Media Evaluation
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Emily reflects on what she learned from her final video project. She realized she needs to be more aware of her surroundings when filming to avoid having extras like a tripod in the shot. She also learned that different angles and lighting can create varied atmospheres. Areas of success included using match-on-action techniques and creative uses of lighting. Areas for improvement are editing skills and stabilizing camera movements. Overall, the brief was met but continuity and camera angles could have been improved with more organization.
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Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
Evaluation of preliminary task
The group constructed the story line well and incorporated shots that set the mood, editing transitions between scenes that allowed them to flow nicely. Some improvements could be made by shortening shots, improving scene movement and duration, and dimming the lighting to be more thriller-like. The process taught skills like controlling the camera steady and using editing software. The group worked well together by dividing roles between filming and acting, then collaborating on editing by combining ideas. Skills learned like using a camera stand and editing software, transitions, and lighting adjustments will be applied to the final task.
Media Studies - Evaluation Question 6
My answer to the question: "What have you learnt about technologies from the process of constructing this product?"
Media eval quest 6
From using cameras and editing software to create a coursework film, the author learned:
- Cameras have many features that must be controlled properly, like framing shots without cutting off subjects.
- External microphones are needed to capture clear dialogue since camera microphones cannot pick up sound well.
- Tripods allow stable positioning of the camera to get the best shots, like close-ups or establishing shots.
- Shots must be filmed from the right angles to make the film look professional and engaging to viewers.
- Editing software like iMovie is used to arrange scenes in a coherent order that tells the story and flows well.
Presentation1
The document discusses the various physical technologies used in creating a film project. These include:
- A camera mounted on a tripod to film steady shots.
- Studio lights to control lighting and emphasize different scenes.
- A shoulder stabilizer support system to keep the camera steady while filming a character speeding up.
- A Mac Book Air and iMac computer to edit footage together using Final Cut Pro X, add effects, and research other films.
Presentation1
The document discusses the various physical technologies used in creating a film project. These include:
- A camera mounted on a tripod to film steady shots.
- Studio lights to control lighting and emphasize different scenes.
- A shoulder stabilizer support system to keep the camera steady while filming a moving scene.
- A Mac Book Air and iMac computer to edit footage together using Final Cut Pro X, add effects, and research other films.
6
This document discusses what the author has learned about filming techniques, video editing, sound manipulation, and integrating images and software. The author learned when the best times are for filming, how important lighting is and that scenes sometimes need to be adapted or reshot. They also learned to edit and render videos more efficiently, manipulate sound to improve films, and integrate images from Photoshop into other software and further adapt them.
1. What have you learnt about technologies from the process of constructing t...
During pre-production, the document's author researched teen dramas on YouTube and Art of the Title to study conventions of the genre. They also learned to use the blogging platform Blogger. For production, they shot scenes with a Panasonic camera on a tripod, learning camera settings and how to create smooth autofocus shots. In post-production, editing with Final Cut Pro improved the author's skills at choosing shots and creating continuity by combining different angles. Presenting work on new websites taught the author to be more creative.
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Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
Evaluation of preliminary task
The group constructed the story line well and incorporated shots that set the mood, editing transitions between scenes that allowed them to flow nicely. Some improvements could be made by shortening shots, improving scene movement and duration, and dimming the lighting to be more thriller-like. The process taught skills like controlling the camera steady and using editing software. The group worked well together by dividing roles between filming and acting, then collaborating on editing by combining ideas. Skills learned like using a camera stand and editing software, transitions, and lighting adjustments will be applied to the final task.
Media Studies - Evaluation Question 6
My answer to the question: "What have you learnt about technologies from the process of constructing this product?"
Media eval quest 6
From using cameras and editing software to create a coursework film, the author learned:
- Cameras have many features that must be controlled properly, like framing shots without cutting off subjects.
- External microphones are needed to capture clear dialogue since camera microphones cannot pick up sound well.
- Tripods allow stable positioning of the camera to get the best shots, like close-ups or establishing shots.
- Shots must be filmed from the right angles to make the film look professional and engaging to viewers.
- Editing software like iMovie is used to arrange scenes in a coherent order that tells the story and flows well.
Presentation1
The document discusses the various physical technologies used in creating a film project. These include:
- A camera mounted on a tripod to film steady shots.
- Studio lights to control lighting and emphasize different scenes.
- A shoulder stabilizer support system to keep the camera steady while filming a character speeding up.
