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.
This document describes how the author used various media technologies during their research, planning, construction, and evaluation of a music video project. They used online resources like Wikipedia, YouTube, and Google to conduct secondary research on music videos, the artist Karmin, and technical terms. Planning involved using a weather app to schedule filming and booking a meeting room. Photoshop and Final Cut Pro were the primary software used to construct the music video, digipak, and special effects. YouTube and Excel pie charts were utilized to evaluate audience feedback.
YouTube, Google, and Moodle were used extensively in the research, planning, and construction stages of the project. YouTube provided music samples, Google aided research, and Moodle distributed important documents.
During construction, a DSLR camera was used to film the music video, and Final Cut Pro was used to edit it, though issues with syncing arose. Photoshop was employed to create print materials.
Prezi, Wix, PowerPoint, and Slideshare supported the evaluation through presentations, with Prezi and PowerPoint being easier to use than Wix. Blogger documented all work. Experience with these technologies has increased since the AS year.
During the research, planning, and construction of a music video, the student used various media technologies. These included YouTube to research music videos in their chosen genre of rap; Blogger to record information, upload images and videos, and embed links; Microsoft Word for drafting documents; and Wikipedia and record label websites to gather background information on the artist 2Pac. Communication apps like WhatsApp helped the group coordinate, and presentation tools like Prezi were used to share ideas visually. Photoshop and Final Cut Pro were utilized for editing album artwork and assembling the final video. Filming equipment like a DSLR camera, tripod, and mobile phones also supported the project from start to finish.
Q4: How did you use Media Technologies in the construction and researching, p...cengisen
The student used various media technologies at different stages of their media project.
During research and planning, they used YouTube to find music videos as influences, Google to research artists and lyrics, and Wikipedia to learn about music industry promotion methods.
During construction, they used a Canon DSLR camera to film the music video, and a Samsung camera for photography. They communicated plans using Instagram, WhatsApp, and a shared online moodboard.
During editing, they used Photoshop for print layouts, applying new skills like deleting layers and font effects. They also used POCO Camera and Beauty Cam to edit photographs.
The document discusses how new technologies were used at various stages of the media production process. It describes using a Canon DSLR camera to film footage and explore cinematography techniques for the music video. Photoshop and Final Cut Pro were used to edit photos and video, adding effects and arranging clips. Research involved using Prezi, YouTube, and social media, while planning used mood boards and font design. Feedback was gathered from the target audience to evaluate the realistic nature of the final products. A range of digital tools were utilized at each stage of construction, research, planning, and evaluation.
The document discusses the student's research process for constructing a music video. They researched music trends on YouTube to identify popular narrative styles. They also researched the artist Karmin and selected their song "Acapella". The student analyzed music videos by different directors to understand basic layouts. Researching magazines provided reliable information through interviews that emphasized simplicity leads to success. Wikipedia provided background on artists but was less reliable than official websites, which showcased an artist's authentic style. Weather apps and room booking systems helped plan filming schedules. Google Maps helped locate settings but images were outdated. Mobile phones captured test footage and edits while DSLR cameras provided high quality footage for the final video. Adobe software like Fireworks and Photosh
New media technologies were crucial to Shanaz Ahmed at each stage of her media project. In research, she used Google, YouTube, Jamendo and Blogger to gather information and organize her work. During planning, Google, Photoshop, YouTube and Blogger helped with developing ideas and receiving feedback. Construction involved using a camera, mobile phones, Final Cut Pro and Photoshop to film footage, communicate and edit together the music video and ancillary tasks. For evaluation, PowerPoint, Final Cut Pro and Powtoon allowed for detailed analysis using various visual and audio formats. Overall, Shanaz developed new technical skills through creative use of different media across each phase.
The document discusses the various software, tools, and technologies used during the research, planning, construction, and evaluation stages of a music video project. Google, YouTube, mobile phones, and WordPress were heavily used for initial research and planning. Microsoft Word and PowerPoint aided pre-production paperwork and presentations. A Canon 60D camera and tripod were used to film footage, and Final Cut Pro and Photoshop were the main editing software. Social media, surveys, and feedback from others were employed for evaluation. Overall, a wide array of digital tools supported the production of the music video and supplementary materials from start to finish.
This document describes how the author used various media technologies during their research, planning, construction, and evaluation of a music video project. They used online resources like Wikipedia, YouTube, and Google to conduct secondary research on music videos, the artist Karmin, and technical terms. Planning involved using a weather app to schedule filming and booking a meeting room. Photoshop and Final Cut Pro were the primary software used to construct the music video, digipak, and special effects. YouTube and Excel pie charts were utilized to evaluate audience feedback.
YouTube, Google, and Moodle were used extensively in the research, planning, and construction stages of the project. YouTube provided music samples, Google aided research, and Moodle distributed important documents.
During construction, a DSLR camera was used to film the music video, and Final Cut Pro was used to edit it, though issues with syncing arose. Photoshop was employed to create print materials.
Prezi, Wix, PowerPoint, and Slideshare supported the evaluation through presentations, with Prezi and PowerPoint being easier to use than Wix. Blogger documented all work. Experience with these technologies has increased since the AS year.
During the research, planning, and construction of a music video, the student used various media technologies. These included YouTube to research music videos in their chosen genre of rap; Blogger to record information, upload images and videos, and embed links; Microsoft Word for drafting documents; and Wikipedia and record label websites to gather background information on the artist 2Pac. Communication apps like WhatsApp helped the group coordinate, and presentation tools like Prezi were used to share ideas visually. Photoshop and Final Cut Pro were utilized for editing album artwork and assembling the final video. Filming equipment like a DSLR camera, tripod, and mobile phones also supported the project from start to finish.
