Journeys draft two
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This document provides an overview of the process for creating a video advertisement. It discusses finding an upbeat background track, choosing footage of a birthday party to include, and initially trying video editing software called Wondershare Filmora and HitFilm Express. However, the draft was not completed due to time constraints and software glitches.
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Journeys draft one
This document provides a behind-the-scenes look at the process of editing a video advertisement. It discusses selecting opening and closing shots, adjusting transitions, adding logos and graphics, and trying different fonts and music tracks. The editor experiments with different design elements and layouts before finding what works best. They choose a font, add required elements like a website link, and select an upbeat background music track that fits the tone of the footage. In the end, the draft video is complete after extensive editing and testing of different creative options.
Post production diary canon
The document summarizes the process of editing a promotional video over multiple drafts. It discusses experimenting with different layouts, including clips and images from footage taken at various locations. Gaps are added between some shots for transition. Music is planned to be added to match the beat of images. Four drafts are being worked on and future updates will be documented separately for each video project.
Journeys draft four
The document provides details on the process of creating a video advertisement using only images in 3 sentences:
The document outlines the process of creating a video advertisement using only images for a client, including selecting and arranging images, adding transitions between images, creating an ending scene with the client's logo, and adding music to accompany the slides. Details such as timing for each image, selection of transitions, and adjustments made during editing are discussed. The draft is then exported and uploaded after adding music, despite issues arising from using a free trial of the video editing software.
Journeys draft three
The document discusses issues encountered with framing and sizing of images and video in a draft video project. Specifically:
- Images were zooming in too tightly when played after video clips, despite attempts to adjust frame sizes.
- Replacing files did not fix the zooming issue, which occurred regardless of file order.
- Expanding image edges in Snapseed helped fit images to the video's frame, but caused other problems like poor quality.
- The best solution was only expanding images slightly on the left side, though images were still zoomed in somewhat. Further attempts did not improve the framing issue.
Evaluation
The document discusses the process of creating an opening sequence for a film project. It describes researching existing opening sequences online. It also details completing a preliminary task to practice techniques like the 180 degree rule and shot reverse shot. This helped in learning to use a camera and editing software. Construction of the full opening sequence involved learning how to smoothly pan and zoom a camera. It also required using transitions, audio editing, and selecting fitting background music in the video editing software. Overall, the preliminary task prepared the document's author for filming and editing, but the full sequence required more creative camerawork and took more time and effort to complete.
Evaluation 6
The document discusses the technology used to film and edit an opening sequence for a short film called "The Executioner". A camera and tripod were used to capture footage both indoors and outdoors. Phones were used for communication, lighting, and transferring photos. A large light bulb provided lighting for shots of victim photos. iMovie was used to edit the footage, add voiceovers and transitions. YouTube and a converter were used to source background music. Google Images provided photos of torture methods. Photoshop was used to create and edit the title graphic. Blogger allowed the group to share work and ideas online.
Evaluation - Question 6
The document discusses the various technologies the student learned about and used during the process of creating a film project. They used a Canon DSLR camera to film footage, learning how to properly focus and set aperture and shutter speeds. Premiere Pro was used to edit, allowing manipulation of audio and video. Other programs like SlideShare, Blogger, Prezi, Powtoon, Animaker, YouTube and Facebook were utilized at different stages for tasks like sharing work, receiving feedback, and creating interactive presentations. The student feels they gained significant knowledge and understanding of technologies from starting the preliminary project to completing the final film.
Task 6 Technologies.
The document discusses several technologies the student learned during the process of constructing a media project. They discuss using an HD camera with good picture quality but issues with focusing. Apple Macs were easy to use with big screens and good picture quality, though they sometimes froze. A tripod helped keep the camera steady without wobbling. Photoshop was used to add effects to an image, though initially confusing, but lessons helped learn the tools. YouTube was used to upload the finished opening sequence. Garageband helped sort all sounds, including dialogue and music. A website was used to download a copyright-free theme song for the movie.
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Journeys draft one
This document provides a behind-the-scenes look at the process of editing a video advertisement. It discusses selecting opening and closing shots, adjusting transitions, adding logos and graphics, and trying different fonts and music tracks. The editor experiments with different design elements and layouts before finding what works best. They choose a font, add required elements like a website link, and select an upbeat background music track that fits the tone of the footage. In the end, the draft video is complete after extensive editing and testing of different creative options.