- A Mac Book Air and iMac computer to edit footage together using Final Cut Pro X, add effects, and research other films.
Presentation1
The document discusses the various physical technologies used in creating a film project. These include:
- A camera mounted on a tripod to film steady shots.
- Studio lights to control lighting and emphasize different scenes.
- A shoulder stabilizer support system to keep the camera steady while filming a moving scene.
- A Mac Book Air and iMac computer to edit footage together using Final Cut Pro X, add effects, and research other films.
6
This document discusses what the author has learned about filming techniques, video editing, sound manipulation, and integrating images and software. The author learned when the best times are for filming, how important lighting is and that scenes sometimes need to be adapted or reshot. They also learned to edit and render videos more efficiently, manipulate sound to improve films, and integrate images from Photoshop into other software and further adapt them.
1. What have you learnt about technologies from the process of constructing t...
During pre-production, the document's author researched teen dramas on YouTube and Art of the Title to study conventions of the genre. They also learned to use the blogging platform Blogger. For production, they shot scenes with a Panasonic camera on a tripod, learning camera settings and how to create smooth autofocus shots. In post-production, editing with Final Cut Pro improved the author's skills at choosing shots and creating continuity by combining different angles. Presenting work on new websites taught the author to be more creative.
5 questions
The document summarizes lessons learned from completing a pre-production, production, and post-production preliminary task in preparation for an actual class project. Key lessons included practicing storyboards and scripts in pre-production, ensuring a variety of shots are captured during filming, and collaborating and playing to strengths during editing in post-production. Mistakes identified were issues focusing the camera and only spending an hour filming. The preliminary task was deemed useful as it allowed those without prior experience to learn filming and editing skills before the class project.
Question 6
1. The group learned video editing skills using Final Cut Pro software, which allowed them to cut and refine shots, add effects and soundtracks, and time elements precisely.
2. They gained experience using BlogSpot to post and organize their work and receive teacher feedback.
3. Important lessons included properly operating the camera equipment, such as pressing record, inserting cassettes correctly, and using a tripod to keep shots steady. Mistakes, like forgetting to record or using a faulty cassette, required reshooting scenes.
Factual production experiments
Bronte Parsons conducted several production experiments in Premiere Pro including creating a kaleidoscope effect, combining color and opacity adjustments, inserting a video into a photo, and masking layers. For the kaleidoscope, mirror and angle adjustments were made to duplicate the footage into a pattern. Color correction added strobe-like effects. A video was placed behind color-keyed layers for a dramatic transition. A phone screen photo incorporated a resized video clip. Masking revealed an underlying sky video except where a moving subject required a second mask. While some techniques like masking had challenges, they provided ideas for the documentary project.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
2) P3 Existing Skills
1. The document assesses the existing skills of a camera operator candidate, including written communication, verbal communication, practical production skills, and creativity.
2. Written communication skills like creating clear presentations and understanding storyboards and schedules were gained in previous units. Verbal communication skills for effectively communicating with the team and offering creative input were also strengthened in prior units.
3. Practical skills like confidently operating camera equipment like the Canon XA10 were learned when shooting a horror production as camera operator. Creativity skills for framing shots, moving the camera, and conveying emotion were applied during that same project.
What have you learnt about technologies from the
The document discusses technologies Ellie Wright learned about through creating a film product. She used Final Cut Pro editing software to transfer, edit, and format video footage. The software allowed her to arrange shots and add transitions between scenes. Ellie also used an HD camcorder, which had a high-quality sensor and zoom function, making filming easier than with a phone camera. Final Cut Pro and the HD camera provided advantages like easy transport of footage between devices, but using memory cards introduced the risk of losing footage if a card was overwritten or lost.
Question 6
1) The filming equipment they brought included a low quality video camera, a large tripod, and a glide cam for spinning shots, however the glide cam was missing weights and screws so they couldn't use it.
2) They used Premier Pro for editing but found it challenging as the software was still new, so Charlotte did most of the editing and taught skills like slowing clips.
3) For sound and music, the document author was experienced with Mixcraft and created music and effects, teaching Charlotte as well, allowing them to collaborate effectively.
The Progression
The document discusses what the author has learned about filmmaking from an initial preliminary project. They have improved their skills in camera work, lighting, keeping shots steady, and the importance of editing. They have learned different shot types like establishing shots, panning, and close-ups that can build suspense. Through editing software, they have learned effects like altering brightness and image quality to set mood. They can now properly operate filming equipment and incorporate transitional effects to keep videos smooth.