Q4: How did you use Media Technologies in the construction and researching, p...cengisen
The student used various media technologies at different stages of their media project.
During research and planning, they used YouTube to find music videos as influences, Google to research artists and lyrics, and Wikipedia to learn about music industry promotion methods.
During construction, they used a Canon DSLR camera to film the music video, and a Samsung camera for photography. They communicated plans using Instagram, WhatsApp, and a shared online moodboard.
During editing, they used Photoshop for print layouts, applying new skills like deleting layers and font effects. They also used POCO Camera and Beauty Cam to edit photographs.
The document discusses how new technologies were used at various stages of the media production process. It describes using a Canon DSLR camera to film footage and explore cinematography techniques for the music video. Photoshop and Final Cut Pro were used to edit photos and video, adding effects and arranging clips. Research involved using Prezi, YouTube, and social media, while planning used mood boards and font design. Feedback was gathered from the target audience to evaluate the realistic nature of the final products. A range of digital tools were utilized at each stage of construction, research, planning, and evaluation.
The document discusses the student's research process for constructing a music video. They researched music trends on YouTube to identify popular narrative styles. They also researched the artist Karmin and selected their song "Acapella". The student analyzed music videos by different directors to understand basic layouts. Researching magazines provided reliable information through interviews that emphasized simplicity leads to success. Wikipedia provided background on artists but was less reliable than official websites, which showcased an artist's authentic style. Weather apps and room booking systems helped plan filming schedules. Google Maps helped locate settings but images were outdated. Mobile phones captured test footage and edits while DSLR cameras provided high quality footage for the final video. Adobe software like Fireworks and Photosh
New media technologies were crucial to Shanaz Ahmed at each stage of her media project. In research, she used Google, YouTube, Jamendo and Blogger to gather information and organize her work. During planning, Google, Photoshop, YouTube and Blogger helped with developing ideas and receiving feedback. Construction involved using a camera, mobile phones, Final Cut Pro and Photoshop to film footage, communicate and edit together the music video and ancillary tasks. For evaluation, PowerPoint, Final Cut Pro and Powtoon allowed for detailed analysis using various visual and audio formats. Overall, Shanaz developed new technical skills through creative use of different media across each phase.
The document discusses the various software, tools, and technologies used during the research, planning, construction, and evaluation stages of a music video project. Google, YouTube, mobile phones, and WordPress were heavily used for initial research and planning. Microsoft Word and PowerPoint aided pre-production paperwork and presentations. A Canon 60D camera and tripod were used to film footage, and Final Cut Pro and Photoshop were the main editing software. Social media, surveys, and feedback from others were employed for evaluation. Overall, a wide array of digital tools supported the production of the music video and supplementary materials from start to finish.
The document discusses how new media technologies were used in constructing a music video project. Final Cut Pro was used extensively for video editing, including syncing music and video, adding transitions, and precision cutting. PhotoShop was also used to edit photos for a digital album cover. Research was conducted online using sources like Google, YouTube, and blogs. Planning involved creating storyboards and scripts shared via Slideshare and discussion on Facebook. The resulting music video was a performance-based concept filmed efficiently using detailed pre-production planning.
The student used a wide range of media technologies throughout their research, planning, construction, and evaluation of a music video project. For research, they used Wikipedia to learn about the artist, YouTube for inspiration and ideas, and Google to research other artists. They created the music video using a digital camera and tripod for filming. They edited the video using movie editing software. They created ancillary tasks like CD covers and photos using Photoshop, Illustrator, Paint, and InDesign. They communicated using email and messaging apps. They published their work using Blogger.
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.
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.
For his music video project, the author used various technologies for research, planning, construction, and evaluation. He used Google, Facebook, YouTube, and blogs to research similar artists and find inspiration. Planning tools included Prezi for presentations, Photoshop for designing packaging, and YouTube for sharing videos. Video and photo equipment like DSLR cameras and smartphones were used to capture footage. Final Cut Pro was used for video editing. Social media sites also helped promote and gather feedback on the work.
In what ways does your media product use, develop or challenge forms and conv...333manny1995
The document discusses conventions used in a music video, related genres, and packaging like digipaks and advertisements. It notes conventions like close-ups, shots changing with the beat, and the artist singing. It also discusses using conventions from the pop/rock genre. The created music video uses conventions like clear performance/narrative distinction, prolonged artist shots, and a clear storyline. The accompanying digipak and advertisement also use conventions like images, names, and release details while emphasizing simplicity.
Evaluation Q4 - How did you use media technologies in the construction, resea...Sam Benzie
The document discusses the various media technologies used during the planning, construction, editing, and evaluation of a music video project. During planning and research, online resources like YouTube, Google, music channels, and Blogger were used. Microsoft Office programs like Excel, Word, and PowerPoint were also utilized. Equipment like cameras, tripods, laptops, iPads, and iMacs facilitated filming, editing in Adobe Premiere Pro and Photoshop, and project management. Social media platforms like Facebook, Twitter, YouTube, and blogs supported sharing the final video and gathering audience feedback.
