Ideas generation
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The document discusses plans for creating a music video with an abstract and conceptual style. It will feature a single female character who is only partially shown throughout to create a narrative and mysterious feel. Various props, settings, and camera techniques like close-ups, panning shots, and color/exposure adjustments in Adobe Premiere will be used to match the slow R&B genre and give the video different looks while keeping an iconic yet abstract tone.
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Question 2
The document discusses the effectiveness of combining a music video with ancillary texts like magazine ads and CD packaging. It analyzes the consistency between these products in their genre, conventions, technical elements, imagery, colors, and characters. Specifically, the music video and ancillaries maintain consistency through using the same dark mysterious color scheme, slow R&B genre, close-up camera shots, settings, and lone female character to create a cohesive abstract narrative and achieve synergy across the products. The only difficulty was ensuring everything flowed together correctly while maintaining consistency.
Evaluation 4
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Media evaluation question 4
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a project. Adobe Premiere was used to edit documentary videos and radio advertisements, allowing adjustment of audio levels between clips. Photoshop and Lightroom were used to edit images and create graphics. Blogger hosted the coursework pieces. SlideShare was used to upload documents and presentations. Tagul helped analyze research by assigning weights to important words. A Sony camera and zoom voice recorder captured interviews and voiceovers, while a tripod was used for support. Prezi was also utilized for presenting work.
Evaluation 4
The document discusses the progression of skills from AS to A2 level media studies. It describes using more advanced editing techniques in A2 like muting audio, changing color/exposure, adding transitions, and editing to the beat of music. iMovie was used to edit footage and add effects, while PowerPoint, Photoshop, and online font tools were used for ancillary tasks like album artwork. Synchronizing lip movements to songs and removing unwanted audio from clips posed challenges. Research was done online to inform the style of an indie punk band's branding.
Editing screen shots
The document describes various video editing techniques used to create a music video. These include overlaying text to create titles, using cross-fades and dip-to-black to transition between scenes. Split screens were used to show two subjects meeting, and speed/duration adjustments like slow motion and fast forwarding were applied to indicate flashbacks or disorientation. Premier Pro software allowed professional editing and effects to be added to fragment the narrative in a way that reflects the mood of the song.
Evaluation question 4
The student used several new media technologies in the production of their A2 music video coursework. A Canon EOS 500d DSLR camera was used to film footage in full HD. Adobe Premiere Pro was used to edit the footage, including advanced techniques like masking to isolate the black and white artist from the color background. Color grading was done in Adobe SpeedGrade to improve the professional quality. Prezi and Emaze were used in the evaluation stage to create interactive presentations and analyze audience feedback. Photoshop skills like layering and selection tools were applied to ancillary texts.
Abul post production
The document discusses post-production processes like editing video footage, editing soundtracks, adding titles, color correction, and effects. It also discusses the skills the author gained in using software like Final Cut Pro, including trimming footage, importing assets, and exporting videos. The author wants to further develop these skills in the next year, such as adding more animations, transitions, and creating professional titles using Motion to better match genres and improve their videos.
Evaluation question 4
The document discusses the various new media technologies used at different stages of a coursework project. These include:
- A Canon EOS 500d DSLR camera to film footage for a music video, using its full HD and high ISO capabilities.
- SD cards, upgrading from a 2GB card to a faster 64GB card to handle the demands of filming party scenes.
- Adobe Premiere Pro and SpeedGrade for editing and color grading the music video footage, taking advantage of tools like masking to isolate subjects.
- Emaze and Prezi for presenting evaluation responses, incorporating features like video clips, animation and interactivity.
- Photoshop for designing ancillary texts like
Recommended
Question 2
The document discusses the effectiveness of combining a music video with ancillary texts like magazine ads and CD packaging. It analyzes the consistency between these products in their genre, conventions, technical elements, imagery, colors, and characters. Specifically, the music video and ancillaries maintain consistency through using the same dark mysterious color scheme, slow R&B genre, close-up camera shots, settings, and lone female character to create a cohesive abstract narrative and achieve synergy across the products. The only difficulty was ensuring everything flowed together correctly while maintaining consistency.
