Making a music video
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To make a music video, first choose a strong song to feature by listening to it yourself and getting feedback from others. Then select the right video equipment, such as a digital camera. Develop a concept for the video by considering what imagery the song evokes and whether it will be a live performance or narrative video. Choose 1-3 locations that match the tone of the song, such as darker places for somber songs. Practice shooting the video with different cameras and angles before filming officially. Finally, edit the raw footage using video editing software to produce the final music video.
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Music video - styles
This document discusses different styles of music videos including narrative, surrealist, interpretive, parody, pastiche, impressionist, animation, and performance. It defines each style and provides examples. Narrative tells a story through connected events. Surrealist seeks to emulate dreams. Interpretive leaves meaning open to viewer interpretation. Parody humorously imitates another's style while pastiche respectfully imitates. Impressionism captures truthful moments. Animation brings life and movement through cartoons, 3D, or stop motion. Performance focuses on the artist performing, which will be covered in the next lesson. The task is to find examples of each style and explain how the style engages viewers and the director's reasons for choosing it.
5. pre production(4)
This document outlines the pre-production planning for a movie review audio project, including sound effects, music, props, contingencies, health and safety, and schedule. Sound effects like a lion roar and cheering will be used for the intro/outro and to transition between sections. Background music will include Pokémon and Pirates of the Caribbean themes. No additional people or locations are needed beyond recording in a quiet space. Potential issues and solutions are identified regarding equipment, copyright, audio quality, and health. The 8-day schedule includes collecting sounds, assembling the audio project, and creating reflective PowerPoints.
Sound for video audio
Diegetic sounds in the film come directly from the scene, like dialogue and wind, while non-diegetic sounds do not have a visible on-screen source and were added later, such as screams, music, and phone rings. Audio files were imported from YouTube and converted to mp3, then dragged into Premiere Pro to be edited and overlapped with dialogue or adjusted for volume to add realistic effects and support the movie. Screenshots show the edited audio tracks used in the short film.
Test video reflections proforma 2021 jamie
This document provides instructions and reflections on creating a test music video. It includes the following key points:
1. The document instructs the reader to export their videos from Premiere, embed from YouTube, and send their blog address to their tutor before beginning the reflection.
2. It discusses filming a member of the team lip syncing on the side of the road for the music video.
3. The editing process of syncing the video to music while inserting animal clips is described as quite difficult and time-consuming.
How the film poster was made
The document describes the process of editing a film poster in Photoshop. First, the background was blurred to make the characters stand out. Then, brightness and contrast were adjusted to enhance colors as bright colors appeal to the target audience. Text was added to the poster, including the title, website, credits, release date, tagline, and production logos. Conventions from other posters, such as placement of text elements, were followed to design an effective promotional poster.
Adding non diegetic music
To add non-diegetic music to a film, first search for the desired song on YouTube and copy its URL. Paste the URL into a YouTube converter to download the song as an MP3 file. Save the MP3 and drag it into the film editing software, such as Premier, placing it in the audio section where wanted. Use the razor blade tool to cut out the desired part of the song to create a specific effect, such as creating a gloomy atmosphere.
Audience feedback
The author created a music video and gathered feedback on it through questionnaires, showing it to students and teachers, and posting it on YouTube. They received both positive and negative feedback. Positives included that viewers liked the location and the lip syncing was good. Negatives were that the video lacked a male character and additional storylines or props could have made it better. If remaking the video, the author would address these weaknesses to improve it.
Minutes lee finch meeting 2
The meeting covered progress on a promotional video project. Attendees showed scenes they had shot around campus and an interview to get feedback. They then demonstrated some of their editing process to update the client and get a sense of their style. Finally, they asked if the client had any other questions and sought suggestions to improve the quality of the final video.