How did you use media technologies in the construction and research, planning...simdam
Simisola Adeyemi used various media technologies throughout the research, planning, production, and evaluation stages of their advanced media portfolio. This included using Stupeflix to create a video pitch, Twitter to contact a music company, WordPress to create a blog to track work, Prezi and Slideshare to make presentations, YouTube for research, Microsoft Office apps to organize research, Google for general research, WhatsApp and email for communication, video cameras for filming, Adobe Premiere Pro for editing, Photoshop for the magazine cover, SoundCloud to upload audio, a smartphone for documentation, a tripod and microphone for stable filming. Despite some challenges with the technologies, Simisola was able
The document describes the research, planning, construction, and evaluation stages of a project. New technologies were used at each stage:
- Research was conducted online using Google Chrome, Safari, YouTube, and music magazine websites to learn about conventions and target audiences. Research was posted to a shared blog.
- Planning included creating a mood board and storyboard on paper and uploading photos digitally. An animatic was filmed and edited using a flip camera and iMovie.
- A Canon DSLR camera was used to film the music video, and Final Cut Pro for editing with effects and filters. PowerPoint was used to create print ads due to unfamiliarity with Photoshop.
- Evaluation methods included a Prezi
The document summarizes how various technologies were used at different stages of producing media products. Blogger was used to organize research and keep information accessible. Prezi allowed research information to be presented in an engaging format. YouTube provided a platform to research conventions and target audiences. PowerPoint and Word were used in the planning stage to storyboard, create schedules, and templates. Canon DSLR cameras captured footage and iPhone took supplementary shots. Photoshop edited still images and created marketing materials. Final Cut Pro and iMovie edited video clips.
The document discusses the various media technologies used throughout a music video class project. These included hardware like cameras and software like Adobe Premiere Pro, Fireworks, and Wix for editing footage, designing album artwork, and building a website. YouTube, Google, and social media were used extensively for research, tutorials, uploading content, and promotion. Memory cards, phones, and other devices helped facilitate the transfer and editing of content.
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. During construction, the group used a Canon DSLR camera to film and a tripod, edited footage using Final Cut Pro, and designed packaging using Photoshop. Online research utilized Google, YouTube, Twitter, and SoundCloud. Planning involved creating presentations in PowerPoint and Prezi. Evaluation employed Adobe Premiere, Prezi, blogs, and PowerPoint to analyze audience response and relate the projects to conventions.
The document discusses how media technologies were used at different stages of creating a music video for the artist Father John Misty.
Social media platforms like Facebook and Instagram were used for communication, planning, sharing work, and gathering feedback. YouTube was used for research, uploading the final video, and analyzing other artists' styles.
Premiere Pro and iMovie were utilized for editing footage, adding filters, and creating a split screen effect to tell the narrative. Online tutorials helped learn software skills. The internet provided research on the artist and audience preferences.
Photoshop, scanners, cameras, and tripods were other technologies that supported planning mockups, sharing hand-drawn work, filming, and achieving different
The document discusses the production process of creating a music video for the song "Lover of the Light" by Mumford and Sons. It describes brainstorming ideas, filming in different locations on campus using various shots and lighting techniques, and editing the video in Adobe Premier. It discusses using practice shots, narrative elements, and cutting parts of the song. Feedback was gathered through a Facebook event and YouTube comments, which provided suggestions to use a wider range of shots. Various media technologies were used during the production process, including Photoshop, Adobe Premier, Microsoft Word, Excel, Slideshare, YouTube, and Blogger.
This document discusses the group's use of online resources and software in their pre-production, production, and post-production processes for creating a media project about dance films. In pre-production, they researched dance film campaigns using websites like YouTube, IMDB, and Wikipedia to analyze trailers and marketing strategies. They used Mac applications like Photo Booth and Garage Band to create blogs and record voiceovers. In production, they took photos with a digital camera and filmed scenes with a video camera for their teaser trailer. In post-production, they experimented with creating mock posters and backgrounds in Photoshop but received feedback that their initial designs were weak.
The student used various digital tools and online resources during the planning, construction, and evaluation of their music video project. During planning and research, they used YouTube, Google, and other websites to research the artist and genre. They also used a blog to document their progress. For construction, they filmed footage on their phone and transferred it to their computer to edit using Adobe Premiere Pro. Photoshop was used to design promotional materials. To evaluate the final video, they posted it on YouTube to gather feedback and used SurveyMonkey to understand audience preferences.
The document discusses how new technologies were used at various stages of creating a music video project. In the construction stage, the director learned to use a Canon EOS DSLR 650d camera, applying knowledge of framing, angles, and settings. During filming, lighting was considered and adjusted based on time of day. In post-production, Final Cut Pro was used to edit clips, adding effects like slow motion. Photoshop edited the magazine poster and digipak. Research involved finding unsigned artists online and reviewing other music videos. Planning included storyboarding and looping audio in GarageBand. New technologies like SlideShare, Blogger, Prezi, SoundCloud, PowerPoint, and Photo Booth were used to evaluate
The document discusses the various media technologies used at different stages of a project. During research, the author used Google to research genres and YouTube to analyze music videos. A SurveyMonkey survey gathered audience feedback. Interviews were recorded on a Canon camera and edited in Movie Maker. Photoshop was used to design a mock digipak layout. During planning, Word created schedules and forms, while PowerPoint designed pitches and plans. A camera and GoPro filmed the music video. Adobe Premier edited the video, while Photoshop designed the digipak and advertisement. Different platforms like PowerPoint, Prezi and the author's blog were used to evaluate the project.