Evaluation 4
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Media evaluation question 4
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a project. Adobe Premiere was used to edit documentary videos and radio advertisements, allowing adjustment of audio levels between clips. Photoshop and Lightroom were used to edit images and create graphics. Blogger hosted the coursework pieces. SlideShare was used to upload documents and presentations. Tagul helped analyze research by assigning weights to important words. A Sony camera and zoom voice recorder captured interviews and voiceovers, while a tripod was used for support. Prezi was also utilized for presenting work.
Evaluation 4
The document discusses the progression of skills from AS to A2 level media studies. It describes using more advanced editing techniques in A2 like muting audio, changing color/exposure, adding transitions, and editing to the beat of music. iMovie was used to edit footage and add effects, while PowerPoint, Photoshop, and online font tools were used for ancillary tasks like album artwork. Synchronizing lip movements to songs and removing unwanted audio from clips posed challenges. Research was done online to inform the style of an indie punk band's branding.
Editing screen shots
The document describes various video editing techniques used to create a music video. These include overlaying text to create titles, using cross-fades and dip-to-black to transition between scenes. Split screens were used to show two subjects meeting, and speed/duration adjustments like slow motion and fast forwarding were applied to indicate flashbacks or disorientation. Premier Pro software allowed professional editing and effects to be added to fragment the narrative in a way that reflects the mood of the song.
Evaluation question 4
The student used several new media technologies in the production of their A2 music video coursework. A Canon EOS 500d DSLR camera was used to film footage in full HD. Adobe Premiere Pro was used to edit the footage, including advanced techniques like masking to isolate the black and white artist from the color background. Color grading was done in Adobe SpeedGrade to improve the professional quality. Prezi and Emaze were used in the evaluation stage to create interactive presentations and analyze audience feedback. Photoshop skills like layering and selection tools were applied to ancillary texts.
Abul post production
The document discusses post-production processes like editing video footage, editing soundtracks, adding titles, color correction, and effects. It also discusses the skills the author gained in using software like Final Cut Pro, including trimming footage, importing assets, and exporting videos. The author wants to further develop these skills in the next year, such as adding more animations, transitions, and creating professional titles using Motion to better match genres and improve their videos.
Evaluation question 4
The document discusses the various new media technologies used at different stages of a coursework project. These include:
- A Canon EOS 500d DSLR camera to film footage for a music video, using its full HD and high ISO capabilities.
- SD cards, upgrading from a 2GB card to a faster 64GB card to handle the demands of filming party scenes.
- Adobe Premiere Pro and SpeedGrade for editing and color grading the music video footage, taking advantage of tools like masking to isolate subjects.
- Emaze and Prezi for presenting evaluation responses, incorporating features like video clips, animation and interactivity.
- Photoshop for designing ancillary texts like
Editing screen shots
This document discusses various video editing techniques used to create a music video. It describes overlaying title text to introduce the opening quote and title. It also discusses using cross-fades between scenes to smoothly transition between shots, including fading in music. Flashbacks are indicated through overlaying and reversing video clips. Effects like slow motion and fast forwarding are used at various points to convey disorientation and match the beat of the music.
Editing process
The document describes the process of editing a film trailer using Adobe Premiere and After Effects. Key steps included:
1) Importing footage and audio files into Premiere and organizing them into folders based on scene and component.
2) Using effects in Premiere like "levels" to adjust lighting and make darker clips clearer.
3) Creating multiple video and audio layers in the timeline and adjusting effects like opacity, size, and volume levels.
4) Importing files into After Effects and applying templates and effects like night vision and data glitches to shots to make them appear like amateur camera footage.
Task 6
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
Evaluation question 4 construction
The document discusses the process of creating several products - a music video, website, and digipack - for a band called Limerence.
Various software tools were used including Final Cut Express for the music video, Wix for the website, Photoshop for the digipack, and After Effects for visual effects. Footage was shot with digital cameras and color grading was applied in post-production. The products were designed to have consistent aesthetics and promote the band across different platforms. Feedback was gathered through Google Forms surveys on early cuts of the music video.
Evaluation question 6
From constructing their product, the students learned about various technologies:
- They used a Canon 550D camera to film their opening sequence, learning how to adjust settings like resolution and frame rate.
- A Sony voice recorder helped capture ambient sounds while a tripod kept the camera steady.
- Adobe Premiere Pro was used to edit clips, adjust audio levels and apply effects like black and white.
- Adobe After Effects created title graphics that were integrated into Premiere Pro.
- Other software like VLC, Paint, YouTube and online resources helped review footage, save screenshots, host videos and convert file formats.