Recommended
Music video - styles
This document discusses different styles of music videos including narrative, surrealist, interpretive, parody, pastiche, impressionist, animation, and performance. It defines each style and provides examples. Narrative tells a story through connected events. Surrealist seeks to emulate dreams. Interpretive leaves meaning open to viewer interpretation. Parody humorously imitates another's style while pastiche respectfully imitates. Impressionism captures truthful moments. Animation brings life and movement through cartoons, 3D, or stop motion. Performance focuses on the artist performing, which will be covered in the next lesson. The task is to find examples of each style and explain how the style engages viewers and the director's reasons for choosing it.
5. pre production(4)
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Sound for video audio
Diegetic sounds in the film come directly from the scene, like dialogue and wind, while non-diegetic sounds do not have a visible on-screen source and were added later, such as screams, music, and phone rings. Audio files were imported from YouTube and converted to mp3, then dragged into Premiere Pro to be edited and overlapped with dialogue or adjusted for volume to add realistic effects and support the movie. Screenshots show the edited audio tracks used in the short film.
Test video reflections proforma 2021 jamie
This document provides instructions and reflections on creating a test music video. It includes the following key points:
1. The document instructs the reader to export their videos from Premiere, embed from YouTube, and send their blog address to their tutor before beginning the reflection.
2. It discusses filming a member of the team lip syncing on the side of the road for the music video.
3. The editing process of syncing the video to music while inserting animal clips is described as quite difficult and time-consuming.
How the film poster was made
The document describes the process of editing a film poster in Photoshop. First, the background was blurred to make the characters stand out. Then, brightness and contrast were adjusted to enhance colors as bright colors appeal to the target audience. Text was added to the poster, including the title, website, credits, release date, tagline, and production logos. Conventions from other posters, such as placement of text elements, were followed to design an effective promotional poster.
Adding non diegetic music
To add non-diegetic music to a film, first search for the desired song on YouTube and copy its URL. Paste the URL into a YouTube converter to download the song as an MP3 file. Save the MP3 and drag it into the film editing software, such as Premier, placing it in the audio section where wanted. Use the razor blade tool to cut out the desired part of the song to create a specific effect, such as creating a gloomy atmosphere.
Audience feedback
The author created a music video and gathered feedback on it through questionnaires, showing it to students and teachers, and posting it on YouTube. They received both positive and negative feedback. Positives included that viewers liked the location and the lip syncing was good. Negatives were that the video lacked a male character and additional storylines or props could have made it better. If remaking the video, the author would address these weaknesses to improve it.
Minutes lee finch meeting 2
The meeting covered progress on a promotional video project. Attendees showed scenes they had shot around campus and an interview to get feedback. They then demonstrated some of their editing process to update the client and get a sense of their style. Finally, they asked if the client had any other questions and sought suggestions to improve the quality of the final video.
Minutes lee finch meeting 3
The meeting was called by Lee Finch to provide an update on the promotional video project. Attendees showed Lee some interview footage and the edited video to get his feedback. They asked for any suggestions to improve the product and make it more appealing to viewers. Finally, they addressed any questions from Lee and scheduled his interview and the next meeting.
Music video - why we make them
This document provides an overview of a unit on music video production. Students will learn about the different reasons music videos are made, the music video production process, and plan, film, and edit their own music video. By the end of the unit, students will have produced written reports and a final edited video. They will explore how music videos are used to promote artists, albums, and singles through advertising the artist's brand and products.
6. production reflection(4)
1) The document discusses various audio editing techniques the author learned while working on an audio project in Adobe Premiere Pro, including adding special effects to voices, fading audio clips in and out, shortening and slowing down audio, and balancing audio levels.
2) Key techniques covered include using the Audio Track Mixer to edit voices, fading clips using effects or by manipulating clip icons, speeding up or slowing down clips using the Speed/Duration tool, and challenges with keeping audio at an appropriate volume level.
3) Examples are provided showcasing how these techniques were applied to the author's audio project, such as adding reverb to voices, fading clips to transition scenes or characters, and slowing down
Interaction activity
Before Taking this quiz, be mindful that you should have read the instructions and watched all videos that were provided. When selecting your answers click the box NOT the words.