Throughout the project, the student used various new media technologies at different stages of production. In pre-production, the student used Blogger to create a music video blog for research storage and sharing. YouTube was used for inspiration and analyzing other music videos. Excel helped store audience research data. During filming, a digital camera, tripod, torch, reflector and dolly were used. Post-production involved using Premiere Pro for editing, YouTube for sharing rough cuts, Freesound.org for sound effects, a YouTube converter, and Photoshop for packaging design. Slideshare was used for presentation viewing.
1. The student used various new media technologies throughout the construction, research, planning and evaluation of their music video coursework project.
2. Technologies used included cameras, tripods, smartphones, editing software, online music platforms, social media and presentation tools.
3. The technologies allowed the student to plan, film, edit and gather feedback on their music video and related materials.
The document discusses the various media technologies used at different stages of creating a music video project. In the research stage, Microsoft Word was used to brainstorm initial ideas and PowerPoint to organize music video concepts. YouTube was used to view example music videos. For audience research, interviews were filmed using a Canon DSLR camera and uploaded to YouTube. PowerPoint was used to analyze the interviews. Music videos were analyzed in PowerPoint using screenshots. Adobe Premiere Pro was used to edit the final music video, with tutorials from YouTube helping to learn editing skills. A Canon DSLR was used to take photos for promotional materials.
The document discusses how new media technologies were used in constructing a music video project. Final Cut Pro was used extensively for video editing, including syncing music and video, adding transitions, and precision cutting. PhotoShop was also used to edit photos for a digital album cover. Research was conducted online using sources like Google, YouTube, and blogs. Planning involved creating storyboards and scripts shared via Slideshare and discussion on Facebook. The resulting music video was a performance-based concept filmed efficiently using detailed pre-production planning.
The student used a wide range of media technologies throughout their research, planning, construction, and evaluation of a music video project. For research, they used Wikipedia to learn about the artist, YouTube for inspiration and ideas, and Google to research other artists. They created the music video using a digital camera and tripod for filming. They edited the video using movie editing software. They created ancillary tasks like CD covers and photos using Photoshop, Illustrator, Paint, and InDesign. They communicated using email and messaging apps. They published their work using Blogger.
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.
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.
For his music video project, the author used various technologies for research, planning, construction, and evaluation. He used Google, Facebook, YouTube, and blogs to research similar artists and find inspiration. Planning tools included Prezi for presentations, Photoshop for designing packaging, and YouTube for sharing videos. Video and photo equipment like DSLR cameras and smartphones were used to capture footage. Final Cut Pro was used for video editing. Social media sites also helped promote and gather feedback on the work.
In what ways does your media product use, develop or challenge forms and conv...333manny1995
The document discusses conventions used in a music video, related genres, and packaging like digipaks and advertisements. It notes conventions like close-ups, shots changing with the beat, and the artist singing. It also discusses using conventions from the pop/rock genre. The created music video uses conventions like clear performance/narrative distinction, prolonged artist shots, and a clear storyline. The accompanying digipak and advertisement also use conventions like images, names, and release details while emphasizing simplicity.
Evaluation Q4 - How did you use media technologies in the construction, resea...Sam Benzie
The document discusses the various media technologies used during the planning, construction, editing, and evaluation of a music video project. During planning and research, online resources like YouTube, Google, music channels, and Blogger were used. Microsoft Office programs like Excel, Word, and PowerPoint were also utilized. Equipment like cameras, tripods, laptops, iPads, and iMacs facilitated filming, editing in Adobe Premiere Pro and Photoshop, and project management. Social media platforms like Facebook, Twitter, YouTube, and blogs supported sharing the final video and gathering audience feedback.
How did you use media technologies in the construction and research, planning...simdam
Simisola Adeyemi used various media technologies throughout the research, planning, production, and evaluation stages of their advanced media portfolio. This included using Stupeflix to create a video pitch, Twitter to contact a music company, WordPress to create a blog to track work, Prezi and Slideshare to make presentations, YouTube for research, Microsoft Office apps to organize research, Google for general research, WhatsApp and email for communication, video cameras for filming, Adobe Premiere Pro for editing, Photoshop for the magazine cover, SoundCloud to upload audio, a smartphone for documentation, a tripod and microphone for stable filming. Despite some challenges with the technologies, Simisola was able
The document describes the research, planning, construction, and evaluation stages of a project. New technologies were used at each stage:
- Research was conducted online using Google Chrome, Safari, YouTube, and music magazine websites to learn about conventions and target audiences. Research was posted to a shared blog.
- Planning included creating a mood board and storyboard on paper and uploading photos digitally. An animatic was filmed and edited using a flip camera and iMovie.
- A Canon DSLR camera was used to film the music video, and Final Cut Pro for editing with effects and filters. PowerPoint was used to create print ads due to unfamiliarity with Photoshop.
- Evaluation methods included a Prezi
The document summarizes how various technologies were used at different stages of producing media products. Blogger was used to organize research and keep information accessible. Prezi allowed research information to be presented in an engaging format. YouTube provided a platform to research conventions and target audiences. PowerPoint and Word were used in the planning stage to storyboard, create schedules, and templates. Canon DSLR cameras captured footage and iPhone took supplementary shots. Photoshop edited still images and created marketing materials. Final Cut Pro and iMovie edited video clips.