Evaluation question 4
To edit footage for their documentary, the author used Adobe Premier Pro to split footage into parts and delete unnecessary sections with the razor tool. Transitions like fades were added using the effects tab to make the documentary more dynamic. Graphics like titles for interview subjects were added in Premier by creating new titles. Some shots had low brightness, so the brightness and contrast effect was used to improve lighting. Audio balancing adjusted volume levels of clips and background music using audio effects sliders. The author created a blog using Blogger to display project work and embedded slideshow presentations from Slideshare.net. Photoshop was used to create a poster with layers, shapes, text and images.
Presentation Evaluation
The document summarizes a media production project evaluating a music video. It discusses how the video conforms to conventions of the genre through elements like synchronized editing and lip syncing. It also challenges some conventions through the use of handheld camerawork. New media technologies like Adobe Photoshop and Premiere Pro were used for image editing, adding effects, and assembling the final video. Research and planning was presented using tools like PowerPoint and Blogger.
Edius 7
The document discusses editing techniques used in the production of a short film called PROMISE. It was edited in Edius 7 software, which allowed color and audio correction as well as effects like dissolves between shots. Specific techniques used included adjusting the YUV color curve for a cinematic look, matching colors between shots, using Quick Titler for titles and text, adjusting audio levels between dialogue and music, and varying clip speed to alter pacing. Dissolves were mainly used for smooth scene transitions. Three-way color correction in Edius 7 also allowed saturation and contrast adjustments for different color tones.
Q6
The student used various software and hardware technologies to create a film production. Final Cut Pro was used for editing and allowed them to organize clips, sound, and effects to construct their story, though some elements did not fit together smoothly. Presentation software was also used to create colorful, engaging blogs to present their work. A Panasonic camera was used for filming but not all of its settings were utilized. A H4N audio recorder captured clear foley sounds to sync with clips. The student aims to improve their skills with Final Cut Pro and sound editing.
Creating the film review
The document describes the process of creating a film review magazine template. They first created margins and found an appealing background. Images were added and color graded to fit an evening setting. The font Bebas Neue Bold was used as it looked like a magazine font. The film review was written in Word and sent to English students for proofreading. The magazine was page numbered as is common for film reviews, especially of short films. Visual elements were added to improve the look of the film review.
Question 4
The student used various media technologies at different stages of their media project. In the research stage, they used the internet to research existing music videos and gain ideas. For planning, they used websites to find fonts and Final Cut to create animatics. In construction, they used Photoshop to edit photos, InDesign to layout the digipak, Dreamweaver to build a website, Final Cut to edit footage, a digital camera to take photos, a video camera to film, and a tripod to stabilize the video camera. For evaluation, they used PowerPoint to present and Word for feedback, uploading the presentation and video to their blog using SlideShare and Vimeo accounts.
Q1
We used conventions of slow motion and color in ways that developed existing conventions in EDM music videos. Slow motion was used to emphasize impressive choreography and smoke grenades in our video, similar to how it draws attention to masks and dances in Martin Garrix's "Animals" video. Color was central to our video and branding materials rather than just flashing lights, using bright hues that contrasted with blacks and whites to convey playfulness and creativity while also transferring our brand identity. This represented a development of how color convention is used in EDM videos, which typically don't employ color as prominently in establishing their brand.
Effectiveness
The document discusses maintaining a consistent corporate identity across a band's music video, digital album packaging, and website. This is done through repetitive use of fonts, logos, images, and a color scheme of black, white, grey, and red. The music video and website complement each other through similar design and text elements to enhance the corporate identity. Shots in the music video were selected and edited to quickly portray a fun and fast-moving story line.
Evaluation - Question One, Nicole Atkinson
This document summarizes how the media product uses and challenges conventions of the indie folk music genre. It uses conventions such as close-up shots of the singer, natural lighting, fade transitions, and woodland locations. It challenges conventions by incorporating abstract visual effects, increasing contrast of landscape shots, and including a jump cut at the end rather than a fade. The document provides examples of how other indie folk music videos have used the same conventions in their cinematography, locations, effects, and transitions.
Location, equipment, personnel organisation
The document outlines the locations, equipment, and personnel organization for a dance music video project. Locations discussed include house parties, Brighton Pier, a limo, and a funfair, where footage will be captured using a Sony HDV 1000e camera. Equipment will be limited to props like sparklers, flares, and alcohol bottles. The personnel includes four group members who will all film, perform, and take equal roles in the project. Friends will also appear as extras to add realism.