Digipak Development
The document describes the process of developing a digipak for an album. Various images were imported from folders on a computer, then manipulated and combined. Images were turned black and white, had their opacity adjusted, and were placed on different sections of the digipak. Text with the artist name and album title was added. The goal was to represent themes of depression, insanity, and darkness for the album through photographic images manipulated in the digipak design.
7. evaluation
The document provides an evaluation of Reece Boland's production process for an audiobook project. It discusses the planning, research, time management, technical qualities, aural qualities, audience appeal, and peer feedback received. The peer feedback noted that the audio levels varied in volume and background music was sometimes louder than the narration. Reece agrees the audio needs improvement and would ensure consistent recording volume and duration if given more time. Overall the evaluation assessed strengths and weaknesses at each stage and how the project could be enhanced.
Music video - cutting to the beat
This document discusses post-production techniques used in music videos, including editing techniques like cutting shots to match the beat of the song. It explains how cutting to the beat can create rhythm and draw the viewer in. Special effects and color correction are also mentioned as techniques used in music videos. The document instructs students to complete tasks on the course website to understand how these techniques are applied.
3. proposal mv 2018
The document is a proposal for a music video summarizing the key details of the project. It will target teenage boys from middle-class backgrounds and feature a character waking up after a house party trying to piece together what happened the night before. Production techniques will include the use of a steadicam for walking shots, rewind effects, blurring, and color grading to portray a blue/sad tone. The proposal outlines the schedule over 5 weeks including pre-production, filming, editing, post-production and screening/evaluation. Research on targeting the audience, lip syncing, and rewinding footage is required.
Research Music Video
The document provides guidance for stage 2 of a research and experimentation process. It instructs the reader to research potential production techniques for their project by looking at a minimum of 3 related examples and collecting supporting materials. It also advises assessing whether techniques can be used or adapted. The reader is directed to explore conventions and genre characteristics for their chosen artist and consider fan preferences. Slides are included for documenting ideas with examples. The document then outlines two experiments - one involving simple animation and the other collecting footage and adding basic editing. Reflection questions ask which experiment elements will be included and what was learned from the process.
Music video production 1
This document provides guidance on writing effective reports for music video production assignments. It explains the differences between describing, explaining, and evaluating, and emphasizes focusing on explaining key points asked for in the assignment brief rather than providing excessive extra details. Students are instructed to peer review a classmate's assignment by identifying whether they described, explained, or evaluated different aspects, and whether they used examples and evidence to support their points. Based on the feedback, students should make a plan to improve their work and redraft their assignment.
unit 21Proposal
Luke Smith proposes to create a 2-3 minute stop motion animation video as a personal project. He has ideas for parkour or maker vs marker themes. The target audience would be children through adults. He plans to use play-doh or computer animation and is considering titles like "Stop Motion by Luke Smith". Any music used would require copyright permission and all animations would be Luke's original creations against a plain white background. Ethically, good characters will win without harming animals or influencing children negatively.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Evaluation question four
The document discusses the various media technologies used at different stages of creating a music video for a coursework project. In the research stage, the group used secondary sources from Wikipedia and magazine articles online. They watched existing music videos on YouTube for inspiration. Planning was done with paper notes and iPhone photos of locations. Shooting used a DSLR, iPhone camera, and school lighting/projector. Final Cut Pro was used to edit, and Photoshop for the digipak. Evaluation involved uploading the video to YouTube and blogs and surveying the target audience with Word questionnaires and Excel charts.
Audience feedback
The document discusses various software, tools, and technologies used to create a music video for a school coursework project on the indie rock genre. It describes using the internet for research, iMovie and Final Cut Express for video editing, Celtx for storyboarding, Photoshop for photo editing, and YouTube for researching other music videos. A video camera was used to film footage and a DSLR to take promotional photos. Communication tools like Facebook, email, and mobile phones helped coordinate the group. The finished video included conventions of the genre like guitar and drums, close-ups, and split screens.