Post production diary canon
The document summarizes the process of editing a promotional video over multiple drafts. It discusses experimenting with different layouts, including clips and images from footage taken at various locations. Gaps are added between some shots for transition. Music is planned to be added to match the beat of images. Four drafts are being worked on and future updates will be documented separately for each video project.
Journeys draft four
The document provides details on the process of creating a video advertisement using only images in 3 sentences:
The document outlines the process of creating a video advertisement using only images for a client, including selecting and arranging images, adding transitions between images, creating an ending scene with the client's logo, and adding music to accompany the slides. Details such as timing for each image, selection of transitions, and adjustments made during editing are discussed. The draft is then exported and uploaded after adding music, despite issues arising from using a free trial of the video editing software.
Journeys draft three
The document discusses issues encountered with framing and sizing of images and video in a draft video project. Specifically:
- Images were zooming in too tightly when played after video clips, despite attempts to adjust frame sizes.
- Replacing files did not fix the zooming issue, which occurred regardless of file order.
- Expanding image edges in Snapseed helped fit images to the video's frame, but caused other problems like poor quality.
- The best solution was only expanding images slightly on the left side, though images were still zoomed in somewhat. Further attempts did not improve the framing issue.
Evaluation
The document discusses the process of creating an opening sequence for a film project. It describes researching existing opening sequences online. It also details completing a preliminary task to practice techniques like the 180 degree rule and shot reverse shot. This helped in learning to use a camera and editing software. Construction of the full opening sequence involved learning how to smoothly pan and zoom a camera. It also required using transitions, audio editing, and selecting fitting background music in the video editing software. Overall, the preliminary task prepared the document's author for filming and editing, but the full sequence required more creative camerawork and took more time and effort to complete.
Evaluation 6
The document discusses the technology used to film and edit an opening sequence for a short film called "The Executioner". A camera and tripod were used to capture footage both indoors and outdoors. Phones were used for communication, lighting, and transferring photos. A large light bulb provided lighting for shots of victim photos. iMovie was used to edit the footage, add voiceovers and transitions. YouTube and a converter were used to source background music. Google Images provided photos of torture methods. Photoshop was used to create and edit the title graphic. Blogger allowed the group to share work and ideas online.
Evaluation - Question 6
The document discusses the various technologies the student learned about and used during the process of creating a film project. They used a Canon DSLR camera to film footage, learning how to properly focus and set aperture and shutter speeds. Premiere Pro was used to edit, allowing manipulation of audio and video. Other programs like SlideShare, Blogger, Prezi, Powtoon, Animaker, YouTube and Facebook were utilized at different stages for tasks like sharing work, receiving feedback, and creating interactive presentations. The student feels they gained significant knowledge and understanding of technologies from starting the preliminary project to completing the final film.
Task 6 Technologies.
The document discusses several technologies the student learned during the process of constructing a media project. They discuss using an HD camera with good picture quality but issues with focusing. Apple Macs were easy to use with big screens and good picture quality, though they sometimes froze. A tripod helped keep the camera steady without wobbling. Photoshop was used to add effects to an image, though initially confusing, but lessons helped learn the tools. YouTube was used to upload the finished opening sequence. Garageband helped sort all sounds, including dialogue and music. A website was used to download a copyright-free theme song for the movie.
Question 6 emily
The document discusses various technologies and skills the author learned throughout creating a film opening for their media course. They learned how to use blogger to submit their work, how to operate camera equipment like tripods and cameras, and how to edit video clips and add titles, music, and sound effects using Final Cut editing software. The author also discusses finding suitable copyright-free background music from the Audio Network website to use in their film.
Construction of music video
The document summarizes the process of creating a music video using Sony Vegas Pro software. Some of the key steps included importing video clips in order of the song verses, placing them on the timeline, adding chromakey effects to remove green screens, editing clips by splitting the screen, and adding effects like reversing scenes and changing the velocity to speed up or slow down parts of the video. The biggest challenge was that exporting the final video caused the audio and video to get out of sync.