Location, Equipment, Personnel organisation
The document outlines the locations, equipment, and personnel organization for a student dance music video project. Locations discussed include house parties, Brighton Pier, a limo, and a funfair, where footage will be captured using a Sony HDV 1000e camera. Equipment includes props like sparklers and alcohol bottles. The four group members - Charlie, Cameron, Lauren, and Shondell - will all participate in filming and performing, taking on roles as partygoers to create an atmosphere of euphoria for the audience.
Editing on edius
The document discusses various editing and color correction techniques used to produce a short film called PROMISE. It summarizes that the filmmakers used the YUV curve tool to heighten light and dark tones for a cinematic look. They used Edius 7 editing software to adjust lighting, color, and sound to string footage together fluently and add cinematic elements. Color balancing tools were used to match colors between shots and fix issues like windows appearing too bright or continuity errors with clothing colors. Dissolve transitions between shots were used extensively to create a clean cut between scenes.
Using Edius 7
The document discusses various editing and color correction techniques used to produce a short film called PROMISE. It summarizes that the filmmakers used the YUV curve tool to heighten light and dark tones for a cinematic look. They used Edius 7 editing software to adjust lighting, color, and sound to string footage together fluently and add cinematic elements. Color balancing tools were used to match colors between shots and fix issues like windows appearing too bright or continuity errors with clothing colors. Dissolve transitions between shots were used extensively to create a clean cut between scenes.
Production Company Logo
The document discusses the logo and name chosen for a production company called Paradox Productions. The name was chosen because it is memorable and the meaning of "paradox" relates well to horror films. The logo depicts a vintage camera with the company name inside, representing film. It uses a simple black and white color scheme. The logo was designed in Adobe Fireworks to look like a 3D camera containing the name. An initial swirling logo design was replaced with the camera logo for being more relevant to film production.
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Opening Research: This is England
This document summarizes and analyzes several shots from the film "This is England". The shots depict Margaret Thatcher in a van to represent the closing of coal mines, a video game from the 1980s to make the film feel realistic, and a derelict house with the title card to show that England was not all nice and the effects of closed mines. Non-diegetic music is used throughout to imply riots and unrest from the mine closings.
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Editing screen shots
This document discusses various video editing techniques used to create a music video. It describes overlaying title text to introduce the opening quote and title. It also discusses using cross-fades between scenes to smoothly transition between shots, including fading in music. Flashbacks are indicated through overlaying and reversing video clips. Effects like slow motion and fast forwarding are used at various points to convey disorientation and match the beat of the music.
Editing process
The document describes the process of editing a film trailer using Adobe Premiere and After Effects. Key steps included:
1) Importing footage and audio files into Premiere and organizing them into folders based on scene and component.
2) Using effects in Premiere like "levels" to adjust lighting and make darker clips clearer.
3) Creating multiple video and audio layers in the timeline and adjusting effects like opacity, size, and volume levels.
4) Importing files into After Effects and applying templates and effects like night vision and data glitches to shots to make them appear like amateur camera footage.
Task 6
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
Evaluation question 4 construction
The document discusses the process of creating several products - a music video, website, and digipack - for a band called Limerence.
Various software tools were used including Final Cut Express for the music video, Wix for the website, Photoshop for the digipack, and After Effects for visual effects. Footage was shot with digital cameras and color grading was applied in post-production. The products were designed to have consistent aesthetics and promote the band across different platforms. Feedback was gathered through Google Forms surveys on early cuts of the music video.
Evaluation question 6
From constructing their product, the students learned about various technologies:
- They used a Canon 550D camera to film their opening sequence, learning how to adjust settings like resolution and frame rate.
- A Sony voice recorder helped capture ambient sounds while a tripod kept the camera steady.
- Adobe Premiere Pro was used to edit clips, adjust audio levels and apply effects like black and white.
- Adobe After Effects created title graphics that were integrated into Premiere Pro.
- Other software like VLC, Paint, YouTube and online resources helped review footage, save screenshots, host videos and convert file formats.
