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The group created a short film showing the two sides of city life - the rich and the poor. They planned out the film by brainstorming ideas but did not create a storyboard. Some members of the group did not contribute fully to making the film. Costumes were used to distinguish the characters' social class, and props like a car helped bring the story to life. Overall the film effectively conveyed its message through the use of transitions, fonts, music, and camera angles tailored to the topic and intended audience.
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Question 2. Media evaluation
The document discusses how the media product portrays certain social groups. It focuses on the representation of men, showing the protagonist in a way that supports stereotypes of men as dominant. Women are underrepresented as the genre typically focuses on dominant males. The sound design uses diegetic sounds of an urban environment to create realism and suspense. Editing techniques like jump cuts were used to resemble an action and adventure genre.
Danielle rothero evaluation
Gastric Man is a superhero film parody that aims to address the issue of obesity among teenagers. It uses comedy and theoretical situations to depict the story in a lighthearted way. The main characters, Gastric Man and MacDonald's Madonna, are opposites - Gastric Man is thin while MacDonald's Madonna represents overeating. Through flashbacks, the audience learns about how each character gained their powers. Positive feedback praised the film for its refreshing take on an important issue, while negative feedback noted the storyline could be confusing without more dialogue.
Bloodlust evaluation
The analysis research helped the filmmaker establish techniques to emphasize different feelings in drama and documentary genres. This informed ideas for the film group, such as close-ups to show character emotions.
The pre-production process with a call sheet and treatment was organized and allowed input from the group. However, filming was not as successful as expected due to missing props sometimes and interruptions.
Strengths included achieving the a-b story structure and setting. Weaknesses included difficulty making scenes scary and lack of sound effects for suspense. Feedback noted potential improvements like more music, longer film, and additional horror scenes.
Evaluation
Our film was a sports comedy thriller that took elements from films like Cool Runnings and Donnie Darko. The main character wore green to represent good, while the mysterious bully wore red to represent evil. The film represented different social groups through clothing and movements. We aimed our film at teenage males and older audiences, using relatable characters, humor, action, and a mysterious bully character. We learned many filmmaking and editing skills during the process of creating the film. Music and character design were used to attract our target demographic. More planning was done for the main task compared to the preliminary task.
Watch Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation for 'Watch' by:-
Rebecca Hudson
Simon (Pete) Morton
Darryl King
Karisma Jarakana
Evaluation question 1
This document discusses how the media product challenges conventions in various areas:
- The trailer uses non-linear editing with shots taken over many years to hint at events without fully revealing details, challenging conventions of a typical trailer.
- Only non-diegetic sound is used to maintain a realistic style without requiring actors to speak.
- Transitions and editing effects are kept minimal to avoid overcomplicating the story while maintaining a professional look.
- Ancillary pieces like the poster and magazine cover challenge conventions slightly by using monochrome color and silhouettes but are otherwise typical to maintain connection and professionalism. Conventions are challenged carefully without compromising the overall goals.
Evaluation Question 3
The document discusses feedback received from test audiences on a film project. Audience members found the story interesting and were engaged but had some confusion around a character's disappearance. Based on the feedback, the filmmakers clarified details around this event. They also streamlined some unnecessary elements. Re-screening for audiences confirmed the changes helped understanding. Feedback praised effects conveying the protagonist's deteriorating mental state and commented on clever techniques suggesting themes. The filmmakers were pleased audiences comprehended the story and twist ending as intended.
Film evaluation
The film evaluation discusses a crime drama film created by a group of students. They had to make some changes to their original idea due to difficulties finding filming locations. They added character titles and used different camera angles, like a medium shot of the killer without showing his face and a high angle shot of the victim to depict weakness. The group struggled at first with the script but worked well together once filming. They cooperated on ideas and all had roles they stuck to. As a group they completed the film trailer, mind map, synopsis and script to a decent standard. The author felt they contributed a lot by helping with the script and playing a main character.