Resources/ equipment
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also notes that Final Cut Pro video editing software will be used to edit the film, as it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to familiarity, but Final Cut Pro is preferred for the actual opening to achieve a polished, professional end product.
Resources and equipment
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also states that Final Cut Pro video editing software will be used to edit the film opening, as the group is familiar with it and it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to its basic functions.
Task 5
The document discusses the resources needed to create a music video for an unreleased song by James Arthur. It mentions that the audio track of the song is essential. It also discusses choosing backup songs in case a music video is released for the primary song. The document outlines a £50 budget to cover costs of production and mentions splitting costs between group members. It discusses using a Panasonic video camera to film in HD quality. It also mentions using a photo camera to scout locations and create a storyboard. The group will use Final Cut Pro editing software and complete research, communication and documentation online. Deadlines and time management are important to the project. Actors and crew will contribute to making the music video.
Task 5 media
This document discusses the resources needed to create a music video for a class project. It mentions that an audio track of an unreleased song from a Sony Music UK artist is required. The group chose the song "Back From The Edge" by James Arthur as their primary track. They will need to fund costs like transportation, props, and costumes through a £50 budget. Equipment like a Panasonic video camera and Final Cut Pro editing software will be used. Locations will be scouted and risk assessments completed. The British Board of Film Classification ratings process and copyright laws are also outlined. Timelines and deadlines are important to consider.
Task 5 - The Media Project
The document discusses the resources needed to create a music video for an unreleased song by James Arthur. It mentions that the audio track of the song is essential. It also discusses choosing backup songs in case a music video is released for the primary track. The document outlines a £50 budget to cover costs of production and mentions splitting costs between group members. It discusses using a Panasonic video camera to film in HD quality. It also mentions using a photo camera to scout locations and create a storyboard. The group will use Final Cut Pro software to edit the video. Deadlines and time management are important to complete the project on schedule. Actors and crew will contribute to making the music video.
Task 5
The document discusses the resources needed to create a music video for an unreleased song by James Arthur. It mentions that the audio track of the song is essential. It also discusses choosing backup songs in case a music video is released for the primary track. The document outlines a £50 budget to cover costs of production and mentions splitting costs between group members. It lists equipment that will be used like a video camera, photo camera, and Final Cut Pro editing software. Locations will be scouted and risks assessed. Deadlines and time management are also discussed as key aspects of the project.
Media q4 evaluation
The document discusses the use of various media technologies throughout the stages of constructing, researching, planning, and evaluating a music video project.
In the research stage, YouTube and Google were used to understand typical music video elements and research the artist Enrique. Planning involved creating an online storyboard. Construction used a camera, lighting, tripod, and phones for communication and photos.
Editing in post-production used Final Cut Pro and iDesign software. Photoshop was also used after watching tutorials. Evaluation presented responses using Windows Movie Maker, SlideShare, Final Cut Pro, and Live Type software. A variety of technologies were utilized at each stage of the project.
Question 4 evaluation
New media technologies were used throughout the construction, planning, and evaluation of a music video project. An HD camera was used to film footage and an iPod was used to play music aloud on set. Adobe Premiere Pro was used to edit the footage and add effects like slow motion. Photoshop was used to design promotional materials. Tumblr and internet research aided the planning process, while YouTube and Tumblr facilitated gathering feedback to evaluate the final project.
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Minutes lee finch meeting 3
The meeting was called by Lee Finch to provide an update on the promotional video project. Attendees showed Lee some interview footage and the edited video to get his feedback. They asked for any suggestions to improve the product and make it more appealing to viewers. Finally, they addressed any questions from Lee and scheduled his interview and the next meeting.
Music video - why we make them
This document provides an overview of a unit on music video production. Students will learn about the different reasons music videos are made, the music video production process, and plan, film, and edit their own music video. By the end of the unit, students will have produced written reports and a final edited video. They will explore how music videos are used to promote artists, albums, and singles through advertising the artist's brand and products.