Evaluation question 4
To edit footage for their documentary, the author used Adobe Premier Pro to split footage into parts and delete unnecessary sections with the razor tool. Transitions like fades were added using the effects tab to make the documentary more dynamic. Graphics like titles for interview subjects were added in Premier by creating new titles. Some shots had low brightness, so the brightness and contrast effect was used to improve lighting. Audio balancing adjusted volume levels of clips and background music using audio effects sliders. The author created a blog using Blogger to display project work and embedded slideshow presentations from Slideshare.net. Photoshop was used to create a poster with layers, shapes, text and images.
Presentation Evaluation
The document summarizes a media production project evaluating a music video. It discusses how the video conforms to conventions of the genre through elements like synchronized editing and lip syncing. It also challenges some conventions through the use of handheld camerawork. New media technologies like Adobe Photoshop and Premiere Pro were used for image editing, adding effects, and assembling the final video. Research and planning was presented using tools like PowerPoint and Blogger.
Edius 7
The document discusses editing techniques used in the production of a short film called PROMISE. It was edited in Edius 7 software, which allowed color and audio correction as well as effects like dissolves between shots. Specific techniques used included adjusting the YUV color curve for a cinematic look, matching colors between shots, using Quick Titler for titles and text, adjusting audio levels between dialogue and music, and varying clip speed to alter pacing. Dissolves were mainly used for smooth scene transitions. Three-way color correction in Edius 7 also allowed saturation and contrast adjustments for different color tones.
Q6
The student used various software and hardware technologies to create a film production. Final Cut Pro was used for editing and allowed them to organize clips, sound, and effects to construct their story, though some elements did not fit together smoothly. Presentation software was also used to create colorful, engaging blogs to present their work. A Panasonic camera was used for filming but not all of its settings were utilized. A H4N audio recorder captured clear foley sounds to sync with clips. The student aims to improve their skills with Final Cut Pro and sound editing.
Creating the film review
The document describes the process of creating a film review magazine template. They first created margins and found an appealing background. Images were added and color graded to fit an evening setting. The font Bebas Neue Bold was used as it looked like a magazine font. The film review was written in Word and sent to English students for proofreading. The magazine was page numbered as is common for film reviews, especially of short films. Visual elements were added to improve the look of the film review.
Question 4
The student used various media technologies at different stages of their media project. In the research stage, they used the internet to research existing music videos and gain ideas. For planning, they used websites to find fonts and Final Cut to create animatics. In construction, they used Photoshop to edit photos, InDesign to layout the digipak, Dreamweaver to build a website, Final Cut to edit footage, a digital camera to take photos, a video camera to film, and a tripod to stabilize the video camera. For evaluation, they used PowerPoint to present and Word for feedback, uploading the presentation and video to their blog using SlideShare and Vimeo accounts.
Q1
We used conventions of slow motion and color in ways that developed existing conventions in EDM music videos. Slow motion was used to emphasize impressive choreography and smoke grenades in our video, similar to how it draws attention to masks and dances in Martin Garrix's "Animals" video. Color was central to our video and branding materials rather than just flashing lights, using bright hues that contrasted with blacks and whites to convey playfulness and creativity while also transferring our brand identity. This represented a development of how color convention is used in EDM videos, which typically don't employ color as prominently in establishing their brand.
Effectiveness
The document discusses maintaining a consistent corporate identity across a band's music video, digital album packaging, and website. This is done through repetitive use of fonts, logos, images, and a color scheme of black, white, grey, and red. The music video and website complement each other through similar design and text elements to enhance the corporate identity. Shots in the music video were selected and edited to quickly portray a fun and fast-moving story line.
Evaluation - Question One, Nicole Atkinson
This document summarizes how the media product uses and challenges conventions of the indie folk music genre. It uses conventions such as close-up shots of the singer, natural lighting, fade transitions, and woodland locations. It challenges conventions by incorporating abstract visual effects, increasing contrast of landscape shots, and including a jump cut at the end rather than a fade. The document provides examples of how other indie folk music videos have used the same conventions in their cinematography, locations, effects, and transitions.
Location, equipment, personnel organisation
The document outlines the locations, equipment, and personnel organization for a dance music video project. Locations discussed include house parties, Brighton Pier, a limo, and a funfair, where footage will be captured using a Sony HDV 1000e camera. Equipment will be limited to props like sparklers, flares, and alcohol bottles. The personnel includes four group members who will all film, perform, and take equal roles in the project. Friends will also appear as extras to add realism.
