework, not only to upload my own power
points, but also to help in extensive research in
simplistic and bullet pointed facts about trailers. It
enabled me to give information in a different format
which made it far more simplistic and easy to read. It
also didn't clog up my blog, with lots of long
paragraphs (kind of like this one, ironic) . Slideshare
also made it possible to quickly show editing stages i.e
my magazine, through step by step production. (This
may sound a bit like a cooking programme, I hope you
like masterchef)
10. Slideshare
Here is the website. All you have to do is select
'Upload' which is the orange button at the top.
11. Slideshare
Once selected:
This will appear
(left) because I have
the simple package
I select the orange
'Upload'
Once I select this option you
choose the Powerpoint you want
and convert. You then add the
'Title', 'Category' and a
description if you wanted to. (I
didn't want to).
12. Slideshare
Once that’s all done it's
ready to be uploaded
onto my blog.
Here is what it looks like once finished uploading onto
Slideshare. I can look through my final Powerpoint before
copying the embed to my blogger. This is useful as if I
have made any mistakes at this point, it isn’t too late to
correct them, and upload the corrected one. I then copied
and pasted the Embed code onto my blogger, just the
same as Youtube.
13. Evaluation of Slideshare
I have mainly used Slideshare when I have
wanted to contract a lot of information into a
shorter, easier reference. It has enabled me to
collate lots of different pictures and information
and have it held together with a tidy
Powerpoint, it also makes everything look far
more professional, opposed to long, weary
essay formats.
14. Prezi
This is a website I used a couple of times. It's
effectively an online spider diagram. Much like
Slideshare and Youtube it's incredibly simplistic to
use. However although it's simplistic I most
certainly found it the very frustrating. The
website expects you to know what to do with all
the icons. I did not know what to do with any of
the icons, it took me some time to get my head
around the arrows and 'paths' for which the Prezi
‘timeline’ would follow, however I got there in
the end.
15. Prezi
Here is a print screen of
the website in the 'editing
stage'. Prezi is handy
because you can upload
Youtube videos to show
the audience during the
Prezi timeline. You simply
click 'Media' and then
Youtube, you then need
the URL of the video, and
you will have to video in
your Prezi.
16. Prezi
This also took me a bit of time to figure
out, and what confused me more was just to
move the video around and to resize, as it was
hard to correspond to the pathway with the
video in the correct time.
17. Evaluation of Prezi
In evaluation of Prezi, although it isn't my
ideal online website, it still looks smarter than
long paragraphs and is more convenient for
the audience to actually evaluate how I have
researched into different products, not to
mention it’s pro media style.
18. Photoshop
Photoshop is an image editing software developed and
manufactured by Adobe Systems Inc. Photoshop is
considered one of the leaders in photo editing
software. The software allows users to
manipulate, crop, resize, and
correct colour on digital photos.
It was a massive contribution to my final portfolio as it
enabled me to expand what my camera and ‘make up’
skills weren’t capable off. Photoshop allowed me to
create a far more spooky atmosphere amongst both
my poster and magazine cover.
19. Photoshop
This is a quick example of how I used
Photoshop to change images and
manipulate them to how I want them to
look. An example would be my poster:
20. Photoshop
Two Originals
Editing Process
First Draft Final Piece after feedback
21. Photoshop
Final Piece after feedback
Two Originals
You can clearly see the change as the first two pictures are
completely different to the final piece, Photoshop has
enabled me to edit these two images to create shadows
and dramatic effect.
22. Photoshop
• Here is another example of using Photoshop
through my magazine cover:
Original image in Editing stage
Photoshop Final Piece
23. Photoshop
• As you can see, much like the poster, I have
been able to mutate the original models head
and make it look far more scary than the
original
I also edited in the
‘Little White Lies’ logo
through Photoshop, by
layering it on top if the
background image
24. Photoshop/Facebook
I also put the magazine cover
onto facebook. I have
removed the identity of the
people commenting, and
some of the comments ( you
can use your own
imagination for them, if you
like).
