Introduction for Stop Motion
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This document provides instructions for a stop motion animation assignment. Students must design and produce a 1-2 minute stop motion animation, undertaking research, pre-production, design work, production, and post-production. They will present their work on a WordPress page, including storyboards, sketches, treatments, pitch, animation, and audience feedback. The theme for the stop motion animation is "The World of Dreams." Students will experiment with different stop motion techniques and research various animation forms over the course of 5 weeks.
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![[object Object],The main objective for this assignment is for you to design and produce a 1-2 minute stop motion animation depending on your chosen style . It is also intended to make you resourceful in finding suitable subject matter, research material and developing your ideas fully at the planning stage. Animation enables you to explore your personal response to the art of the impossible, exploring sound, movement and colour and imagination](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Stop motion brief
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This project proposal outlines a plan to create a stop motion animation to examine how animations capture public attention. [The student] will be solely responsible for all aspects of producing the animation, including filming, animating, lighting, and editing. Research will focus on analyzing similar works to understand directorial and production processes. Equipment will be organized over 1-2 weeks. The screenplay and studio setup will take 1 week, with filming taking a flexible amount of time. Post-production and evaluation will each take 1 week. Milestones include completing initial research and finishing the animation and post-production. Resources needed are books, journals, and equipment relating to short film production. The research will cover directorial processes, avoiding plagiarism
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The document discusses the skills gained from creating a film portfolio project. It outlines the software used for editing, sound, titles, and poster creation. Planning tasks like research, storyboarding, and timelines helped smooth filming. Conventions from horror films provided inspiration while also breaking some expectations. The response identifies further developing skills in editing, camerawork, software mastery, and creative challenges to conventions for the next project.
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The document discusses the skills gained from creating a film sequence for a previous project. Software used included iMovie, Final Cut, GarageBand, and Photoshop. Extensive research and planning was done before filming, including analyzing other films. Conventions from analyzed horror films were used for inspiration, while also breaking some conventions. Creativity came from combining research with some unique elements. The skills will be further developed for an A2 music video project through more advanced techniques, planning, and challenging conventions.
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The document provides information and advice for a Media Studies exam, including:
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The document discusses various educational technology tools that could be used in the classroom, including Wallwisher for online notice boards, Storybird for creating visual stories, Symballo for organizing information online, Blabberize for adding audio to images, Wordle for analyzing text, Edmodo as a social platform for teachers and students, Glogster for making interactive posters, Animoto for creating videos from images, PhotoStory for making visual stories, SlideShare and SlideRocket for sharing presentations, Windows Movie Maker for editing videos, PIXIE as an interactive program for student activities, and Kidspiration for creating graphic organizers and stories. For each tool, the document asks how it could be used in the classroom.
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The document outlines the tasks and timeline for the project. It includes initial planning tasks such as creating a proposal, conducting research on similar existing products and the target audience, and pre-production tasks like creating a schedule, storyboard, and risk assessment. The student will then spend 4 weeks in production before evaluating the strengths and weaknesses of their planning, time management, final product's aesthetics and audience appeal.
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The document describes the various media technologies used during the research, planning, construction, and evaluation stages of a project. During research and planning, IMDb was used to find film information and YouTube and Google Images were used to analyze trailers and magazine/poster designs. Microsoft Word and Excel were used to create and analyze audience research questionnaires. Camcorders, tripods, dollies, and headphones were used during filming. Final Cut Pro, GarageBand, Motion, and Photoshop were used for editing trailer footage, creating posters/magazine covers. Slideshare, Prezi, SoundCloud, and WordPress were used to showcase evaluations and final products online. Overall, WordPress was used as the main b
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The student used various software programs at different stages of their media project. During research, they used Google Slides, Docs, Forms, Prezi, and Slideshare to research their topic. For planning, they used Microsoft PowerPoint, Word, and Publisher. Adobe Photoshop and Premiere Pro were used for production of graphics and video elements. For evaluation, they edited responses together in Premiere Pro. The student felt their skills with Photoshop and Premiere Pro greatly improved, having learned new tools and features they previously did not know.
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Introduction to digital media design and production
This 3 credit hour course provides an introduction to digital media design and production. Students will learn skills in digital photography, image editing, audio/video editing, and storytelling. They will complete individual assignments in these areas as well as a final group project using Adobe Premiere. The course covers both technical skills and conceptual aspects of media production. It is taught over 16 weeks with weekly readings, assignments, and labs focused on different production topics.
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This assignment brief asks students to create a 30-second 3D motion graphic animation for a radio station logo to promote Eccles Sixth Form Centre's new radio station, e6 Radio. Students must complete tasks such as research, idea generation, storyboarding, 3D animation production, and post-production/presentation. The final animation must be 30 seconds long and feature one of the supplied audio beds. The goal is for students to demonstrate their 3D animation skills following industry practices and standards.
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