6. production reflection(4)
1) The document discusses various audio editing techniques the author learned while working on an audio project in Adobe Premiere Pro, including adding special effects to voices, fading audio clips in and out, shortening and slowing down audio, and balancing audio levels.
2) Key techniques covered include using the Audio Track Mixer to edit voices, fading clips using effects or by manipulating clip icons, speeding up or slowing down clips using the Speed/Duration tool, and challenges with keeping audio at an appropriate volume level.
3) Examples are provided showcasing how these techniques were applied to the author's audio project, such as adding reverb to voices, fading clips to transition scenes or characters, and slowing down
Interaction activity
Before Taking this quiz, be mindful that you should have read the instructions and watched all videos that were provided. When selecting your answers click the box NOT the words.
Digipak Development
The document describes the process of developing a digipak for an album. Various images were imported from folders on a computer, then manipulated and combined. Images were turned black and white, had their opacity adjusted, and were placed on different sections of the digipak. Text with the artist name and album title was added. The goal was to represent themes of depression, insanity, and darkness for the album through photographic images manipulated in the digipak design.
7. evaluation
The document provides an evaluation of Reece Boland's production process for an audiobook project. It discusses the planning, research, time management, technical qualities, aural qualities, audience appeal, and peer feedback received. The peer feedback noted that the audio levels varied in volume and background music was sometimes louder than the narration. Reece agrees the audio needs improvement and would ensure consistent recording volume and duration if given more time. Overall the evaluation assessed strengths and weaknesses at each stage and how the project could be enhanced.
Music video - cutting to the beat
This document discusses post-production techniques used in music videos, including editing techniques like cutting shots to match the beat of the song. It explains how cutting to the beat can create rhythm and draw the viewer in. Special effects and color correction are also mentioned as techniques used in music videos. The document instructs students to complete tasks on the course website to understand how these techniques are applied.
3. proposal mv 2018
The document is a proposal for a music video summarizing the key details of the project. It will target teenage boys from middle-class backgrounds and feature a character waking up after a house party trying to piece together what happened the night before. Production techniques will include the use of a steadicam for walking shots, rewind effects, blurring, and color grading to portray a blue/sad tone. The proposal outlines the schedule over 5 weeks including pre-production, filming, editing, post-production and screening/evaluation. Research on targeting the audience, lip syncing, and rewinding footage is required.
Research Music Video
The document provides guidance for stage 2 of a research and experimentation process. It instructs the reader to research potential production techniques for their project by looking at a minimum of 3 related examples and collecting supporting materials. It also advises assessing whether techniques can be used or adapted. The reader is directed to explore conventions and genre characteristics for their chosen artist and consider fan preferences. Slides are included for documenting ideas with examples. The document then outlines two experiments - one involving simple animation and the other collecting footage and adding basic editing. Reflection questions ask which experiment elements will be included and what was learned from the process.
Music video production 1
This document provides guidance on writing effective reports for music video production assignments. It explains the differences between describing, explaining, and evaluating, and emphasizes focusing on explaining key points asked for in the assignment brief rather than providing excessive extra details. Students are instructed to peer review a classmate's assignment by identifying whether they described, explained, or evaluated different aspects, and whether they used examples and evidence to support their points. Based on the feedback, students should make a plan to improve their work and redraft their assignment.
unit 21Proposal
Luke Smith proposes to create a 2-3 minute stop motion animation video as a personal project. He has ideas for parkour or maker vs marker themes. The target audience would be children through adults. He plans to use play-doh or computer animation and is considering titles like "Stop Motion by Luke Smith". Any music used would require copyright permission and all animations would be Luke's original creations against a plain white background. Ethically, good characters will win without harming animals or influencing children negatively.