The document discusses the various media technologies used throughout a music video class project. These included hardware like cameras and software like Adobe Premiere Pro, Fireworks, and Wix for editing footage, designing album artwork, and building a website. YouTube, Google, and social media were used extensively for research, tutorials, uploading content, and promotion. Memory cards, phones, and other devices helped facilitate the transfer and editing of content.
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. During construction, the group used a Canon DSLR camera to film and a tripod, edited footage using Final Cut Pro, and designed packaging using Photoshop. Online research utilized Google, YouTube, Twitter, and SoundCloud. Planning involved creating presentations in PowerPoint and Prezi. Evaluation employed Adobe Premiere, Prezi, blogs, and PowerPoint to analyze audience response and relate the projects to conventions.
The document discusses how media technologies were used at different stages of creating a music video for the artist Father John Misty.
Social media platforms like Facebook and Instagram were used for communication, planning, sharing work, and gathering feedback. YouTube was used for research, uploading the final video, and analyzing other artists' styles.
Premiere Pro and iMovie were utilized for editing footage, adding filters, and creating a split screen effect to tell the narrative. Online tutorials helped learn software skills. The internet provided research on the artist and audience preferences.
Photoshop, scanners, cameras, and tripods were other technologies that supported planning mockups, sharing hand-drawn work, filming, and achieving different
The document discusses the production process of creating a music video for the song "Lover of the Light" by Mumford and Sons. It describes brainstorming ideas, filming in different locations on campus using various shots and lighting techniques, and editing the video in Adobe Premier. It discusses using practice shots, narrative elements, and cutting parts of the song. Feedback was gathered through a Facebook event and YouTube comments, which provided suggestions to use a wider range of shots. Various media technologies were used during the production process, including Photoshop, Adobe Premier, Microsoft Word, Excel, Slideshare, YouTube, and Blogger.
This document discusses the group's use of online resources and software in their pre-production, production, and post-production processes for creating a media project about dance films. In pre-production, they researched dance film campaigns using websites like YouTube, IMDB, and Wikipedia to analyze trailers and marketing strategies. They used Mac applications like Photo Booth and Garage Band to create blogs and record voiceovers. In production, they took photos with a digital camera and filmed scenes with a video camera for their teaser trailer. In post-production, they experimented with creating mock posters and backgrounds in Photoshop but received feedback that their initial designs were weak.
The student used various digital tools and online resources during the planning, construction, and evaluation of their music video project. During planning and research, they used YouTube, Google, and other websites to research the artist and genre. They also used a blog to document their progress. For construction, they filmed footage on their phone and transferred it to their computer to edit using Adobe Premiere Pro. Photoshop was used to design promotional materials. To evaluate the final video, they posted it on YouTube to gather feedback and used SurveyMonkey to understand audience preferences.
The document discusses how new technologies were used at various stages of creating a music video project. In the construction stage, the director learned to use a Canon EOS DSLR 650d camera, applying knowledge of framing, angles, and settings. During filming, lighting was considered and adjusted based on time of day. In post-production, Final Cut Pro was used to edit clips, adding effects like slow motion. Photoshop edited the magazine poster and digipak. Research involved finding unsigned artists online and reviewing other music videos. Planning included storyboarding and looping audio in GarageBand. New technologies like SlideShare, Blogger, Prezi, SoundCloud, PowerPoint, and Photo Booth were used to evaluate
The document discusses the various media technologies used at different stages of a project. During research, the author used Google to research genres and YouTube to analyze music videos. A SurveyMonkey survey gathered audience feedback. Interviews were recorded on a Canon camera and edited in Movie Maker. Photoshop was used to design a mock digipak layout. During planning, Word created schedules and forms, while PowerPoint designed pitches and plans. A camera and GoPro filmed the music video. Adobe Premier edited the video, while Photoshop designed the digipak and advertisement. Different platforms like PowerPoint, Prezi and the author's blog were used to evaluate the project.
Throughout the project, the student used various new media technologies at different stages of production. In pre-production, the student used Blogger to create a music video blog for research storage and sharing. YouTube was used for inspiration and analyzing other music videos. Excel helped store audience research data. During filming, a digital camera, tripod, torch, reflector and dolly were used. Post-production involved using Premiere Pro for editing, YouTube for sharing rough cuts, Freesound.org for sound effects, a YouTube converter, and Photoshop for packaging design. Slideshare was used for presentation viewing.
1. The student used various new media technologies throughout the construction, research, planning and evaluation of their music video coursework project.
2. Technologies used included cameras, tripods, smartphones, editing software, online music platforms, social media and presentation tools.
3. The technologies allowed the student to plan, film, edit and gather feedback on their music video and related materials.
The document discusses the various media technologies used at different stages of creating a music video project. In the research stage, Microsoft Word was used to brainstorm initial ideas and PowerPoint to organize music video concepts. YouTube was used to view example music videos. For audience research, interviews were filmed using a Canon DSLR camera and uploaded to YouTube. PowerPoint was used to analyze the interviews. Music videos were analyzed in PowerPoint using screenshots. Adobe Premiere Pro was used to edit the final music video, with tutorials from YouTube helping to learn editing skills. A Canon DSLR was used to take photos for promotional materials.
The document describes the various new technologies used at different stages of the media production process. During construction, the student used a Canon EOS 650D DSLR camera to film footage and learn cinematography and directing skills. Editing was done using Final Cut Pro and Photoshop. Planning involved creating animatics, mood boards, and researching fonts. Research utilized websites, social media, YouTube, and blogs. Audience feedback was gathered through polls, questionnaires, and recording focus groups. Evaluation involved creating comparative videos using Movie Maker and Prezi with embedded YouTube clips.