Trailer production
The document discusses the production process of creating a horror trailer using Adobe Premiere Pro software. It describes how the filmmaker imported footage, ordered clips, adjusted lighting and transitions between scenes. Effects like "bleach bypass" were added to darken the image. Fades to black were used between clips to make the trailer seem more authentic and scary. Sound effects from online sources were imported and synced to clips. Finally, a voiceover was recorded and added at the end over credits to complete the trailer.
Evaluation Question 6
The document discusses various media technologies used in creating a thriller movie project, including a Canon camera, Wix, IMDb, YouTube, Rotten Tomatoes, a microphone, Audacity, Prezi, Apple Macs, GarageBand, Bubbl.us, and Final Cut Express. It provides brief descriptions of how each technology was used, any difficulties encountered, and ease of use after gaining experience. The technologies were employed for tasks like uploading research, analyzing other movies, recording and editing audio, creating presentations and mind maps, and assembling video clips and music into the final movie product.
Evaluation question 6
The document discusses the technologies used at different stages of producing a media project. In the planning stage, the author used Blogger to organize ideas and Prezi to create storyboards. Research was conducted online using computers, BBFC, and YouTube. Sony Vegas was used for editing but was difficult to learn initially. Other technologies mentioned include using a boom mic, video camera, adding music and titles, and taking freeze frames. The author felt Sony Vegas was the most challenging software to learn but that skills improved over time working on the project.
Technologies
The document discusses the research, software tools, filming, and sound used to create a thriller film trailer. It describes researching existing trailers on YouTube and Google, using Microsoft Word and Publisher to design elements, editing footage in Adobe Premiere Elements, taking initial practice footage with a school camera, and finding royalty-free music on RoyaltyFreeMusic.com to fit the thriller genre.
Trailer production
1) The document discusses the production process of a horror teaser trailer using Adobe Premier Pro software.
2) Key steps included editing footage by cutting, reordering and adjusting lighting and sound, adding transitions between scenes, and making the overall image darker to achieve a low-key horror style.
3) Sound effects and theme songs from Warner Bros. were added by converting video files to mp3, importing them into Premier Pro and placing them under the corresponding video clips. Voice over was also recorded and added at the end over closing credits.
3.production experiments
Jordanne created a short animation in Photoshop by collecting images from online, cutting out elements, and arranging them in the animation timeline. She adjusted brightness and movement of fish images to make them appear more realistic as they swam. Font was also downloaded from DaFont to fit the underwater theme. For a poster, Jordanne collected images including a model and rainforest background. Butterflies and opacity were adjusted so the model stood out. Text was again added from DaFont. A timelapse video was recorded on an iPad during the application of special effects makeup using items like wax and playing cards to create a fantasy/horror-inspired look.
New question 4
The student used various digital technologies to construct, research, and plan their project. They used iMovie to edit footage from their camera into a trailer, arranging shots and adding music and effects. They also used a Canon camera to film footage for the trailer. For research, they used the internet to explore horror genres, locations, costumes, and trailer conventions. They shared their work-in-progress on Edublogs, uploading YouTube clips and discussing trailers. Garageband was used to create original music for the trailer. A Canon stills camera captured photos for the poster and magazine. Photoshop allowed them to design the poster and magazine, adding photos, text, and adjusting colors.
Question 6
We learned how to use various technologies throughout the process of creating our horror film opening sequence project. We used Tumblr to document our progress, Slideshare to embed documents, different cameras and sound equipment for filming, YouTube for research and finding audio clips, and Premiere Pro for editing. In Premiere Pro we learned skills like layering audio, adjusting volume, adding video effects, sequencing footage, including titles, and exporting the final video. We also uploaded and shared our finished opening sequence on YouTube, and used it to get feedback and make improvements.
Pre production jubel evailuation v2 1
The document discusses the various digital tools and software used to create a thriller opening sequence project for a media class. Key tools included YouTube for uploading preliminary work and gaining audience feedback, the Art of the Title Sequence website for inspiration on typography, a Flip camera for filming, Blogger for planning and updates, GarageBand for soundtrack creation, Final Cut for editing, Photoshop for logo design, and LiveType for credits. The HD camera provided high quality footage but required some learning to use fully. Blogging helped keep the group organized but uploading posts took time. Overall, the various tools were leveraged to produce a professional-looking thriller opening.