Location, Equipment, Personnel organisation
The document outlines the locations, equipment, and personnel organization for a student dance music video project. Locations discussed include house parties, Brighton Pier, a limo, and a funfair, where footage will be captured using a Sony HDV 1000e camera. Equipment includes props like sparklers and alcohol bottles. The four group members - Charlie, Cameron, Lauren, and Shondell - will all participate in filming and performing, taking on roles as partygoers to create an atmosphere of euphoria for the audience.
Editing on edius
The document discusses various editing and color correction techniques used to produce a short film called PROMISE. It summarizes that the filmmakers used the YUV curve tool to heighten light and dark tones for a cinematic look. They used Edius 7 editing software to adjust lighting, color, and sound to string footage together fluently and add cinematic elements. Color balancing tools were used to match colors between shots and fix issues like windows appearing too bright or continuity errors with clothing colors. Dissolve transitions between shots were used extensively to create a clean cut between scenes.
Using Edius 7
The document discusses various editing and color correction techniques used to produce a short film called PROMISE. It summarizes that the filmmakers used the YUV curve tool to heighten light and dark tones for a cinematic look. They used Edius 7 editing software to adjust lighting, color, and sound to string footage together fluently and add cinematic elements. Color balancing tools were used to match colors between shots and fix issues like windows appearing too bright or continuity errors with clothing colors. Dissolve transitions between shots were used extensively to create a clean cut between scenes.
Production Company Logo
The document discusses the logo and name chosen for a production company called Paradox Productions. The name was chosen because it is memorable and the meaning of "paradox" relates well to horror films. The logo depicts a vintage camera with the company name inside, representing film. It uses a simple black and white color scheme. The logo was designed in Adobe Fireworks to look like a 3D camera containing the name. An initial swirling logo design was replaced with the camera logo for being more relevant to film production.
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This document summarizes and analyzes several shots from the film "This is England". The shots depict Margaret Thatcher in a van to represent the closing of coal mines, a video game from the 1980s to make the film feel realistic, and a derelict house with the title card to show that England was not all nice and the effects of closed mines. Non-diegetic music is used throughout to imply riots and unrest from the mine closings.
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Inspirations
The document provides inspiration and ideas for creating a music video from analyzing existing music videos. It discusses using a split screen from Sejeong – FlowerWay to show the sibling relationship over time. Various camera angles from IU - Palette are discussed to convey emotions and carry out the narrative storyline. Incorporating old clips like in Ed Sheeran - Photograph could add nostalgia and vintage looks. Filming in a house setting like Sabrina Carpenter – Can’t blame a girl for trying could feel realistic and comfortable. Transitions and editing techniques from Bolbbalgan4 – We loved using split screens and overlays are praised for their originality and keeping audiences entertained.
A2 music video evaluation.
The student used various media technologies in the production of a music video. During pre-production, they researched conventions of different music genres using YouTube and Last.fm. A Canon video camera presented challenges while filming. Final Cut Pro was used to edit, where the student added transitions and sped up clips. Photoshop was used to design the website and digipak. Class feedback on the rough cut helped improve the narrative. Audience feedback praised the camera work, editing, and random cuts but noted the storyline could be clearer.
A2 music video evaluation.
first draft of my music video evaluation. it is no way near finished, will upload the finished one soo.
G324 EVALUATION QUESTION 1
The document discusses the music promotional package created by the student. It begins by outlining how the student researched existing music video conventions before creating their own performance-based music video. The student then provides screenshots from their music video and analyzes how each element—including locations, costumes, camera work and editing—follows typical conventions of the genre. The student also designed a digipak and poster that maintain consistency with the visual style and theme of the music video to create synergy across the promotional products. Overall, the student aimed to develop a package that aligns with common conventions of the genre to effectively promote their music.
Media evaluation 1 (1) (1)
The document summarizes the conventions used in creating a music video, album cover, and magazine advertisement for a music project. It discusses conventions related to style, narrative, camerawork, editing, sound, mise-en-scene, color schemes, fonts, and inclusion of key details like the artist name, song/album title, and track listings. Overall, the creator felt the music video and album cover generally followed conventions well but could have improved some technical aspects and been more creative with certain design elements.
Mv production assignment form 2021
This document provides a template and guidance for a student's music video assignment. It includes sections for idea generation, research, pre-production planning, visual planning, organizational planning, and risk assessment. The student is directed to complete slides with their own work, including storyboards, shot lists, schedules, and risk assessments. Planning elements like locations, equipment, and contingencies are also addressed. The template is meant to guide students through all stages of pre-production for their music video projects.