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Question 2. Media evaluation
The document discusses how the media product portrays certain social groups. It focuses on the representation of men, showing the protagonist in a way that supports stereotypes of men as dominant. Women are underrepresented as the genre typically focuses on dominant males. The sound design uses diegetic sounds of an urban environment to create realism and suspense. Editing techniques like jump cuts were used to resemble an action and adventure genre.
Danielle rothero evaluation
Gastric Man is a superhero film parody that aims to address the issue of obesity among teenagers. It uses comedy and theoretical situations to depict the story in a lighthearted way. The main characters, Gastric Man and MacDonald's Madonna, are opposites - Gastric Man is thin while MacDonald's Madonna represents overeating. Through flashbacks, the audience learns about how each character gained their powers. Positive feedback praised the film for its refreshing take on an important issue, while negative feedback noted the storyline could be confusing without more dialogue.
Bloodlust evaluation
The analysis research helped the filmmaker establish techniques to emphasize different feelings in drama and documentary genres. This informed ideas for the film group, such as close-ups to show character emotions.
The pre-production process with a call sheet and treatment was organized and allowed input from the group. However, filming was not as successful as expected due to missing props sometimes and interruptions.
Strengths included achieving the a-b story structure and setting. Weaknesses included difficulty making scenes scary and lack of sound effects for suspense. Feedback noted potential improvements like more music, longer film, and additional horror scenes.
Evaluation
Our film was a sports comedy thriller that took elements from films like Cool Runnings and Donnie Darko. The main character wore green to represent good, while the mysterious bully wore red to represent evil. The film represented different social groups through clothing and movements. We aimed our film at teenage males and older audiences, using relatable characters, humor, action, and a mysterious bully character. We learned many filmmaking and editing skills during the process of creating the film. Music and character design were used to attract our target demographic. More planning was done for the main task compared to the preliminary task.
Watch Powerpoint Presentation
The Henley College
AS Media Studies production unit evaluation presentation for 'Watch' by:-
Rebecca Hudson
Simon (Pete) Morton
Darryl King
Karisma Jarakana
Evaluation question 1
This document discusses how the media product challenges conventions in various areas:
- The trailer uses non-linear editing with shots taken over many years to hint at events without fully revealing details, challenging conventions of a typical trailer.
- Only non-diegetic sound is used to maintain a realistic style without requiring actors to speak.
- Transitions and editing effects are kept minimal to avoid overcomplicating the story while maintaining a professional look.
- Ancillary pieces like the poster and magazine cover challenge conventions slightly by using monochrome color and silhouettes but are otherwise typical to maintain connection and professionalism. Conventions are challenged carefully without compromising the overall goals.
Evaluation Question 3
The document discusses feedback received from test audiences on a film project. Audience members found the story interesting and were engaged but had some confusion around a character's disappearance. Based on the feedback, the filmmakers clarified details around this event. They also streamlined some unnecessary elements. Re-screening for audiences confirmed the changes helped understanding. Feedback praised effects conveying the protagonist's deteriorating mental state and commented on clever techniques suggesting themes. The filmmakers were pleased audiences comprehended the story and twist ending as intended.
Film evaluation
The film evaluation discusses a crime drama film created by a group of students. They had to make some changes to their original idea due to difficulties finding filming locations. They added character titles and used different camera angles, like a medium shot of the killer without showing his face and a high angle shot of the victim to depict weakness. The group struggled at first with the script but worked well together once filming. They cooperated on ideas and all had roles they stuck to. As a group they completed the film trailer, mind map, synopsis and script to a decent standard. The author felt they contributed a lot by helping with the script and playing a main character.
What have i learned from my audience feedback
The document provides feedback from test audiences on draft trailers and promotional materials created by Conor Reed for a soap opera project. The feedback addressed issues like clarity of the trailer genre, character introductions, pacing, and ending slates. Reed acknowledges areas that need improvement and explains changes made in response to the feedback, such as re-shooting scenes, adding music, and shortening the trailer. The feedback appeared to validate that the project was on the right track in targeting its audience and achieving the intended BBC Three style.