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.
The student used several new media technologies throughout the construction, research, planning and evaluation of their music video coursework, including a Canon HD camera, tripod, Samsung digital camera, Blackberry smartphone, Unsigned.com, YouTube, Final Cut Express, Adobe Photoshop, Picnik.com, iMac, Microsoft PowerPoint, SlideShare, Prezi, Survey Monkey, Facebook, and Wordle. These technologies were used at various stages for filming, taking photos, finding music, editing, creating ancillary materials, gathering feedback, and presenting results.
The document discusses how various new media technologies were used at different stages of producing a music video project. Premiere Pro was used for editing video clips, adding effects like color filters and corrections, and creating an animatic storyboard. Photoshop was used to design a digipak cover and magazine ad by desaturating images, adding smoke effects, and customizing thumbnails. A Samsung camera was used for most filming due to its ability to focus and adjust to lighting, while a DSLR was used for focus groups. YouTube and Tumblr were used to research music video styles, distribute the final video, and create a coursework blog.
The document discusses the use of new technologies in the production stages of a media project. It describes using a Canon DSLR camera to film footage and learn photography skills like adjusting aperture, ISO, and shutter speed. Final Cut Pro was used to edit footage, adding effects like slow motion. Photoshop edited images for advertisements and album artwork. Research involved finding artists online and reviewing past music videos. An animatic planned the narrative and Garageband edited audio. Various platforms like Slideshare, Blogger, Prezi, Soundcloud, and Powerpoint were used to present evaluations of the forms, audience feedback, and production process.
The document discusses how various media technologies were used at different stages of creating a music video project. In the research stage, YouTube and Google were used to find inspiration and existing artist works. A Lumix camera was used to film high quality video. iMessage, photos, and schedules were used for planning. The video was edited using Serif Movie Plus to add effects and piece scenes together. The same camera, tripod, and lights were used to take photos for ancillary materials. Photoshop and InDesign were then used to edit the photos and design the ancillary products.
The document discusses how various media technologies were used at different stages of creating a music video.
In the planning stage, the creator used YouTube to research techniques, Facebook to gather feedback and ideas from friends, and Blogger to document ongoing ideas. Google Sketchup was used to create a model of the setting.
During production, two DSLR cameras were used for filming. A zoom lens and phone footage were also utilized. LED lights and colored gels were used for lighting.
Adobe Premiere Pro was the primary editing software, and After Effects was used for some sci-fi elements. YouTube and the artist's website were used to distribute the final video.
The document discusses the various technologies used to create a music video. A Canon EOS 600D camera was used for primary filming, along with a tripod to avoid shaky shots. Additional shots were later added using an iPhone camera. Final Cut Pro was used for editing, taking advantage of features like fades and speed/motion adjustments. Microsoft Word was used to create a promotional advert. Secondary research involved sources like MediaMagazine and articles on music video trends. YouTube was used both for research and sharing the completed video for feedback.
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 did you use media technologies in the research, planning, construction an...throughmylens
Media technologies were used extensively throughout the research, planning, construction, and evaluation of Alex Adams' music video project.
During research, Alex used YouTube to research music video conventions, PowerPoint to create an initial treatment, and blogging platforms to analyze screenshots from YouTube. Planning utilized SLR Light Rig to plan lighting and Final Cut Pro to test editing techniques. Ancillary tasks like the music video teaser and magazine advertisement were created using Photoshop and Final Cut Pro. Filming employed a camcorder and DSLR. Post-production featured extensive use of Final Cut Pro and Motion for editing, color correction, speed/slow motion effects. Evaluation used Prezi and video interviews captured on camera and edited in
The student used a variety of media technologies in the construction, research, planning, and evaluation of their music video project. They used YouTube, Google, television, and magazines to conduct research. They used a Lumix camera to film the video and Serif MoviePlus X3 to edit it. Photoshop was used to edit photos for ancillary materials. Blogger was used to document the process, and social media like YouTube, Twitter, and Padlet were used to share the final video and receive feedback.
Sade used various media technologies throughout the research, planning, construction, and evaluation of her music video project. She researched music video conventions on YouTube but avoided Wikipedia due to reliability issues. During planning, she tested shots on phones and edited footage on Final Cut Pro. To construct the video and accompanying materials, she edited footage and added effects on Final Cut Pro and edited images on Fireworks. For evaluation, she gathered audience feedback in person, on YouTube, and through Excel charts.
The document discusses the use of various technologies throughout the stages of creating a music video. During construction, a Canon DSLR camera was used to film and take photos for packaging. iMac computers and Final Cut Pro were used for post-production editing. Photoshop touched up photos. Research involved using Google, YouTube, and social media to understand genre conventions and band popularity. Planning used iMovie to create an animatic. Different programs like Word, Blogger, Prezi, PowerPoint and SlideShare were used to present evaluations of the process.
The student used several technologies in the construction, research, planning, and evaluation of their media production project. During construction, they used a Canon DSLR camera to film footage and Final Cut Pro to edit videos. For print materials, they used Photoshop to design the digipak and advert. Research involved using YouTube, social media, and surveys. Planning was aided by mood boards, storyboards, and font planning. Evaluations utilized iMovie, Prezi, and video presentations.