As you can see the general
feedback is good, most
people are ‘scared’ from the
magazine cover. People also
commented about a small
white dot under the nose, for
which my peer suggested a
Photoshop technique to
remove it, and so I did.
25. Facebook
• Facebook is a good secondary research tool as, it
is a time effect way of getting lots of people to
view and comment on your work. Because my
main target audience is for teenagers, facebook
directs easy, fast attention to my product strait to
the TA’s eye’s. However because the people that
view it are ‘my friends’ (most of them
anyway), they are likely to be critical of my
work, as they don’t want to offend me. However I
can say certain people did comment, that I don’t
have a great amount of contact with anymore
which can say something about the poster.
26. flickr
This was the first time I have used the
online site ‘flickr’. This is a very popular
photo site and was a place were I could
freely put up my magazine cover and
wait for comments to help improve my
final piece. Because it is an open
website, it means the cover isn't just
being subjected to my
friends, hopefully resulting in a more
trustworthy final result. It was
extremely simple to use, and much like
blogger, all I had to do was to make an
account which I could do through my
Youtube account and then just upload
the image and wait. It turned out to be
a successful bit of developed research
as it pushed my final product forward.
27. Photoshop
• Overall Photoshop has been a massive help in
editing my final ancillary pieces. To look at the
specifics of how I edited my ancillary products
go to my Magazine Post and my Poster post
(they both show the steps I took to edit my
images).
28. Evaluation of Photoshop
• The best way to look at what Photoshop has
done for my coursework, is to actually
evaluate what my final pieces would look
like, without Photoshop. In reality, it looks
bleak. Photoshop has enabled me to push my
final pieces further and actually expand my
grade boundaries by creating a far more
effective poster and magazine, than what I
could originally accomplish without the aid of
Photoshop.
29. Complications whilst using Photoshop
• The main complication was that I couldn’t
work out how to edit and do certain things
such as change the colour on a Mac
computer, because I did most of my work at
home (on a PC) the change from my own
version of Photoshop (which is shown through
my print screens) and the sixth form’s
Macs, mean shortcuts that I was familiar with
on the PC changed when I used the Mac.
30. Complications whilst using Photoshop
• I also still struggled to work out how to do
certain effects whilst editing, for example how
to use the ‘drop shadow’ to create that effect
for my poster. This is were I used the research
side through Youtube, this enabled me to have
tutorials such as this one:
http://www.youtube.com/watch?v=5vcqPuTH
Vm8
31. Complications whilst using Photoshop
Although I had to teach myself
certain aspects of the editing
stage through Youtube, friends
also told me how to rub
certain parts out, for instance
the surrounding of the final
poster:
32. Things to improve
This is the part of my Photoshop editing that I
am most critical about as I believe the black
outline doesn’t look as professional as it
should do. If I were to do this again, it would
be corrected by creating a smoother ring
around the black line, instead of the sudden
change from instant black to white. The stairs
would also be highlighted more, to give a
clearer idea of what the shadow is on.
Everything else I am moderately pleased
with, but the issues that I have stated are
something that have been made clear
through my own observation and several
others and would be something I would like
to correct if I ever did anything like this again.
33. Final cut pro/express
• I have predominantly explained how I edited
major sections within my trailer on an earlier
blogg post. I think the major things I have
learnt have been simplistic shortcuts, for
example if I wanted to view the whole of my
editing process I just held down ‘z’ instead of
scrolling out, shortcuts like that really helped
my time management.
34. Final Cut
This was one of the
most major editing
milestones I had to
complete as I needed
to work out how to
add a tint, as well as
a shaky effect, which
I simply managed to
do through trial and
error. I suppose a
time effective way
could have been to
use a Youtube
video, however I did
manage to find tint
etc pretty quick so it
wasn’t to time
restraining.
35. Final Cut
Audio was also a massive
issue and was something I
knew I had to get right. I
used Soundtrack pro to
create my draft
ident, however I didn’t like
using the software, and
managed to find all the
sound effects I needed from
royalty free websites and
music of Youtube that was
copyright free. I then simply
edited the audio via Final
Cut, by using fades and
pitches, which is all under
‘Effects’.