Evaluation
The student evaluated their role as camera operator for a horror film shoot. They used a Canon XA10 camera and practiced with it beforehand, allowing them to operate it professionally and match the director's vision. The student struggled with remembering to adjust the white balance but overcame this by creating a checklist. Overall, the student believes they successfully portrayed the director's vision through camera settings and movements, and is happy with the mood in the final product.
Multi camera filming lesson
This document discusses multi-camera filming techniques. It begins by explaining the difference between multi-camera and single-camera filming, noting that multi-camera involves filming a scene from multiple angles simultaneously using overhead lighting, while single-camera takes more time setting up individual shots. The document then discusses advantages of multi-camera for factual TV productions, as it allows getting complete coverage of events in one take without reshoots. Examples of formats using multi-camera include live sports, concerts, debates and awards shows. Finally, it notes documentary filming is sometimes single-camera while studio productions generally use multi-camera to capture multiple presenters and contestants.
Evaluation Question 6 Extract: MSP software
This is an extract from my original document, Evaluation Question Six ppt. It only shows my use of MSP within this document
A2 Level: Media Studies
Question 6 media evaluation skippy
Final cut express, camera, phone camera, blogger, slideshare, live type, YouTube, and Wordle were various technologies used to construct a media production project. Final cut express was used to edit filmed footage. A camera was used to film footage and take preliminary tasks. A phone camera took photos of the film being made. Blogger created a blog to document the project. Slideshare was used to create a presentation. Live type created an ident and credits. YouTube shared the finished project and was used to study other openings. Wordle visualized survey results.
Ccf3
Through an 8-week media course, the author learned practical filmmaking skills from beginning as a complete novice. They covered basic camera setup and adjustments, filming techniques like ensuring proper focus, lighting and white balance. Learning these fundamentals and practicing allowed the author to confidently operate cameras. The course also covered shooting rules like the 180-degree rule to ensure continuity when editing together shots. Editing software was introduced along with terminology to help structure sequences professionally. By the end, the author felt able to competently shoot and edit a sequence.
Question 6
Shay Page used Drawboard software to digitally archive storyboards and share ideas with actors, helping with planning and directing scenes. Surveys conducted through Survey Monkey helped determine audience preferences that shaped the film's plot, locations, and what viewers wanted to see. During filming, Drawboard and OneDrive helped communicate with actors and review footage between takes. Learning skills like color grading, transitions, and overlays through YouTube tutorials improved the editing process and allowed issues like lighting and continuity to be fixed in post-production.
Multicamera lesson 1: intro, single cam versus multicam, live events
This document introduces multi-camera filming techniques. It explains that multi-camera filming involves using multiple cameras simultaneously to record an event from different angles. Students will brainstorm ideas for their own multi-camera project and learn the difference between single and multi-camera filming. There are two filming styles - single camera which films shots one at a time, and multi-camera which records from multiple angles at once. Common uses of multi-camera include filming live events and studio programs.
Goodwin’s music video analysis.
Andrew Goodwin proposed that successful music videos demonstrate the following elements: showing genre characteristics, having a relationship between lyrics and visuals, focusing on close-ups of the artist to meet record label demands, and frequently treating the female body in a voyeuristic manner. The document then applies these elements to analyze music videos by metal/punk bands, Katy Perry, Rihanna, and Nicki Minaj.
Question one as media evaluation
1) The document discusses how genres can change within a film, using the example of a student thriller that shifts between pure thriller and horror.
2) It examines the use of tension as a thriller convention in the student film through shots of an antagonist close to the victim.
3) Mystery is also explored as a genre convention, with stills from the student film showing an unknown man and clues about his character.
Textual analysis male gaze.
The male gaze theory proposes that: (1) Women are typically represented in media as sexual objects from a heterosexual male perspective, (2) Viewing women gives men pleasure (scopophilia), and (3) Women are objectified and portrayed as passive objects to be looked at by active male subjects. This document analyzes several shots from a video and argues they exemplify the male gaze theory by focusing on and sexualizing an attractive female subject who is presented as an object for the viewing pleasure of men.
What to expect to see with each musical genre.
Pop music typically features bright colors and bold text on CD covers, focuses on love songs, and depicts dancing and parties. Rap music usually discusses sex, drugs, money and alcohol and portrays lavish lifestyles in its music videos. Rock music is often loud with many guitar and drum solos, while its music videos show live performances and backstage footage. Country music originated in Southern US and combines folk and western music, with its videos typically having strong narratives and rural settings.