Evaluation: Question 1
This document analyzes how the author's media portfolio tasks for a music video and two ancillary pieces support and challenge conventions of the ska-pop genre. The music video aimed to use vibrant colors, smart costumes, bright lighting, and quick cuts like real ska-pop videos. However, some shots had dull lighting and one scene lasted 7 seconds, challenging conventions. Ancillary tasks also aimed to portray a fun image through bright colors and lighting, supporting genre conventions. The school location both supported and challenged location conventions of ska-pop videos.
Media conventions
Conventions are specific aspects of a genre that ensure a work fits within that genre and is understood by audiences. Music video conventions include the narrative style, performance style, animation, and mixtures of these. Common camera techniques are close-ups, two-shots, and point-of-view shots. Mise-en-scene elements like costumes, lighting, colors, and props also have conventions. Editing commonly uses fast cuts or slow motion. Music videos often portray an extravagant lifestyle and gender representations. The document discusses following these conventions while also potentially subverting expectations in the author's own music video project.
Mv production assignment form 2021
This document provides a summary of a student's music video project plan. The student will create a music video for the song "Stressed Out" by 21 Pilots. They plan to film shots of themselves walking around different locations with smooth transitions. They have identified college and their hometown of Knaresborough as filming locations. They will use a DSLR camera, tripod, lights, and other equipment from college. They created a storyboard and schedule to storyboard their ideas and plan filming and editing over 3 weeks. Risk assessments and contingency plans were also included to plan for potential issues.
Forms and conventions (1) redraft
The document discusses conventions in media forms such as music videos. It provides examples of technical conventions like camera work, editing, and lighting as well as symbolic conventions involving colors, costumes, and other stylistic elements. Specific conventions mentioned include close-ups during choruses, fast motion editing to match music tempo, overlays of shots for a distorted feel, backlighting of performers, and use of bright colors. The document suggests these conventions help audiences understand genres and connect artists with their music.
Music video Proposal
The document discusses plans for camera angles, editing, lighting, color, and mise-en-scene for a music video of M.I.A.'s "Paper Planes". It will use close-ups of the actress and props, panoramic shots to show the urban setting, and point-of-view shots to involve the audience. Parts will be filmed in black and white for grittiness and parts in color with bright colors and graffiti to portray a positive outlook. Time lapse, on-beat editing, and natural lighting with filters will be used, and the video will include money, graffiti, urban clothing, and skate culture to represent the working class environment and lifestyle portrayed in the song
My brief
The document discusses the production of a music video and ancillary materials for a fictional R&B artist. Research was conducted on existing music videos and album packaging to identify conventions. Technologies like cameras, Photoshop, and Final Cut Pro were used to film footage, design packaging, and edit the video. Feedback was gathered through surveys to evaluate the effectiveness of the main video and ancillary texts at conveying the intended narrative.
Evaluation question 2 (2)
The document discusses how the creator ensured consistency across their main music video product and ancillary texts like a digipak and poster. Key elements like color scheme, fonts, costumes, makeup, hair, locations, and editing were deliberately aligned. For example, the black and white color palette in parts of the video was matched to the digipak, while bold colors in other video sections informed the poster design. Consistent fonts, costumes, and makeup styles were used to clearly connect all pieces and strengthen the artist's brand identity.
Advanced portfolio
The document discusses the creation of media products including a music video, magazine advertisement, and CD cover for a digipak release. It reflects on how the products use conventions of real media, including influences from other artists' music videos and album artwork. Audience feedback found the narrative and style to be clear and consistent across the products, though some felt the music video could have used more close-ups. A variety of media technologies were employed at different stages of production.
Individual response
This document provides ideas for creating a promotional package for the song "Warmth" by Bastille. It includes suggestions for a music video featuring stock footage and locations in and around York. Costumes would be fashionable but not extravagant. An example album cover layout is shown using the band's font with a weathered effect. Inside the digipack would include a message from the artists and tour information.
Evaluation task 1
The document discusses forms and conventions used in the music video for "Rihanna" by Clean Bandit, comparing it to other music videos.