In what ways does your media product use
- The document describes the title sequence of a student film called "Our Title of the Film"
- It discusses elements like the title font and style, setting/location, costumes and props, camerawork and editing, story, genre, character introductions, and special effects
- The goal was to make the title sequence appealing and establish the story, genre, and tone for the superhero film
Media Evaluation
The document provides an analysis of a student film project aimed at creating a short thriller film. It discusses several aspects of the film including how it used conventions of the thriller genre like building suspense through music and leaving questions unanswered. It notes the film was aimed at an 18+ male audience and analyzes the technologies used and what was learned through the process.
Presentation1
The document summarizes ways in which the media piece challenges conventions of real thrillers. It notes that limitations in technology resulted in less sharp shots compared to films like Seven and Jaws. It discusses using dramatic music building tension like in Jaws, and hinting at clues that become important later on, as seen in Seven. It also mentions making the opening character vulnerable to fit thriller conventions, with the goal of surprising audiences later with a plot twist.
Suzy Neale's Evaluation
The document provides an analysis of the thriller film created by the student. It discusses the key elements incorporated from generic thriller conventions including an antagonist, mystery, suspense, and representation of social groups. It summarizes the filming and editing process, challenges encountered working with the group, and strengths and weaknesses of the equipment used. The student learned skills using editing software and reflects on how their skills and understanding of thrillers improved from the preliminary task.
AS Media Studies Creative Critical Reflection
This document summarizes a creative critical reflection project by Nikoleta Wu and Ada Dzamic for their media studies class. They created an opening film sequence about a music teacher dreading a music lesson with a typical teenager. Through their research and planning, they aimed to represent stereotypes in a comedic way and examine the elements of an effective opening sequence. Their target audience was music lovers, teenagers, and teachers. They are proud of their work developing characters, incorporating music, and following film techniques in their opening sequence.
Evaluation Q7
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation of finished product
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation Question 3
The student believes their production skills have greatly improved over the course of the project. Specifically, their ability to craft compelling plotlines, effective editing skills in Final Cut Pro, consideration of costuming to convey meaning, and use of lighting and mise-en-scene to set tone. Their early work lacked nuanced storytelling and consideration of visual elements, but by the thriller opening sequence they were able to intentionally use props, lighting, editing and other techniques to conform to thriller genre conventions.
Question 7 evauluation
1) The document discusses the learning experience of creating a film project from the preliminary task to the full film. It describes challenges faced such as changing ideas, poor planning, technical difficulties, and learning how to use editing software.
2) For the preliminary task, poor weather disrupted filming and the footage was unusable, requiring re-filming. Technical difficulties were also faced but overcome for the full film.
3) Both tasks involved challenges with establishing plotlines and ideas that could be successfully executed. Multiple ideas had to be changed and scrapped before finalizing concepts that worked for both the preliminary task and full film.
Evaluation
The document is an evaluation certificate for a student media project that produced a crime film called "White Lies". It contains the student's responses to questions about how their film used or challenged conventions of real crime films, how it represented social groups, potential distribution pathways, intended audience, how they attracted their audience, what technologies they learned, and what they learned from their preliminary project.
Jasmine Monk - Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what the audience desired in a thriller.
Jasmine Monk's Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what viewers wanted from the thriller genre.
The Best Days Final Presentation
The group initially developed an idea for a time travel film but faced time and budget constraints. They simplified the idea to focus on a woman, Sarah, remembering the family home she created with her late husband, Kyle. They aimed to portray emotions of sorrow, grief, and the couple's love for each other and the house. However, challenges included communication issues, continuity problems due to limited reshoots, and rushed filming within three hours.
Evaluation for the digital media production
The document summarizes the development of a student's final digital media production project. It discusses their initial concept for a horror-comedy film, choosing instead to focus on a romantic genre opening sequence in a group. Through research on films like "Brotherly Love," they developed a story about a couple facing disapproval from the girl's overprotective brother. Their target audience was students aged 15-25, who provided feedback that helped improve the storyline. Skills learned through the process included camera operation, editing in Photoshop and InDesign, and collaboration. While some aspects could have been shortened, the final product met their initial expectations and story ideas but was of higher quality than anticipated.