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Hypodermic needle and Reception theory- textual analysis
The document analyzes the editing, mis-en-scene, and camera work in a music video by the band Malevolence. The editing uses quick cuts to emphasize the lead singer and show him engaging in "star-like" behavior like drinking and smoking. The mis-en-scene creates an upbeat but violent and disruptive atmosphere through low lighting and people standing in intimidating gangs. The camera pans across a small crowded room where everyone is dressed similarly to identify with the audience and encode the message that this is what people who attend Malevolence concerts wear.
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5 questions
The document summarizes lessons learned from completing a pre-production, production, and post-production preliminary task in preparation for an actual class project. Key lessons included practicing storyboards and scripts in pre-production, ensuring a variety of shots are captured during filming, and collaborating and playing to strengths during editing in post-production. Mistakes identified were issues focusing the camera and only spending an hour filming. The preliminary task was deemed useful as it allowed those without prior experience to learn filming and editing skills before the class project.
Question 6
1. The group learned video editing skills using Final Cut Pro software, which allowed them to cut and refine shots, add effects and soundtracks, and time elements precisely.
2. They gained experience using BlogSpot to post and organize their work and receive teacher feedback.
3. Important lessons included properly operating the camera equipment, such as pressing record, inserting cassettes correctly, and using a tripod to keep shots steady. Mistakes, like forgetting to record or using a faulty cassette, required reshooting scenes.
Factual production experiments
Bronte Parsons conducted several production experiments in Premiere Pro including creating a kaleidoscope effect, combining color and opacity adjustments, inserting a video into a photo, and masking layers. For the kaleidoscope, mirror and angle adjustments were made to duplicate the footage into a pattern. Color correction added strobe-like effects. A video was placed behind color-keyed layers for a dramatic transition. A phone screen photo incorporated a resized video clip. Masking revealed an underlying sky video except where a moving subject required a second mask. While some techniques like masking had challenges, they provided ideas for the documentary project.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
2) P3 Existing Skills
1. The document assesses the existing skills of a camera operator candidate, including written communication, verbal communication, practical production skills, and creativity.
2. Written communication skills like creating clear presentations and understanding storyboards and schedules were gained in previous units. Verbal communication skills for effectively communicating with the team and offering creative input were also strengthened in prior units.
3. Practical skills like confidently operating camera equipment like the Canon XA10 were learned when shooting a horror production as camera operator. Creativity skills for framing shots, moving the camera, and conveying emotion were applied during that same project.
What have you learnt about technologies from the
The document discusses technologies Ellie Wright learned about through creating a film product. She used Final Cut Pro editing software to transfer, edit, and format video footage. The software allowed her to arrange shots and add transitions between scenes. Ellie also used an HD camcorder, which had a high-quality sensor and zoom function, making filming easier than with a phone camera. Final Cut Pro and the HD camera provided advantages like easy transport of footage between devices, but using memory cards introduced the risk of losing footage if a card was overwritten or lost.
Question 6
1) The filming equipment they brought included a low quality video camera, a large tripod, and a glide cam for spinning shots, however the glide cam was missing weights and screws so they couldn't use it.
2) They used Premier Pro for editing but found it challenging as the software was still new, so Charlotte did most of the editing and taught skills like slowing clips.
3) For sound and music, the document author was experienced with Mixcraft and created music and effects, teaching Charlotte as well, allowing them to collaborate effectively.
The Progression
The document discusses what the author has learned about filmmaking from an initial preliminary project. They have improved their skills in camera work, lighting, keeping shots steady, and the importance of editing. They have learned different shot types like establishing shots, panning, and close-ups that can build suspense. Through editing software, they have learned effects like altering brightness and image quality to set mood. They can now properly operate filming equipment and incorporate transitional effects to keep videos smooth.
Evaluation
The student evaluated their role as camera operator for a horror film shoot. They used a Canon XA10 camera and practiced with it beforehand, allowing them to operate it professionally and match the director's vision. The student struggled with remembering to adjust the white balance but overcame this by creating a checklist. Overall, the student believes they successfully portrayed the director's vision through camera settings and movements, and is happy with the mood in the final product.