Throughout creating a horror film opening sequence, the author learned about various technologies. They used a Canon camera to film scenes but found lighting was poor, requiring re-shoots. Adobe Premiere Pro was used to edit the film, where the author learned editing skills like trimming clips and adding transitions. Online surveys and research of other horror openings helped develop plot ideas. Adobe Photoshop allowed creating logos and banners to brand the film. Blogging about the project helped organize work and develop a creative horror theme.
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.
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RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How i used media technologies
1. HOW I USED MEDIA
TECHNOLOGIES?
PLEASE CLICK ON HE BOX FOR WHICH YOU CHOOSE TO VIEW IN NO
PARTICULAR ORDER.
RUVA SINEMANI
CONSTRUCTIONRESEARCH
PLANNING EVALUATION
2. RESEARCH
• One great source for my secondary research was the Media Magazine. This allowed me to gain the theoretical concepts behind music videos
and the music industry. Through using internet search engines I was able to retrieve articles like How to study music videos’ by Peter Fraser
and ‘An interview with Suzy Davis’. The interview with Suzy Davis gave inspiration as she had also done the same course I am doing. However ,
I felt it gave more of an insight on her job and day to day. Rather than practical skills which I expected and needed to develop my work. The
article by Pete Fraser was extremely useful because it provided information on: star image and it’s importance as a selling tool, meta narrative
, the ideology of authenticity , Roland Barthes Grain of voice theory( voice used as a fingerprint) and how visuals relate to the song. Most
importantly it provided technical aspects tips on camera movements and post production. What I loved greatly about this article was it densed
downed key information yet in an equipped manner.
3. RESEARCH
Wikipedia was an easily accessible website. It provided an overview of the
information I would’ve been searching for. For example the definition of music video,
information of the artist Karmin and expanding on technical terms like textual
schizophrenia and authenticity. Wikipedia’s reliability is questionable because it
has to be cross referenced as anyone can add information on that specific page.
However , this can be helpful. When I was searching around Karmin I found more of
the personal side to Karmin (their inspirations)and their history ( including the good
and bad) which I wouldn’t find on a formal website.
4. RESEARCH
YouTube was an essential to me during my research stage because it
provided footage around the artist and the theoretical aspect of music
videos. I used YouTube when I was searching for which song to use and
songs similar to accapella ( the song we used) for inspiration on what we
could create. YouTube allowed access to video clips from the ITV
documentary ‘Mirroball’ featuring prominent music video directors
Jonas Akerlund , Chris Cunningham, Michel Gondry and Spike Jonze.
This enabled an eye opener of how previous directors have pushed the
boundaries of music video as media format and art form. The
documentary showed me what makes a high quality music video with
the video clips focusing on issues such as editing techniques and
audience attitudes. Seeing the directors work through music videos like
Prodigy's smack my B**** up , Lady Gaga Telephone and Fat boy Slim’s
5. RESEARCH
MAIN
Google search was easily accessible internet search
because it was able to filter down the information I needed
into order. I used the official band webpage of Karmin to
get a better connection with the artist we would be
presenting as I wasn’t aware of them. One helpful extra
website I used was Last FM because it searches the
specific artist and gives you the songs they are associated
with and artists similar to them. This was helpful for when I
wanted to analyse an existing digipak. I was able to pick a
digipak of an artist that was similar to Karmin to give me a
stronger foundation when id then plan to make a digipak.
6. PLANNING
• Before filming our evaluation question 3 , we booked the school’s
meeting room using the school Room Booking software. In advance
I asked my teacher if any rooms were free and asked hi to book the
room for us. This was great because it prevented having to spend
time looking for a room or having to be interrupted whilst filming
because the room was needed. And on the day , there was a visitor
who was in the room for when we had booked it. Although we were
given first priority for the room because we were on the system and
she wasn’t.
7. PLANNING
• The BBC Weather App and website were used to enable me to plan
my schedule of filming around the weather conditions and visibility on
different days of the week. This was of great importance to the
effectiveness of my planning stage , because it allowed me to choose
which exact days to film on. This all became of great essence in the
unpredictable British winter months. It prevented us from wasting
time and money to get to the location(s) and any damage to the
equipment caused by rain/snow.
MAIN
8. CONSTRUCTION
• For our lip synching task and digipak picture idea(s) photo-shoot we
used a mobile phone. The benefits of using a mobile phone was it was
easy accessible and had the basic formats we needed to film and
edit quickly with the installed effects. Even though the mobile phone
we used had high quality compared to others it still wasn’t up to the
professional standard we wanted.
9. CONSTRUCTION
For our filming we used a Nikon D330 with 24 mega-pixels. The camera
wasn’t as light as a mobile phone but produced high quality footage with up to
1080p HD quality. The camera additionally included an ‘Optical Image
Stabilizer’ , which automatically optimises blurred images due to unsteady
“shaky” camera work. This benefitted me throughout my filming sessions ,
especially when I was filming hand-held shots when I was going round the
artist. A tripod was significantly used to offer a more controlled use of the
camera , to strengthening the overall quality. The camera we used for the
filming wasn’t mine so there was a great responsibility behind the use of the
camera. It kept us extremely aware of any possible risks to damage like not
securing the camera to the tripod or else it could fall or just handling the
camera and ensuring it’s placed on it’s side no on the lens .However, the
quality it provided was worth the worrying.