Evaluation
- The document discusses a student's media studies evaluation of their short film and how it compares to Shane Meadows' film in terms of conventions, narrative structure, and character development.
- The student analyzes how their film fits Todorov's narrative theory of equilibrium being disrupted and then repaired.
- Audience feedback was generally positive about the storyline, use of voiceover, and comedic elements, but identified some unsteady camera shots that could be improved.
- The student describes using a variety of media technologies like images, slideshows, blogs, and a director's commentary for construction, research, planning and evaluation of their project.
Evaluation2
Our media product uses conventions of the action genre in its opening sequence, such as typical shots, titles and editing, to engage audiences familiar with the genre. However, we also challenge some conventions, like using a rock music track instead of typical choices. As the sequence continues, the tone shifts from a typical action opening to one with mysterious, psychological thriller elements. The initial representations of characters in the sequence portray some stereotypes, like the female being naive and the male taking control, but the full film was planned to subvert some of these expectations. We aimed to attract teenage and young adult audiences of both genders by making the female protagonist a stronger character and the male appealing to both genders. Through characters and an attention-
Media thriller evaluation Part 3
The document discusses the lessons learned from creating a media thriller film. It summarizes that feedback during production helped strengthen the final piece by improving areas of weakness. Originally the storyboard included flashes that did not work after filming, so the order of events was changed for clarity. Researching genre conventions and creating a detailed storyboard better prepared the filmmaking. Technical skills and understanding of concepts like shot types, lighting and editing improved. Unreliable actors required finding replacements and refilming, setting the project back. Overall, the film turned out better than the preliminary task due to lessons applied.
Evaluation
1) The document summarizes what the student has learned from constructing a media product from preliminary task to final product.
2) They learned skills with cameras, editing software, and the blogging process. Their filming, editing, and use of technology improved.
3) Comparing the preliminary and final tasks showed higher quality filming, better acting, and more sophisticated editing in the final product.
Thriller Opening[2
The document summarizes a group's thriller film opening that they created. They used conventions like showing the main character in a threatening situation by having an unknown stalker watch her from across the street. They also subverted expectations by initially making the stalker's identity a mystery and then revealing it was a friend in a comedic way. The group discusses the social groups their film represents, the type of studio that might distribute it, their target teenage audience, and what they learned from creating the project.
Evaluation of the presentation
This document provides an evaluation of a group presentation project. It describes various challenges the group faced in preparing and delivering their presentation, as well as their solutions. They struggled to obtain necessary materials on the day of the presentation but improvised solutions. During rehearsal, they improved their script and addressed clarity issues. Right before the presentation, each member took on tasks like setting up technology, arranging refreshments, and hanging photos. Though some photos fell down during the presentation, they carried on smoothly and received good feedback from their audience. Overall, the presenter felt the group completed the challenge well and they gained valuable experience.
Advertisement/ PowerPoint
This PowerPoint presentation is advertising an event about creativity that will take place on Tuesday March 27th, 2012 from 3:30-4:15pm in room B1O6. The presentation aims to appeal to creative people who enjoy music, art, and getting inspired by creative works.
More Related Content
Similar to Media
What have i learned from my audience feedback
The document provides feedback from test audiences on draft trailers and promotional materials created by Conor Reed for a soap opera project. The feedback addressed issues like clarity of the trailer genre, character introductions, pacing, and ending slates. Reed acknowledges areas that need improvement and explains changes made in response to the feedback, such as re-shooting scenes, adding music, and shortening the trailer. The feedback appeared to validate that the project was on the right track in targeting its audience and achieving the intended BBC Three style.