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Similar to Making a music video
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Evaluation question four
The document discusses the various media technologies used at different stages of creating a music video for a coursework project. In the research stage, the group used secondary sources from Wikipedia and magazine articles online. They watched existing music videos on YouTube for inspiration. Planning was done with paper notes and iPhone photos of locations. Shooting used a DSLR, iPhone camera, and school lighting/projector. Final Cut Pro was used to edit, and Photoshop for the digipak. Evaluation involved uploading the video to YouTube and blogs and surveying the target audience with Word questionnaires and Excel charts.
Audience feedback
The document discusses various software, tools, and technologies used to create a music video for a school coursework project on the indie rock genre. It describes using the internet for research, iMovie and Final Cut Express for video editing, Celtx for storyboarding, Photoshop for photo editing, and YouTube for researching other music videos. A video camera was used to film footage and a DSLR to take promotional photos. Communication tools like Facebook, email, and mobile phones helped coordinate the group. The finished video included conventions of the genre like guitar and drums, close-ups, and split screens.
Resources/ equipment
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also notes that Final Cut Pro video editing software will be used to edit the film, as it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to familiarity, but Final Cut Pro is preferred for the actual opening to achieve a polished, professional end product.
Resources and equipment
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also states that Final Cut Pro video editing software will be used to edit the film opening, as the group is familiar with it and it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to its basic functions.
Task 5
The document discusses the resources needed to create a music video for an unreleased song by James Arthur. It mentions that the audio track of the song is essential. It also discusses choosing backup songs in case a music video is released for the primary song. The document outlines a £50 budget to cover costs of production and mentions splitting costs between group members. It discusses using a Panasonic video camera to film in HD quality. It also mentions using a photo camera to scout locations and create a storyboard. The group will use Final Cut Pro editing software and complete research, communication and documentation online. Deadlines and time management are important to the project. Actors and crew will contribute to making the music video.
Task 5 media
This document discusses the resources needed to create a music video for a class project. It mentions that an audio track of an unreleased song from a Sony Music UK artist is required. The group chose the song "Back From The Edge" by James Arthur as their primary track. They will need to fund costs like transportation, props, and costumes through a £50 budget. Equipment like a Panasonic video camera and Final Cut Pro editing software will be used. Locations will be scouted and risk assessments completed. The British Board of Film Classification ratings process and copyright laws are also outlined. Timelines and deadlines are important to consider.
Task 5 - The Media Project
The document discusses the resources needed to create a music video for an unreleased song by James Arthur. It mentions that the audio track of the song is essential. It also discusses choosing backup songs in case a music video is released for the primary track. The document outlines a £50 budget to cover costs of production and mentions splitting costs between group members. It discusses using a Panasonic video camera to film in HD quality. It also mentions using a photo camera to scout locations and create a storyboard. The group will use Final Cut Pro software to edit the video. Deadlines and time management are important to complete the project on schedule. Actors and crew will contribute to making the music video.
Task 5
The document discusses the resources needed to create a music video for an unreleased song by James Arthur. It mentions that the audio track of the song is essential. It also discusses choosing backup songs in case a music video is released for the primary track. The document outlines a £50 budget to cover costs of production and mentions splitting costs between group members. It lists equipment that will be used like a video camera, photo camera, and Final Cut Pro editing software. Locations will be scouted and risks assessed. Deadlines and time management are also discussed as key aspects of the project.
Media q4 evaluation
The document discusses the use of various media technologies throughout the stages of constructing, researching, planning, and evaluating a music video project.
In the research stage, YouTube and Google were used to understand typical music video elements and research the artist Enrique. Planning involved creating an online storyboard. Construction used a camera, lighting, tripod, and phones for communication and photos.
Editing in post-production used Final Cut Pro and iDesign software. Photoshop was also used after watching tutorials. Evaluation presented responses using Windows Movie Maker, SlideShare, Final Cut Pro, and Live Type software. A variety of technologies were utilized at each stage of the project.