The internet
The document discusses how various technologies were used to research, produce, and edit a documentary project. The group used the internet to research their topic and find archive footage, YouTube videos, and information on conventions. They created questionnaires in Word and analyzed results in Excel. They filmed interviews and vox pops with a DV camera and microphone mounted on a tripod. Still images were taken with a digital camera for the print advert and blog. Adobe Premiere was used to edit footage, adjust sound levels, and add graphics. Photoshop was used to select parts of images and add logos and graphics for the print advert.
Evaluation
Kelsey created a horror film trailer for her final major project. She filmed footage using a Canon DSLR over one session in houses that lacked proper lighting. This made the clips look dull and off-color. When editing, she used Adobe Premier Pro to assemble the project and After Effects for title cards. While some footage did not match her original intentions due to safety issues, she was happy with the outcome and felt the title cards improved the trailer. For future projects, she would allocate more time for filming to ensure better quality footage and make certain changes if needed.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Question 4 NEW
IMovie allowed the student to easily edit their music video, syncing the lip movements and instruments to the music. It also enabled adjusting the video clips' darkness to match their ancillary materials. During planning, IMovie was used to analyze conventional camera angles in music videos through freeze frames. This informed the shots used in the student's final video. Without IMovie, the student felt they wouldn't have been able to edit their video to the standard they wanted.
Technologies I Have Used
I have learned how to use new technologies like a Canon DSLR camera, tripod, green screen, and iMovie software while creating a film project. I discovered skills like changing the camera to manual focus, using a tripod stably, filming against a green screen, and placing background video and titles. I also learned Photoshop skills like adding text over an image and changing writing effects. Research involved using websites like Prezi, SlideShare, and Google. Different cameras were used for cast shots, broadening my camera experience.
Technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing transitions. A boom microphone reduced background noise after issues with the camera microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, filming, editing software, and continuity improved.
technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
Q6) what have you learnt about technologies
The document discusses what the author has learned about various technologies through constructing their media product. They discuss learning skills with editing software like Adobe Premiere Pro and effects software like After Effects. They also discuss using a Canon camera, SD cards for storage, finding non-copyrighted music online, and using green screens. The author had to learn how to complete many technical tasks they were unfamiliar with at the start of the process.
Showreel production.pptx
This document summarizes the process taken by the author to create a showreel highlighting their video production work. They began by downloading past project footage from various sources. An instrumental track was selected from a free music website to use throughout. Footage was edited together on beat with the music using various transitions. Feedback was gathered from others and minor improvements were made such as shortening title cards. The author experimented with different opening and closing title designs. Overall the feedback received was positive with no significant improvements suggested.
Evaluation question #4
The student learned to use various software, hardware, and online tools to complete their film project. They used WordPress to post research and planning, and learned how to use a tripod, camera functions, and Adobe Premier Pro for editing. Sounds were downloaded from Freesound.org and videos were uploaded to Vimeo. Presentations were created using Prezi, Emaze, PowerPoint and Microsoft Word. A screenplay was written using Final Draft to plan the shooting. It took time to learn many of these technologies but they helped improve the quality of the student's film.
Q6. What Have You Learnt About Technologies From The Process Of Constructing ...
The document discusses the various technologies used at different stages of producing a project. During pre-production, Google Docs and Blogger were used for script writing and blogging. BeFunky was also used to create collages for casting posts. For the company animation, Blender was used to create a 3D animation. During production, PowerDirector 12 was used for video editing, various cameras were used for filming, and a Scarlett soundcard and microphone were used for voice recordings. Freesound.com and YouTube Audio Library provided sound effects and music tracks free of copyright issues. Overall, the document discusses the technologies explored and lessons learned about using various tools at each stage of a production process.
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Question 6 emily
The document discusses various technologies and skills the author learned throughout creating a film opening for their media course. They learned how to use blogger to submit their work, how to operate camera equipment like tripods and cameras, and how to edit video clips and add titles, music, and sound effects using Final Cut editing software. The author also discusses finding suitable copyright-free background music from the Audio Network website to use in their film.