In what ways does your media product use
- The document describes the title sequence of a student film called "Our Title of the Film"
- It discusses elements like the title font and style, setting/location, costumes and props, camerawork and editing, story, genre, character introductions, and special effects
- The goal was to make the title sequence appealing and establish the story, genre, and tone for the superhero film
Media Evaluation
The document provides an analysis of a student film project aimed at creating a short thriller film. It discusses several aspects of the film including how it used conventions of the thriller genre like building suspense through music and leaving questions unanswered. It notes the film was aimed at an 18+ male audience and analyzes the technologies used and what was learned through the process.
Presentation1
The document summarizes ways in which the media piece challenges conventions of real thrillers. It notes that limitations in technology resulted in less sharp shots compared to films like Seven and Jaws. It discusses using dramatic music building tension like in Jaws, and hinting at clues that become important later on, as seen in Seven. It also mentions making the opening character vulnerable to fit thriller conventions, with the goal of surprising audiences later with a plot twist.
Suzy Neale's Evaluation
The document provides an analysis of the thriller film created by the student. It discusses the key elements incorporated from generic thriller conventions including an antagonist, mystery, suspense, and representation of social groups. It summarizes the filming and editing process, challenges encountered working with the group, and strengths and weaknesses of the equipment used. The student learned skills using editing software and reflects on how their skills and understanding of thrillers improved from the preliminary task.
AS Media Studies Creative Critical Reflection
This document summarizes a creative critical reflection project by Nikoleta Wu and Ada Dzamic for their media studies class. They created an opening film sequence about a music teacher dreading a music lesson with a typical teenager. Through their research and planning, they aimed to represent stereotypes in a comedic way and examine the elements of an effective opening sequence. Their target audience was music lovers, teenagers, and teachers. They are proud of their work developing characters, incorporating music, and following film techniques in their opening sequence.
Evaluation Q7
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation of finished product
1) The group used a tripod for steady shots, allowing them to keep actors in frame during zooms, improving on hand-held filming in their preliminary task.
2) They filmed from different distances and angles to show characters in different ways while keeping actors in frame, learning from framing issues before.
3) Minor script changes ensured the story flowed better, and experimenting with shots on set led to a better thriller feel than rigidly following their storyboard.
4) Actors wore specific costumes and props, and lighting/locations were manipulated to create desired scenes, unlike their preliminary task.
Evaluation Question 3
The student believes their production skills have greatly improved over the course of the project. Specifically, their ability to craft compelling plotlines, effective editing skills in Final Cut Pro, consideration of costuming to convey meaning, and use of lighting and mise-en-scene to set tone. Their early work lacked nuanced storytelling and consideration of visual elements, but by the thriller opening sequence they were able to intentionally use props, lighting, editing and other techniques to conform to thriller genre conventions.
Question 7 evauluation
1) The document discusses the learning experience of creating a film project from the preliminary task to the full film. It describes challenges faced such as changing ideas, poor planning, technical difficulties, and learning how to use editing software.
2) For the preliminary task, poor weather disrupted filming and the footage was unusable, requiring re-filming. Technical difficulties were also faced but overcome for the full film.
3) Both tasks involved challenges with establishing plotlines and ideas that could be successfully executed. Multiple ideas had to be changed and scrapped before finalizing concepts that worked for both the preliminary task and full film.
Evaluation
The document is an evaluation certificate for a student media project that produced a crime film called "White Lies". It contains the student's responses to questions about how their film used or challenged conventions of real crime films, how it represented social groups, potential distribution pathways, intended audience, how they attracted their audience, what technologies they learned, and what they learned from their preliminary project.
Jasmine Monk - Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what the audience desired in a thriller.
Jasmine Monk's Evaluation
The document summarizes the filmmaking process and lessons learned from creating a thriller film project. It discusses how the film used conventions from movies like Se7en and The Silence of the Lambs. Challenges included limited equipment, changes to the storyboard due to technology issues, and ensuring the film met the wants of the target thriller audience. Overall, the creator felt they improved their filmmaking skills and delivering what viewers wanted from the thriller genre.