It analyzes the media form, conventions, locations, lighting, camera work, performances, and editing of the video. Studio filming was used with additional lighting effects. Close-ups were important to focus on the artists. Long shots showed the band and instrumentalists. Cross-dissolve was used to link scenes.
The document also discusses the digipak design for the single, comparing it to Ellie Goulding's use of brighter colors. For the website, it analyzed Lorde's site but chose brighter colors to attract a younger audience for the childlike
Evaluation 1 planning
The document summarizes conventions used in a music video and accompanying digipak for an indie pop genre project. For the music video, conventions like narrative, setting, close-up shots, props, and lighting were used to tell a relatable story of a long-distance relationship. Performance elements and a black and white filter were not used to avoid being too complex or standing out from the footage. For the digipak, clear visual connections to the music video through props and aesthetics that fit the happy memory theme were prioritized over cartoony or band photos that did not link to the project. Maintaining the band's unique font logo was also important for identity.
MV production assignment 2019
Jessie
Location: Stables near home
Equipment: Phone
Weather: Sunny
Notes: Got permission from owner
Date: 10/03/22
Time: 4pm
Evaluation
This document discusses the evaluation of a media product promoting a band called "Vampire Weekday". Feedback was gathered from audiences which noted that the black and white transition looked professional, the colors worked well, and the video seemed fun. However, some feedback noted the video did not fit the song since the characters were all female while the song had a male singer. In response, the creators added scenes with a male artist to address this mismatch.
Question 2
The document discusses the use of typography, sets, costumes, lighting, editing, and synergy across various media products to advertise Rihanna's song and album "Stay". Serif and sans serif fonts were used in the minimalist music video logo to represent formality and simplicity. Black was used extensively to symbolize class, pain, and sadness. Minimalistic sets focused attention on the artist. Costumes like a black slip could be seen as objectifying but also conveyed emotion. Lighting used high and low key effects and spotlights. Editing drained color in older footage to contrast emotions. Potential synergy products included perfume, t-shirts, and using the song in a film.
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Ideas generation
- 1. Laura Slater Ideas Generation Iconography- One thingthat youcouldsay isiconicof thismusicvideoisthe characterused.Asit is justone girl throughoutthe videothe targetaudience maybe able torelate to thisandthisis iconic of a musicvideo.Anotherthingthatisiconicof thismusic videoisthe propsusedthroughout.For example petals,candlesandflames.Allsignifyloveandrelationshipsandthiscouldbe seenasiconic to thistype of song. Editing/digital effects-We will use AdobePremiertocreate andeditourmusic video. InAdobe there are a lotof techniqueswe coulduse tocreate the effectandlookwe want.Forexample we will editthe colourandchange itto black and white sothatthe videomatchesourcolourscheme.As well asthisI will be usingcrossdissolvesand bendmodessothatthe videoflowstogetherproperly, and looksprofessional.Aswell asthisIwill be slowingsome clipsdownsothatit fitsbetterwiththe slowerbitsonthe song andalsoreversingsome clipssothattheyare backwardsto give itan edgy and abstract look. Camera- We will be usingawide varietyof differentcamerashotsthroughoutthe video.For example close upswill be usedalotas we want to create an abstract lookto the videoanddonot wantto reveal toomuch aboutthe charactersso that the videohasa mysteriousfeeltoit.Aswell as thiswe will be usingalot of differentcameramovement.For example panningshots,trackinand out,zoom inand outand tiltup and down.Usinga varietyof shotswill give the videoadifferent lookthroughout. Settings- Iwill be usingarange of differentsettingsthroughoutthe musicvideo.Thisissothatthe abstract image reallycomesthrough.Some examplesof some of the settingswe willuse,church, swimmingpool,shower,house&outside setting. Characters- There will onlybe one characterthroughout.Thiswill be ayounggirl.She will notbe shownfullythroughout.Thisistocreate a narrative throughoutthe video.Thisisalsoinkeeping withthe abstract look. Style- The style of mymusicvideoisconceptual.Thisissothat I can create the abstract lookto my musicvideo.Thiswill give itadifferentlookandIcan alsouse a range of differentshotsthroughout. The style of the musicvideogoesreallywell withthe range of shotsthat we will use. Genre- The genre of our musicvideoisslow R’n’B.Ihave will tryto include some of the conventions of an R’n’Bmusicvideoaswell asusingthe mysterioussoundfromthe songtocreate the atmosphere thatwill workwell withthe abstractshotswe have chosento use.