Construction of music video
The document summarizes the process of creating a music video using Sony Vegas Pro software. Some of the key steps included importing video clips in order of the song verses, placing them on the timeline, adding chromakey effects to remove green screens, editing clips by splitting the screen, and adding effects like reversing scenes and changing the velocity to speed up or slow down parts of the video. The biggest challenge was that exporting the final video caused the audio and video to get out of sync.
Trailer production
The document discusses the production process of creating a horror trailer using Adobe Premiere Pro software. It describes how the filmmaker imported footage, ordered clips, adjusted lighting and transitions between scenes. Effects like "bleach bypass" were added to darken the image. Fades to black were used between clips to make the trailer seem more authentic and scary. Sound effects from online sources were imported and synced to clips. Finally, a voiceover was recorded and added at the end over credits to complete the trailer.
Evaluation Question 6
The document discusses various media technologies used in creating a thriller movie project, including a Canon camera, Wix, IMDb, YouTube, Rotten Tomatoes, a microphone, Audacity, Prezi, Apple Macs, GarageBand, Bubbl.us, and Final Cut Express. It provides brief descriptions of how each technology was used, any difficulties encountered, and ease of use after gaining experience. The technologies were employed for tasks like uploading research, analyzing other movies, recording and editing audio, creating presentations and mind maps, and assembling video clips and music into the final movie product.
Evaluation question 6
The document discusses the technologies used at different stages of producing a media project. In the planning stage, the author used Blogger to organize ideas and Prezi to create storyboards. Research was conducted online using computers, BBFC, and YouTube. Sony Vegas was used for editing but was difficult to learn initially. Other technologies mentioned include using a boom mic, video camera, adding music and titles, and taking freeze frames. The author felt Sony Vegas was the most challenging software to learn but that skills improved over time working on the project.
Technologies
The document discusses the research, software tools, filming, and sound used to create a thriller film trailer. It describes researching existing trailers on YouTube and Google, using Microsoft Word and Publisher to design elements, editing footage in Adobe Premiere Elements, taking initial practice footage with a school camera, and finding royalty-free music on RoyaltyFreeMusic.com to fit the thriller genre.
Trailer production
1) The document discusses the production process of a horror teaser trailer using Adobe Premier Pro software.
2) Key steps included editing footage by cutting, reordering and adjusting lighting and sound, adding transitions between scenes, and making the overall image darker to achieve a low-key horror style.
3) Sound effects and theme songs from Warner Bros. were added by converting video files to mp3, importing them into Premier Pro and placing them under the corresponding video clips. Voice over was also recorded and added at the end over closing credits.
3.production experiments
Jordanne created a short animation in Photoshop by collecting images from online, cutting out elements, and arranging them in the animation timeline. She adjusted brightness and movement of fish images to make them appear more realistic as they swam. Font was also downloaded from DaFont to fit the underwater theme. For a poster, Jordanne collected images including a model and rainforest background. Butterflies and opacity were adjusted so the model stood out. Text was again added from DaFont. A timelapse video was recorded on an iPad during the application of special effects makeup using items like wax and playing cards to create a fantasy/horror-inspired look.
New question 4
The student used various digital technologies to construct, research, and plan their project. They used iMovie to edit footage from their camera into a trailer, arranging shots and adding music and effects. They also used a Canon camera to film footage for the trailer. For research, they used the internet to explore horror genres, locations, costumes, and trailer conventions. They shared their work-in-progress on Edublogs, uploading YouTube clips and discussing trailers. Garageband was used to create original music for the trailer. A Canon stills camera captured photos for the poster and magazine. Photoshop allowed them to design the poster and magazine, adding photos, text, and adjusting colors.
Question 6
We learned how to use various technologies throughout the process of creating our horror film opening sequence project. We used Tumblr to document our progress, Slideshare to embed documents, different cameras and sound equipment for filming, YouTube for research and finding audio clips, and Premiere Pro for editing. In Premiere Pro we learned skills like layering audio, adjusting volume, adding video effects, sequencing footage, including titles, and exporting the final video. We also uploaded and shared our finished opening sequence on YouTube, and used it to get feedback and make improvements.