The Best Days Final Presentation
The group initially developed an idea for a time travel film but faced time and budget constraints. They simplified the idea to focus on a woman, Sarah, remembering the family home she created with her late husband, Kyle. They aimed to portray emotions of sorrow, grief, and the couple's love for each other and the house. However, challenges included communication issues, continuity problems due to limited reshoots, and rushed filming within three hours.
Evaluation for the digital media production
The document summarizes the development of a student's final digital media production project. It discusses their initial concept for a horror-comedy film, choosing instead to focus on a romantic genre opening sequence in a group. Through research on films like "Brotherly Love," they developed a story about a couple facing disapproval from the girl's overprotective brother. Their target audience was students aged 15-25, who provided feedback that helped improve the storyline. Skills learned through the process included camera operation, editing in Photoshop and InDesign, and collaboration. While some aspects could have been shortened, the final product met their initial expectations and story ideas but was of higher quality than anticipated.
Evaluation
- The document discusses a student's media studies evaluation of their short film and how it compares to Shane Meadows' film in terms of conventions, narrative structure, and character development.
- The student analyzes how their film fits Todorov's narrative theory of equilibrium being disrupted and then repaired.
- Audience feedback was generally positive about the storyline, use of voiceover, and comedic elements, but identified some unsteady camera shots that could be improved.
- The student describes using a variety of media technologies like images, slideshows, blogs, and a director's commentary for construction, research, planning and evaluation of their project.
Evaluation2
Our media product uses conventions of the action genre in its opening sequence, such as typical shots, titles and editing, to engage audiences familiar with the genre. However, we also challenge some conventions, like using a rock music track instead of typical choices. As the sequence continues, the tone shifts from a typical action opening to one with mysterious, psychological thriller elements. The initial representations of characters in the sequence portray some stereotypes, like the female being naive and the male taking control, but the full film was planned to subvert some of these expectations. We aimed to attract teenage and young adult audiences of both genders by making the female protagonist a stronger character and the male appealing to both genders. Through characters and an attention-
Media thriller evaluation Part 3
The document discusses the lessons learned from creating a media thriller film. It summarizes that feedback during production helped strengthen the final piece by improving areas of weakness. Originally the storyboard included flashes that did not work after filming, so the order of events was changed for clarity. Researching genre conventions and creating a detailed storyboard better prepared the filmmaking. Technical skills and understanding of concepts like shot types, lighting and editing improved. Unreliable actors required finding replacements and refilming, setting the project back. Overall, the film turned out better than the preliminary task due to lessons applied.
Evaluation
1) The document summarizes what the student has learned from constructing a media product from preliminary task to final product.
2) They learned skills with cameras, editing software, and the blogging process. Their filming, editing, and use of technology improved.
3) Comparing the preliminary and final tasks showed higher quality filming, better acting, and more sophisticated editing in the final product.
Thriller Opening[2
The document summarizes a group's thriller film opening that they created. They used conventions like showing the main character in a threatening situation by having an unknown stalker watch her from across the street. They also subverted expectations by initially making the stalker's identity a mystery and then revealing it was a friend in a comedic way. The group discusses the social groups their film represents, the type of studio that might distribute it, their target teenage audience, and what they learned from creating the project.
Similar to Media (20)
More from sathma
Evaluation of the presentation
This document provides an evaluation of a group presentation project. It describes various challenges the group faced in preparing and delivering their presentation, as well as their solutions. They struggled to obtain necessary materials on the day of the presentation but improvised solutions. During rehearsal, they improved their script and addressed clarity issues. Right before the presentation, each member took on tasks like setting up technology, arranging refreshments, and hanging photos. Though some photos fell down during the presentation, they carried on smoothly and received good feedback from their audience. Overall, the presenter felt the group completed the challenge well and they gained valuable experience.
Advertisement/ PowerPoint
This PowerPoint presentation is advertising an event about creativity that will take place on Tuesday March 27th, 2012 from 3:30-4:15pm in room B1O6. The presentation aims to appeal to creative people who enjoy music, art, and getting inspired by creative works.