Multi camera filming lesson
This document discusses multi-camera filming techniques. It begins by explaining the difference between multi-camera and single-camera filming, noting that multi-camera involves filming a scene from multiple angles simultaneously using overhead lighting, while single-camera takes more time setting up individual shots. The document then discusses advantages of multi-camera for factual TV productions, as it allows getting complete coverage of events in one take without reshoots. Examples of formats using multi-camera include live sports, concerts, debates and awards shows. Finally, it notes documentary filming is sometimes single-camera while studio productions generally use multi-camera to capture multiple presenters and contestants.
Evaluation Question 6 Extract: MSP software
This is an extract from my original document, Evaluation Question Six ppt. It only shows my use of MSP within this document
A2 Level: Media Studies
Question 6 media evaluation skippy
Final cut express, camera, phone camera, blogger, slideshare, live type, YouTube, and Wordle were various technologies used to construct a media production project. Final cut express was used to edit filmed footage. A camera was used to film footage and take preliminary tasks. A phone camera took photos of the film being made. Blogger created a blog to document the project. Slideshare was used to create a presentation. Live type created an ident and credits. YouTube shared the finished project and was used to study other openings. Wordle visualized survey results.
Ccf3
Through an 8-week media course, the author learned practical filmmaking skills from beginning as a complete novice. They covered basic camera setup and adjustments, filming techniques like ensuring proper focus, lighting and white balance. Learning these fundamentals and practicing allowed the author to confidently operate cameras. The course also covered shooting rules like the 180-degree rule to ensure continuity when editing together shots. Editing software was introduced along with terminology to help structure sequences professionally. By the end, the author felt able to competently shoot and edit a sequence.
Question 6
Shay Page used Drawboard software to digitally archive storyboards and share ideas with actors, helping with planning and directing scenes. Surveys conducted through Survey Monkey helped determine audience preferences that shaped the film's plot, locations, and what viewers wanted to see. During filming, Drawboard and OneDrive helped communicate with actors and review footage between takes. Learning skills like color grading, transitions, and overlays through YouTube tutorials improved the editing process and allowed issues like lighting and continuity to be fixed in post-production.
Multicamera lesson 1: intro, single cam versus multicam, live events
This document introduces multi-camera filming techniques. It explains that multi-camera filming involves using multiple cameras simultaneously to record an event from different angles. Students will brainstorm ideas for their own multi-camera project and learn the difference between single and multi-camera filming. There are two filming styles - single camera which films shots one at a time, and multi-camera which records from multiple angles at once. Common uses of multi-camera include filming live events and studio programs.
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As Media Evaluation Connor Lovatt Preliminary Task
As Media Evaluation Connor Lovatt Preliminary Task
Multicamera lesson 1: intro, single cam versus multicam, live events
Multicamera lesson 1: intro, single cam versus multicam, live events
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Goodwin’s music video analysis.
Andrew Goodwin proposed that successful music videos demonstrate the following elements: showing genre characteristics, having a relationship between lyrics and visuals, focusing on close-ups of the artist to meet record label demands, and frequently treating the female body in a voyeuristic manner. The document then applies these elements to analyze music videos by metal/punk bands, Katy Perry, Rihanna, and Nicki Minaj.
Question one as media evaluation
1) The document discusses how genres can change within a film, using the example of a student thriller that shifts between pure thriller and horror.
2) It examines the use of tension as a thriller convention in the student film through shots of an antagonist close to the victim.
3) Mystery is also explored as a genre convention, with stills from the student film showing an unknown man and clues about his character.
Textual analysis male gaze.
The male gaze theory proposes that: (1) Women are typically represented in media as sexual objects from a heterosexual male perspective, (2) Viewing women gives men pleasure (scopophilia), and (3) Women are objectified and portrayed as passive objects to be looked at by active male subjects. This document analyzes several shots from a video and argues they exemplify the male gaze theory by focusing on and sexualizing an attractive female subject who is presented as an object for the viewing pleasure of men.
What to expect to see with each musical genre.
Pop music typically features bright colors and bold text on CD covers, focuses on love songs, and depicts dancing and parties. Rap music usually discusses sex, drugs, money and alcohol and portrays lavish lifestyles in its music videos. Rock music is often loud with many guitar and drum solos, while its music videos show live performances and backstage footage. Country music originated in Southern US and combines folk and western music, with its videos typically having strong narratives and rural settings.
FireEye - защита от APT и Zero Day атак
Сигнатуры и политики традиционных файерволов не справляются с современными видами атак. FireEye предлагает новый подход в борьбе с APT и Zero Day атаками. FireEye тестирует весь почтовый, web и файловый трафик в защищенной виртуальной среде и в считанные доли секунды выявляет угрозу.