Pre production jubel evailuation v2 1
The document discusses the various digital tools and software used to create a thriller opening sequence project for a media class. Key tools included YouTube for uploading preliminary work and gaining audience feedback, the Art of the Title Sequence website for inspiration on typography, a Flip camera for filming, Blogger for planning and updates, GarageBand for soundtrack creation, Final Cut for editing, Photoshop for logo design, and LiveType for credits. The HD camera provided high quality footage but required some learning to use fully. Blogging helped keep the group organized but uploading posts took time. Overall, the various tools were leveraged to produce a professional-looking thriller opening.
The internet
The document discusses how various technologies were used to research, produce, and edit a documentary project. The group used the internet to research their topic and find archive footage, YouTube videos, and information on conventions. They created questionnaires in Word and analyzed results in Excel. They filmed interviews and vox pops with a DV camera and microphone mounted on a tripod. Still images were taken with a digital camera for the print advert and blog. Adobe Premiere was used to edit footage, adjust sound levels, and add graphics. Photoshop was used to select parts of images and add logos and graphics for the print advert.
Evaluation
Kelsey created a horror film trailer for her final major project. She filmed footage using a Canon DSLR over one session in houses that lacked proper lighting. This made the clips look dull and off-color. When editing, she used Adobe Premier Pro to assemble the project and After Effects for title cards. While some footage did not match her original intentions due to safety issues, she was happy with the outcome and felt the title cards improved the trailer. For future projects, she would allocate more time for filming to ensure better quality footage and make certain changes if needed.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Question 4 NEW
IMovie allowed the student to easily edit their music video, syncing the lip movements and instruments to the music. It also enabled adjusting the video clips' darkness to match their ancillary materials. During planning, IMovie was used to analyze conventional camera angles in music videos through freeze frames. This informed the shots used in the student's final video. Without IMovie, the student felt they wouldn't have been able to edit their video to the standard they wanted.
Technologies I Have Used
I have learned how to use new technologies like a Canon DSLR camera, tripod, green screen, and iMovie software while creating a film project. I discovered skills like changing the camera to manual focus, using a tripod stably, filming against a green screen, and placing background video and titles. I also learned Photoshop skills like adding text over an image and changing writing effects. Research involved using websites like Prezi, SlideShare, and Google. Different cameras were used for cast shots, broadening my camera experience.
Technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing transitions. A boom microphone reduced background noise after issues with the camera microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, filming, editing software, and continuity improved.
technology
Aidan Harrison documented the equipment, technology, and processes used to film and edit an opening for a film project. A Canon DSLR camera was used to film 1080p footage, mounted on an adjustable tripod. Adobe Premiere Pro was used to edit footage, add transitions, and adjust audio levels. Photoshop was used to design titles and After Effects to add effects like sliding and typing animations. A boom microphone reduced background noise after issues with the camera's microphone. Music and sound effects were synced to footage in Premiere Pro. Storyboards were referred to during filming and editing to stay on track. Through this process, Aidan's skills with equipment, editing software, and filming improved.
Q6) what have you learnt about technologies
The document discusses what the author has learned about various technologies through constructing their media product. They discuss learning skills with editing software like Adobe Premiere Pro and effects software like After Effects. They also discuss using a Canon camera, SD cards for storage, finding non-copyrighted music online, and using green screens. The author had to learn how to complete many technical tasks they were unfamiliar with at the start of the process.
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Showreel production.pptx
This document summarizes the process taken by the author to create a showreel highlighting their video production work. They began by downloading past project footage from various sources. An instrumental track was selected from a free music website to use throughout. Footage was edited together on beat with the music using various transitions. Feedback was gathered from others and minor improvements were made such as shortening title cards. The author experimented with different opening and closing title designs. Overall the feedback received was positive with no significant improvements suggested.
Evaluation question #4
The student learned to use various software, hardware, and online tools to complete their film project. They used WordPress to post research and planning, and learned how to use a tripod, camera functions, and Adobe Premier Pro for editing. Sounds were downloaded from Freesound.org and videos were uploaded to Vimeo. Presentations were created using Prezi, Emaze, PowerPoint and Microsoft Word. A screenplay was written using Final Draft to plan the shooting. It took time to learn many of these technologies but they helped improve the quality of the student's film.
Q6. What Have You Learnt About Technologies From The Process Of Constructing ...