Allocated roles
The document allocates roles for promoting an event. Rajan Handa is responsible for posters, Sathma Nugera is responsible for e-mails/letters and interior design, Logan Jones is responsible for the PowerPoint presentation and script, Khatra Ahmed is responsible for advertisements, and Marie Hughes is responsible for flyers and is the production manager. The document also outlines the specific tasks for the interior designer role, which includes researching styles and materials, presenting designs, creating a schedule, and getting feedback. It also lists tasks for the e-mails/letters role such as sending reminders about the event details.
Designs for three different types of publicity/Letter
Sathma Nugera invites teachers and students to a presentation by the level one Creative and Media students on March 27th at 3:30pm in music room B106. Last year, the Creative and Media students revamped the music practice rooms by creating inspirational murals. They would like to share the results of this project and the process through a brief presentation, with refreshments provided. Teachers and students interested in attending should speak to Miss Saroya.
Designs for three different types of publicity/Letter
Sathma Nugera invites teachers and students to a presentation by the level one Creative and Media students on March 27th at 3:30pm in music room B106. Last year, the Creative and Media students revamped the music practice rooms by creating inspirational murals. They would like to share the results of this project and the process through a brief presentation, with refreshments provided. Teachers and students interested in attending should speak to Miss Saroya.
Letter
Sathma Nugera invites teachers and students to a presentation by the level one Creative and Media students on March 27th at 3:30pm in music room B106. Last year, the Creative and Media students revamped the music practice rooms by creating inspirational murals. They would like to share the results of this project and the process through a brief presentation, with refreshments provided. Teachers and students interested in attending should speak to Miss Saroya.
Six different ways of publicising an event
Six different ways to publicize an event are described: posters, leaflets, emails, PowerPoint presentations, invitation cards, and banners. Each method has pros such as being clear, straight-forward, engaging, quick, easy to present or hand out, and appealing through use of images or colors. However, each also has cons like the risk of materials being lost, torn, or not noticed due to size, weather, or brevity. The document compares key benefits and limitations of common publicity options.
Letter
Sathma Nugera invites teachers and students to a presentation by the level one Creative and Media students on March 27th at 3:30pm in music room B106. Last year, the Creative and Media students revamped the music practice rooms by creating inspirational murals. They would like to share the results of this project and the process through a brief presentation, with refreshments provided. Teachers and students interested in attending should speak to Miss Saroya.
3 different methods to publicise our presentation
E-mail, posters, and a short video are proposed methods to publicize a presentation. E-mail is an easy way to reach a wide audience quickly and correct any errors. Posters can creatively grab attention and leave a good first impression, showcasing creative abilities. While taking longer to create, a short video would allow audiences to easily recognize creativity and enjoy the video, encouraging attendance at the presentation.
The timings of what will happen on presentation day
The document outlines a schedule for a presentation including tasks like covering walls with paper, editing handouts and scripts, rehearsing the presentation, setting up the room, and preparing refreshments. Various individuals are assigned different preparation tasks like Marie editing the script, Sathma setting up tables and ensuring the venue is ready, and Rajan creating a playlist of music. The schedule includes breaks and runs from 10:05am to 3:30pm.
Interior design 3
The design for a smart board setup was disagreed with by a team for three key reasons: 1) the audience would not be able to see the presentation properly due to the layout, 2) it would be difficult for presenters to reach the computer, and 3) the overall setup would be hard to navigate.
Interior design 2
This design for a presentation setup was not approved because the tables and chairs were arranged in a way that would block the audience's view of the presentation. There was also too much empty space in the design. The design included a piano, smart board, computer, tables, chairs, and fixed tables but it did not provide a clear view for the audience.
Interior design 1/the chosen interior design for the presentation
The document describes an arrangement of furniture and equipment in a room, including a piano near the entrance, food tables next to the entrance, fixed tables, a smart board at the front of the room in a 'U' shape facing chairs, and images hung above the food tables. The described layout was intended to allow easy access to refreshments for people entering the room and to facilitate viewing of a presentation on the smart board from the seated audience area.