Question 4 evaluation
New media technologies were used throughout the construction, planning, and evaluation of a music video project. An HD camera was used to film footage and an iPod was used to play music aloud on set. Adobe Premiere Pro was used to edit the footage and add effects like slow motion. Photoshop was used to design promotional materials. Tumblr and internet research aided the planning process, while YouTube and Tumblr facilitated gathering feedback to evaluate the final project.
Evaluation Question 4
- The document discusses how the author used various media technologies in constructing, researching, planning, and evaluating their music video project and accompanying promotional package.
- Technologies used included YouTube for inspiration, Photoshop for planning outfits/designs, Premier Pro and After Effects for editing, InDesign for the digital package, and Prezi/Word for evaluations.
- The author found most technologies easy to use due to prior experience and online tutorials, though After Effects was more difficult. Equipment limitations and weather also posed challenges.
Question 4 evaluation for media
The student used various new media technologies at different stages of creating a music video. In the planning stage, they used Tumblr to collaborate online and share ideas, research conventions using YouTube and Facebook. During filming, they used an HD camera, iPod to play music and take reference photos. Adobe Premiere Pro was used to edit the video, adding effects like slow motion. Photoshop edited promotional items. Evaluation involved sharing the rough cut on YouTube for feedback and noting feedback on Tumblr.
Question 6 - Louise Fontava
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used various cameras, software programs, and websites throughout the process. The author gained experience using cameras like a Canon 650D and flip camera, as well as editing software like Final Cut Pro, GarageBand, iMovie, and bloggers. They found YouTube and artofthetitle.com to be useful resources. Overall, the author is pleased with the new technical knowledge and skills they acquired in areas like video editing, sound design, and online publishing that will benefit their future work.
Media - Question 6
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used various cameras, software programs, and websites throughout the process. The author gained experience using cameras like a Canon 650D and flip camera, as well as editing software like Final Cut Pro, GarageBand, iMovie, and bloggers. They found YouTube and artofthetitle.com to be useful resources. Overall, the author is pleased with the new technical knowledge and skills they acquired in areas like video editing, sound design, and online publishing that will benefit their future work.
EVALUATION 6 - Louise Fontava
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used different cameras - a flip camera and Canon 650 camera - and learned about camera functions and quality. They also used editing software like Final Cut Pro, Logic Pro, GarageBand, and iMovie to edit video, add soundtracks and titles, and record audio. Other skills mentioned include creating blogs using Blogger and finding copyright-free content on websites like Art of the Title and YouTube. The author is happy with the new technical skills and knowledge gained from this project.
Evaluation Question Bayzid
In this presentation, the document summarizes what was learned about various technologies through the process of constructing a media product. Specifically:
- Final Cut Pro was used for editing and allowed adding titles/effects from other programs. Various tools like cut, color correction, and sound editing were explored.
- GarageBand was used to create background music by combining sound effects into loops.
- Motion helped design professional-looking titles using different fonts, animations, and effects.
- LiveType and iMac were also utilized for title creation and transferring/viewing footage, respectively. Skills like print screening and embedding videos were developed.
- The camera was used for filming and skills like using HD, reviewing footage
Preliminary task evaluation
The document summarizes Deepika Singh's evaluation of her group's preliminary task filming process. Some key points made include: their group worked well together and communicated effectively; they filmed using iPads which had benefits of ease of use but disadvantages of poor video quality and audio interference; editing was done using iMovie which was easy to use; and overall they learned about different camera shots and angles as well as maintaining consistency during filming.
Post production
Post production is the final stage of a video or film production process. It includes editing video and audio, adding titles, correcting color and exposure, including special effects, and potentially re-shooting scenes. The document discusses the post production process and tools used, including editing software like Final Cut. It also mentions exploring additional software like Motion for animated titles in the future. Post production can take longer than the actual production phase due to the detailed work involved in finishing the video.
Evaluation question 3
The student used various media technologies in the planning, filming, and editing stages of creating a music video.