10. CONSTRUCTION
• For our first digipack trials I used Adobe Fireworks to create our
digipack cover. Fireworks was easy to use as I was hesitant to use
Photoshop which needed a high skill ability to produce high quality
products. I found fireworks had a simple layout similar to paint which
I was fond with from a young age. However, when we actually looked
at the final product it looked tacky and cheap. During the process it
looked artistic and funky but towards the end it looked like child’s play.
So after fireworks I had to progress and teach myself how to use
Photoshop. Even though fireworks wasn’t effective for producing the
quality we wanted it taught me what I didn’t want and just to get
11. CONSTRUCTION
After gaining experience from fireworks I progressed to use photoshop. Photoshop was more advanced as it
had more tools available that weren’t present on fireworks. Through photoshop I was able to create the colour
splash effect. This was done by using the smart eraser tool to select the big chunks to erase then by zoom in
up to 3000% to erase the pixels we couldn’t see manually. Afterwards b using the eye dropper tool I was
able to use the same colour on both the lips. The colour had a reference number so it just needed to be
typed and the colour was set rather than on programmes like paint where you have to keep selecting the
same colour. Photoshop allowed me to create a flawless look by using the spot healing tool to remove any
blemishes and discolorations. Using the magic wand tool, the unwanted background areas were removed.
From our previous digipaks we had scanned a drawn title and decided to not go forward with it anymore. So
using Photoshop I was able to use a google image of a pulse and recreate it by removing the background,
altering the shape, adding a 3D effect and colour gradient. The two images for our inside cover are taken
from two different walls so in Photoshop I resized them .Joined them. I used the blur tool to blend the two
images for our digipak together as they seemed disjunctive if placed side by side. The disadvantage of using
Photoshop was that it takes time to learn and when you save your work you can’t go back and change it (
this came to a disadvantage when we had to change the advert). However, the quality and variety of what it
offers is extent. I found it produced the best quality we could’ve imagined.
12. CONSTRUCTION
• The most used software was Final cut Pro as it allowed me to post produce my
footage into my music video. At A2 I learnt a substantial variety of skills. Regarding
the more structural aspect of editing , the software allowed me to arrange my order
of shots into a definitive structure to allow the flow of continuity .Being able to
zoom in to a fraction of a second per frame allowed me to cut clips to each beat so
this reduced the challenge of “editing to the beat” and establishes the idea of
repeatability for the audience as it makes the video “catchy” and in time with the
song. Specific tools such as an ‘application of a speed change’ , ‘reverse’ were
used on the dance clips to make them aesthetically attracting . John Fiske
commented on how “ the signifier signified the foreground” (style is preferred over
substance). So I added this to make the video look cool which would increase the
chance of the viewer wanting to watch it again.
13. CONSTRUCTION
After watching a cloning tutorial I was able to replicate this and create our own cloning effect. By
using one clip and adding markers on the clip I was able to cut the clip into two and align the two
with the markers where the facial reactions were. From here I layered the two clips at 100%
capacity and cropped the bottom layer until I could see what was on the second layer. We had
an issue with the lighting but that was from filming conditions. For our dance moves I used the
trails effect which had a delayed effect on the dancing and made it look unique. I also used the
sketch effect on the “booty shake” move to make it look less vulgar and more artistic. A music
video convention of hip-hop music videos are they have minimal visual filters unlike techno or
house music videos. I used the earthquake effect on the close-up of Sade’s face when she sings
“ bring the beat back” to make it energetic and ‘thug’ like So I wanted to have a crisp looking
music video and used the Hue/Saturation filter to add vibrancy to liven up the video and crisp
effect to sharpen it. Final cut also allowed me to add text/lyrics to the clips by using a text effect
called dashing that would make it look like the lyrics are being spoken in time with the beat. Final
cut pro was immensely helpful in establishing stylised visuals to primarily engage the
14. CONSTRUCTION
• At home I don’t have Photoshop so to finish the back cover of the digipak I used
Pixlr an online software which had an editor version similar to Photoshop and an
express version which allowed quick access and usually gets updated with visual
effects which made it current. So I used the Pixlr Express to add a different yet
subtle space effect on the flat line and add the copyright , bar code and logo etc.
It was efficient because it’s fee and easy to use . Although you can’t create many
advanced products, so it worked well for a back-up under Photoshop.
MAIN
15. EVALUATION
• One use of media technologies was using YouTube. This enabled me to primarily upload
my music video for anyone to be able to access it. This was helpful when I was showing
my music video to peers for peer advice and to get general comments on what my
target audience thought of the music video. It also allowed multiple people to view it at
the same time for when I was doing my survey on my music video. Having a YouTube
account meant we could upload feedback we got from our teachers and peers instantly
and be able to access it anytime and anywhere we wanted. The great thing about
sharing it on YouTube was it could be shared on multiple platforms by sharing the HTML.
This means it can widen our audience range and be able to check how many views we
have to see if people really want to re-watch it for repeatability.
16. EVALUATION
The results from my audience feedback could be statistically represented using the
pie chart tool on excel. This made it visually easier to portray the quantitative
information for the viewer on my blog in a quick/summarized manner. I had asked
questions based on the gender of the person , if they would watch the video again and
what they loved most ( if any).
By using excel it made it easier for analysis and evaluation of my results as pie charts
gave an appropriate comparison between the audience’s views. This allowed me to be
able to see if I met the conventions of star image and repeatability of the music
video.
MAIN
Editor's Notes
From AS I had learnt how to operate the software,basic skills like adding filters and the only advanced skill was learning how to use overalys at different speeds.