Hypodermic needle and Reception theory- textual analysis
The document analyzes the editing, mis-en-scene, and camera work in a music video by the band Malevolence. The editing uses quick cuts to emphasize the lead singer and show him engaging in "star-like" behavior like drinking and smoking. The mis-en-scene creates an upbeat but violent and disruptive atmosphere through low lighting and people standing in intimidating gangs. The camera pans across a small crowded room where everyone is dressed similarly to identify with the audience and encode the message that this is what people who attend Malevolence concerts wear.
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Question one. A2 evaluation
The document discusses how the author's music video fits conventions of the pop genre. It compares shots, editing techniques, and camera movements in their video to other pop music videos as examples. Typical pop conventions shown include showing the background of a scene while keeping focus on the artist, and having lyrics appear in the video, usually in the chorus. The author aimed to take inspiration from similar pop videos to give their video a professional pop look while avoiding extremes that could be controversial. They focused on the artist as the main element, connecting to Goodwin's "star theory" about music videos being based around the star.
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Music videos analysis
This document discusses different types of music videos and provides examples. It describes narrative music videos as telling a story related to the song's lyrics, with Justin Timberlake's "Cry Me a River" used as an example. Performance videos primarily promote the artist, as seen in Eminem's "Not Afraid." Conceptual videos often convey symbolic meanings and ideas, exemplified by REM's "Everybody Hurts." The document also notes how the examples influenced the creators' own music video plans, particularly favoring a narrative approach and conceptual message over a performance focus.
Ibm publication at a glance
The document summarizes the purpose and structure of the Standing Committee to Improve the Quality of IBM Publications. The committee was formed to review and improve publications by the Indian Bureau of Mines (IBM), including making the Indian Mineral Yearbook comparable to other countries' publications. It lists the members of the committee which includes representatives from IBM, other organizations, and subject experts. It then provides details on the various types of publications by IBM and how they are compiled, including the Indian Mineral Yearbook, Statistical Profiles of Minerals, and Monthly Statistics of Mineral Production.
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Problem Solving
The document provides details on 4 experiments conducted to improve video editing and design skills:
1. Experiment 1 involved editing video clips in the style of AWGE videos by cutting out shapes and adding overlays and animations.
2. Experiment 2 created a logo for the brand "Vampyre" using images of a castle and bats to convey a dark, gloomy atmosphere.
3. Experiment 3 explored the effects of lighting and angles in photography and how they impact mood. Flash photography was found to be effective.
4. Experiment 4 created an animated spinning logo in After Effects by following a tutorial on adding effects like gradient coloring.
Problem Solving
The document summarizes 4 experiments conducted to improve video editing and design skills:
1. Editing video clips in the style of AWGE videos by cutting out shapes and adding animations.
2. Designing a logo for the brand "Vampyre" using images of a castle and bats over text in a dark color scheme.
3. Experimenting with photography techniques like lighting, camera settings, and posing to convey mood.
4. Creating an animated 3D spinning logo in After Effects by following a tutorial.
Media evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Problem Solving
The document provides details on experiments conducted to improve video editing and design skills. It describes 4 experiments:
1. Editing video clips in the style of AWGE videos by cutting out shapes and adding overlays to make transitions.
2. Designing a logo for the brand "Vampyre" incorporating a castle, bats, and text with dark colors and effects.
3. Experimenting with photography lighting, camera settings, and incorporating flash effects to convey mood.
4. Creating an animated 3D spinning logo in After Effects by following a tutorial to apply gradient coloring and thickness.
Evaluation question 6
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.
Evaluation question 6
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.
Problem Solving
The document discusses several experiments the author plans to conduct to improve their skills for their final major project. In experiment 1, the author will practice editing footage in the scrapbook style seen in AWGE videos by cutting out shots and adding animations. Experiment 2 involves designing a logo for the brand "Vampyre" and adjusting colors and textures. Experiment 3 is photography experiments to learn how lighting and camera angles affect mood. The author will also create a 3D animated graphic logo in experiment 4 by following YouTube tutorials.