Production schedule
The document contains a schedule for organizing an art exhibition with assigned tasks, deadlines, and individuals responsible. Key tasks included completing minutes, creating a production schedule, risk assessment, designing a logo, arranging the venue, creating a PowerPoint presentation, drawing interior designs, getting feedback, informing the audience, ordering materials, and practicing the presentation. Marie, Khatra, Sathma, Rajan, and Logan were assigned various responsibilities and reported on completed work on different dates leading up to the exhibition.
Risk assessment presentation
The document provides information on how to reduce or prevent common risks when painting, what actions to take if dangers occur, and assigns a level of risk to each situation. It lists risks such as spilling paint on the carpet, falling off a ladder, getting paint on a school uniform, and becoming nauseous. For each risk, it suggests ways to reduce the risk like putting down a sheet, having someone hold the ladder, wearing spare clothes or an apron, and wearing a mask. It also lists actions to take if the risks occur, like immediately cleaning paint spills, taking a break if hurt, washing paint off clothes or using spirits, and going outside for fresh air. Each risk is assigned a color coded risk level
List of materials
This document lists materials needed for a project including colored twine to hang pictures on roofs, a reading lamp for spot lighting images, display paper in white and red to cover walls, staples and a staple gun to attach paper to walls, colored acetate paper to cover lights and darken backgrounds, and blue tack to stick laminated images.
Evidence of planning for interior designs
The document provides evidence related to planning for interior designs. It likely contains details about design concepts, materials, budgets, and timelines. The evidence in the document was presumably collected to aid in the planning and execution of interior design projects.
Roles on the actual day (what we have to do)
The document assigns roles and tasks to different people for an art exhibition event taking place on Tuesday. Sathma is tasked with setting up the venue for the theme of the art exhibition. During the second lesson, others will help Sathma set up the venue, while Rajan creates an attendance spreadsheet and Logan researches music. In the third lesson, they will continue setting up and do technical work. They will then rehearse the presentation during the third lesson and lunch time. Afterschool, Sathma and Marie will finish preparations while Logan and Rajan prepare the presentation and sounds.
Minutes of meetings 23rd march
The minutes from a meeting on March 23rd, 2012 were summarized as follows:
The meeting attendees discussed preparations for an upcoming presentation, including finalizing guest lists, developing a questionnaire for the audience, and setting up the venue. Rajan was tasked with completing the guest list by Monday, while Khatra and Marie would start on the audience questionnaire. Sathma agreed to be responsible for setting up the venue for the presentation.
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The timings of what will happen on presentation day
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๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
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ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
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ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
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ุงูู_ุฏุฑุฎ
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4- ูููุงูู ุจุนุถ ุงูู
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ุฏ ุงูุฐูุจู ๐๐
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Media
- 1. City Life Evaluation The two sides of city life was very unique which was clever, but we thought as a group that our work could have been a little longer, although the message we are showing will stand out more because itโs a short film and gives all the main points clearer. We showed the two sides to city life so we have affection from the poor side of city life to our audience. We as a group planned out our short film clearly by planning it out on a brainstorm, although ill be honest we didnโt bother with the storyboard which was sort silly. I say as a group with our planning it went well, although a few mistakes also we had 4 people in our group and only Michael and Sathma done the film and Khatra helped but Zahra didnโt bother. We used different sort of costumes which related to what character you were for example, Michael had a rich costume on with sunglasses, suit and a hat which represented his character, although Sathma had a poor old costume which was a raggedy thin long jacket with holes init and no shoes and messy hair. We also used a car in our film which was Mr. Raatuโs car which helped us a lot from what we where doing. As a group on overall we done well with the transitions used, certain fonts to suit what
- 2. our topic was on and the music we had all those things related to our performance also different camera angle shots which was amazing and had more of an affect on our target audience. Sathma Nugera