The document discusses the various technologies used at different stages of producing a project. During pre-production, Google Docs and Blogger were used for script writing and blogging. BeFunky was also used to create collages for casting posts. For the company animation, Blender was used to create a 3D animation. During production, PowerDirector 12 was used for video editing, various cameras were used for filming, and a Scarlett soundcard and microphone were used for voice recordings. Freesound.com and YouTube Audio Library provided sound effects and music tracks free of copyright issues. Overall, the document discusses the technologies explored and lessons learned about using various tools at each stage of a production process.
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Production logs
The document summarizes four days of editing work on a film trailer. On day 1, the footage was organized into files and clips were selected for the trailer. On day 2, intertitles were added to build tension. On day 3, basic effects like a glow effect and TV glitch were added. On day 4, an intro animation was created and music was selected and added to complete the trailer.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture unique shots, but the initial editing did not fit the music well so additional filming was required.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique feel for the final music video.
Evaluation
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Question 6
1) The document discusses the various technologies the author learned to use while creating a film opening for a class, including blogger for submitting work, cameras and equipment for filming, and Final Cut Pro for editing.
2) The author discusses learning how to use blogger to create posts and present work, including adding pictures, posts, and formatting the blog.
3) Details are provided about learning to use camera equipment like tripods, adjusting settings, and using a recorder to capture sound effects.
Background (checked)
The document discusses using a green screen background for a video project. It explains how the narrator placed an image on top of the filming layer, selected effects to position and size the image correctly on the background screen. Ultra-key and drop color were used to remove the green screen background and make the image appear on the background. The narrator discusses filming with a green screen to save time for editing and learning how to use the technique for future projects.
Evaluation question 4
The document discusses the various media technologies used by the student at different stages of their film project, including:
- YouTube to research film trailers and analyze codes/conventions.
- Excel to organize questionnaire results.
- A digital camera, Final Cut Pro, Garage Band, and Motion to film, edit, add sound, and create titles/credits.
- Photoshop to design a poster and magazine cover.
- Prezi, SoundCloud, YouTube, SlideShare and PowerPoint for evaluation.
- WordPress to document the project online.
Evaluation technology compressed
The document describes the technologies and software the author learned to use while constructing a film project. They learned how to operate a digital camera, transfer footage to a computer, edit using Adobe Premiere Pro and After Effects, author DVD menus in Encore, find free audio online, upload videos and presentations, and create a blog to share their work. Overall, the author found the practical experience taught them about many technologies and resources for filmmaking that were previously unknown to them.
Editing diray
The student was tasked with creating a thriller film trailer for a class project. As they had no experience using Adobe Premiere Elements 9, they researched conventions of thriller trailers and watched tutorial videos on how to use the software. The student storyboarded their trailer, uploaded and organized video clips, added title cards for their production company and intertitles to convey the narrative. Rendering was required to fix timing issues when adding new elements to the project.
flash mob.pptx
The document summarizes the process of editing footage from a flash mob into a music video. It describes adjusting camera shots, adding transitions between clips, sharpening images, adjusting colors, lighting and audio. Throughout the editing process in Davinci Resolve, the editor worked to improve technical skills and tried different effects, but ultimately decided the video looked good as-is without additional effects.
Question 6.
The document discusses technologies the author learned about through constructing a media project.
The author learned to use Blogger to blog the project planning stages, YouTube to upload videos, and Prezi and SlideShare to create and share presentations. They summarize how each platform worked and issues they overcame like slow uploading speeds.
For construction, the author discusses using a DSLR camera, Sony Vegas and Movie Studio for editing, an audio recorder for sound, and royalty-free music sites. They touch on lighting choices and editing process.
For evaluation, the author lists using the same platforms like Blogger, Prezi, YouTube, along with Word and PowerPoint. They discuss recording an evaluation response and editing it
Editing process for first draft
The document describes the editing process used to create the first draft of a movie trailer. Various editing techniques are discussed including inserting royalty-free green screen footage; applying color corrections to give shots a blue tint; using pan/crop tools to slowly pull shots outwards or zoom in on eyes; adding or removing fades between shots; and inserting text and audio tracks. The goal is to establish pacing and intrigue through intentional cutting choices.
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Q6. What Have You Learnt About Technologies From The Process Of Constructing ...
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Script I shot Cupid.pdf
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Journeys draft two
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