Evaluation
The interviewee learned many new skills when progressing from their preliminary task to creating a full horror film opening. Under software, they learned to use Premiere Pro which offered more editing options and helped make the film look more professional. They also learned how to dub sounds, adjust volumes, and dissolve shots. For techniques, they improved camera shot composition, spacing, and learned to use a tripod to avoid shaking. Finally, under miscellaneous they learned to take multiple shots of the same action to avoid needing reshoots, and that planning is important for constructing a film with good flow.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
QUESTION 6
The group learned several skills related to using technology during their project:
1) They gained experience using cameras and learned techniques like different shot types but found the camera slow at times. Looking up tutorials online helped solve issues.
2) Apple Macs and software like Final Cut Pro were used for research, planning, and editing, allowing a consistent workflow.
3) While the tripod helped film steadily, it did not reach the desired height for some shots, requiring alternative angles.
4) Communication apps like WhatsApp and email via Gmail helped the group stay updated and share files outside of school.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Evaluation part 6 powerpoint
Through constructing media products and learning to use equipment, the student has gained a better understanding of technology and its role in media. The student has learned about different camera shots and angles and how they can be used to convey meaning. Hands-on experience with a camcorder and microphone helped improve technical skills and produce higher quality footage. Editing software was used to combine clips and add effects, helping the student more fully engage with the course material.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Evaluation question 6
The document discusses the various technologies the author learned through constructing a media product. They learned how to use an SLR camera, Mac computer, and editing software like iMovie and Premiere Pro. YouTube was useful for researching film techniques. The author improved at skills like shot framing and planning an efficient filming schedule. Using a microphone and dead cat during recording was challenging but improved the narration. Maintaining a blog to organize work was a key learning, providing an efficient way to receive feedback and inspiration. Overall the author feels they have gained substantial knowledge of media technologies and skills over the first six months of their course.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
What have you learnt about technologies from the process of constructing thi...
The document discusses what was learned about various technologies from constructing a film project. It covers learning how to use blogging platforms like Blogger, Mac computers for editing software like iMovie and accessing the internet, cameras like the Flip camera and DV camera for recording footage and the Canon DSLR for high quality shots. Other lessons included using lighting equipment, editing tools in iMovie, recording audio on GarageBand, sharing on YouTube, and uploading presentations to SlideShare. The overall goal was to utilize different tools to create a high quality thriller opening through experimenting with technologies.
What have you learnt about technologies from the process of constructing this...
The document summarizes learning experiences from a film project. It discusses using Final Cut Pro video editing software to merge different shots into a continuous sequence. It also covers learning how to use camera and lighting equipment like tripods and powerful lights that can produce deep shadows and control brightness. Through trial and error, the document discusses gaining experience setting up shots and using various hardware and software tools for media production.
Critical reflection 3
Rudi Dempsey's production skills developed greatly over the course of creating a film opening. They learned how to use software like Premiere Pro, InDesign, and Blogger as well as how to properly film with a Canon 5D. Specifically, their skills in editing with Premiere Pro improved from basic cuts to using advanced techniques like foley sounds and titles. Their camera skills also improved as they learned how to focus properly, use settings like ISO and shutter speed, and maintain steady shots. Overall, they went from not knowing how to create a film opening to mastering various technical skills and filmmaking conventions.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
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Media Evaluation
- 2. I have learnt that I need to set up shot better and be more aware what's around, I have learned this by looking back at my final video and seeing tripod in the shot. I have also learned that I can use different angles and lighting to creates different atmospheres in my shots . I learned this by trying out all different settings and filming by hand and with the tripod.
- 3. I would say that the area of success are in the techniques I used when filming, you can see this in the video where I used the match on action technique. Another area of success would be the different ideas my group used to gain certain atmospheres, for example using the flash lights on our phones to create a tense and mysterious atmosphere. The screen shots are examples of both match on action and one of the different atmosphere we created.
- 4. One area of improvement would be in my editing, this is because I didn’t get to involved in this part of the task. I could improve my skills on the editing software by practising how to use it before the next task. Another area for improvement would be the control of the camera, for example sometimes when we was tracking with the camera it appears slightly shaky, we could improve this by using the tripod more or getting some steady cam or dolly equipment. The tripod in the video.
- 5. Over all I would say my group meet the brief , but we could of improved. We meet the brief by having someone walk in to a class room shut the door and have a few lines of dialog with another person in the room, also we used all the camera angles that were listed on the brief. However we could improve by using the same class rooms and wearing the same clothes have continuity, also we could make our angles more accurate. We would make these improvements by being more organised so we know when we are filming and rely more on the equipment to film instead of filming free hand.