They tested different cameras and decided to use a Nikon D5100 due to its lighter weight and better image quality compared to a JVC camera. They shot footage from various angles and distances using techniques like tracking and tripods.
Final Cut Pro was used to edit the video, applying effects like slow motion and filters. Footage was matched to the beat of the music. The student's phone was also utilized to take behind-the-scenes photos and videos, and check weather conditions.
YouTube, music blogs and websites provided inspiration and helped develop their style. Blogger hosted research and planning
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Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
Zodiac Signs and Food Preferences_ What Your Sign Says About Your Taste
Know what your zodiac sign says about your taste in food! Explore how the 12 zodiac signs influence your culinary preferences with insights from MyPandit. Dive into astrology and flavors!
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NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...
Nathalie zal delen hoe DEI en ESG een fundamentele rol kunnen spelen in je merkstrategie en je de juiste aansluiting kan creëren met je doelgroep. Door middel van voorbeelden en simpele handvatten toont ze hoe dit in jouw organisatie toegepast kan worden.
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Profiles of Iconic Fashion Personalities.pdf
The fashion industry is dynamic and ever-changing, continuously sculpted by trailblazing visionaries who challenge norms and redefine beauty. This document delves into the profiles of some of the most iconic fashion personalities whose impact has left a lasting impression on the industry. From timeless designers to modern-day influencers, each individual has uniquely woven their thread into the rich fabric of fashion history, contributing to its ongoing evolution.
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Digital Transformation Frameworks: Driving Digital Excellence
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
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The Most Inspiring Entrepreneurs to Follow in 2024.pdf
In a world where the potential of youth innovation remains vastly untouched, there emerges a guiding light in the form of Norm Goldstein, the Founder and CEO of EduNetwork Partners. His dedication to this cause has earned him recognition as a Congressional Leadership Award recipient.
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Part 2 Deep Dive: Navigating the 2024 Slowdown
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The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
AI Transformation Playbook: Thinking AI-First for Your Business
I dive into how businesses can stay competitive by integrating AI into their core processes. From identifying the right approach to building collaborative teams and recognizing common pitfalls, this guide has got you covered. AI transformation is a journey, and this playbook is here to help you navigate it successfully.
The latest Heat Pump Manual from Newentide
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Making a music video
- 1. How to make a music video
- 2. Choosing a song • For making a music video, its essential to listen to the song itself and choose the strongest song- its important to ask other people such as friends, family about what they think is a strongest song as making a music video mostly depends on the strong and if the song is strong then the promotion will be powerful.
- 3. Choosing a video equipment • The next thing is to choose right equipment. The cameras are the main equipment otherwise there can be phones, Ipads etc however the digital camera would be essential. It doesn't’t matter what audio component device we use as the audio will be converted with pre-recorded audio of our strongest song.
- 4. Create the concept • It depends what imagery comes through in the mind when listens to the song. And what kind of music we wants to create such as live performance music video but for narrative music video, we would have to consider doing acting, deciding people, places etc. and making a storyboard that support the storyline.
- 5. Choosing a location • Its important to stick to 1-3 location within the music video. If the song is dark, then considering darker locations with softer lighting and if the song is happy and bright then consider brighter locations with wide open spaces. Shooting outside offer ample lighting and clouds is good source of lighting to create natural dull lighting. And if the using indoor lighting then its important to have hand-held lighting such as strong dimmers or spot lights.
- 6. Shoot the video • Its important to experience with different cameras and angles before actually start shooting. Once ready to start then practice with the lipsing of the song beforehand and aim to 2-4 takes at least. And consider different angles shot such as close up shot, hand held shot etc.
- 7. Edit the video • After done with the shooting then it has to be edited. Its important to learn how to edit the video and get some powerful editing software's such as final cut etc. if you like to have a free editing then you should have access to software that is free and see if its easy to use. And if you have a mac computer, you could have a access to Imovie. And also Youtube has now editing software itself.