The document discusses how the media product uses and develops conventions from real media. It analyzes elements from advertisements, including editing techniques, shot types, and voiceovers. The response summarizes how it applies these conventions, such as using a variety of shots to showcase a car and its capabilities, while also challenging conventions by using a upbeat soundtrack instead of diegetic sounds. Feedback was gathered from audiences to improve the media products.
The document discusses how the media product uses, develops, and challenges conventions of real media products. It analyzes elements across various media texts that take on conventions from real media, such as editing techniques and shot types commonly used in advertisements. The document discusses how the media product follows many conventions of advertising, such as the choice and sequencing of shots used. It also explores how some conventions were challenged, such as using a non-diegetic soundtrack to create a more upbeat pace than traditional car advertisements.
The document discusses how the media product challenges and develops conventions of real media texts like advertisements. It uses techniques from car advertisements but looks specifically at how conventions differ, such as faster editing and more cuts. Shots are chosen deliberately and the voiceover develops conventions to be upbeat and grab attention. While some conventions are followed, like situations showing a car's versatility, others are challenged, like only using one situation. Elements from other ad types, like a list from food ads, are incorporated. An upbeat soundtrack also challenges conventions. TV sponsorships typically relate the product to the program, but the response challenges this by keeping the car's message consistent across all texts.
This document provides examples and descriptions of techniques used in corporate and promotional video production. It discusses codes, conventions, styles and purposes of corporate videos. It then provides examples and descriptions of specific techniques used in promotional videos, including video and audio transitions, language/script, shooting techniques, voice over, logo, titles, unique selling points, and cutaways. For each technique, it provides a short description and links to example videos demonstrating that technique.
The document provides information on codes, conventions, styles, techniques and purposes of corporate and promotional video production. It discusses typical elements found in such videos like transitions between shots, language and script used, different shooting techniques, potential use of voiceovers, inclusion of the company logo, use of on-screen titles, and emphasizing the unique selling point of the company or product. Examples are given of various corporate videos to illustrate different elements that may be included.
The document discusses coherence and continuity between a film's main marketing materials. It states that using the same font for the film title on the poster and trailer creates connection between the two. It also maintains consistency in credits and the production company logo to make the products feel more professional and recognizable to audiences. However, there is little coherence between the poster/trailer and a separate magazine promoting the film, as the magazine would be produced independently.
2. production techniques evaluation pro formaAaron Clayton
The document discusses the advantages and disadvantages of working in different graphic design mediums, including graphic design production, radio production, and video game production. For graphic design, Photoshop allows precise image editing but more advanced tools could have been learned. For radio, Adobe Audition was useful to learn but more skills would have improved the final product. For video games, Photoshop animation was a new skill but editing multiple clips at once was difficult. The poster best represented Coca-Cola through its professional style and inclusion of brand details. The radio advertisement was considered the most professional due to its relaxing music and enhanced brand sounds.
How effective is the combination of your main product and ancillary texts?Oliver Dyer
The document discusses how the combination of a documentary and its ancillary texts (a newspaper advert and TV listing) were effective at promoting brand recognition and encouraging viewership. Key elements that helped link the products included using the same font, featuring the same presenter, including viewing information, and depicting the same iconic location (Ryde Pier) in imagery. These visual consistencies helped the target audience easily identify that the different media were promoting the same documentary program.
1) The documentary producer created print and radio advertisements to promote their documentary in an effective and consistent manner.
2) Both advertisements aimed to attract an audience and promote the documentary without revealing too much of the content. They used similar fonts, audio, and catchphrases to maintain a linked style.
3) Feedback confirmed the advertisements successfully promoted interest in the documentary as intended, making the combination of the main product and ancillary texts effective.
The document discusses how the media product uses, develops, and challenges conventions of real media products. It analyzes elements across various media texts that take on conventions from real media, such as editing techniques and shot types commonly used in advertisements. The document discusses how the media product follows many conventions of advertising, such as the choice and sequencing of shots used. It also explores how some conventions were challenged, such as using a non-diegetic soundtrack to create a more upbeat pace than traditional car advertisements.
The document discusses how the media product challenges and develops conventions of real media texts like advertisements. It uses techniques from car advertisements but looks specifically at how conventions differ, such as faster editing and more cuts. Shots are chosen deliberately and the voiceover develops conventions to be upbeat and grab attention. While some conventions are followed, like situations showing a car's versatility, others are challenged, like only using one situation. Elements from other ad types, like a list from food ads, are incorporated. An upbeat soundtrack also challenges conventions. TV sponsorships typically relate the product to the program, but the response challenges this by keeping the car's message consistent across all texts.
This document provides examples and descriptions of techniques used in corporate and promotional video production. It discusses codes, conventions, styles and purposes of corporate videos. It then provides examples and descriptions of specific techniques used in promotional videos, including video and audio transitions, language/script, shooting techniques, voice over, logo, titles, unique selling points, and cutaways. For each technique, it provides a short description and links to example videos demonstrating that technique.
The document provides information on codes, conventions, styles, techniques and purposes of corporate and promotional video production. It discusses typical elements found in such videos like transitions between shots, language and script used, different shooting techniques, potential use of voiceovers, inclusion of the company logo, use of on-screen titles, and emphasizing the unique selling point of the company or product. Examples are given of various corporate videos to illustrate different elements that may be included.
The document discusses coherence and continuity between a film's main marketing materials. It states that using the same font for the film title on the poster and trailer creates connection between the two. It also maintains consistency in credits and the production company logo to make the products feel more professional and recognizable to audiences. However, there is little coherence between the poster/trailer and a separate magazine promoting the film, as the magazine would be produced independently.
2. production techniques evaluation pro formaAaron Clayton
The document discusses the advantages and disadvantages of working in different graphic design mediums, including graphic design production, radio production, and video game production. For graphic design, Photoshop allows precise image editing but more advanced tools could have been learned. For radio, Adobe Audition was useful to learn but more skills would have improved the final product. For video games, Photoshop animation was a new skill but editing multiple clips at once was difficult. The poster best represented Coca-Cola through its professional style and inclusion of brand details. The radio advertisement was considered the most professional due to its relaxing music and enhanced brand sounds.
How effective is the combination of your main product and ancillary texts?Oliver Dyer
The document discusses how the combination of a documentary and its ancillary texts (a newspaper advert and TV listing) were effective at promoting brand recognition and encouraging viewership. Key elements that helped link the products included using the same font, featuring the same presenter, including viewing information, and depicting the same iconic location (Ryde Pier) in imagery. These visual consistencies helped the target audience easily identify that the different media were promoting the same documentary program.
1) The documentary producer created print and radio advertisements to promote their documentary in an effective and consistent manner.
2) Both advertisements aimed to attract an audience and promote the documentary without revealing too much of the content. They used similar fonts, audio, and catchphrases to maintain a linked style.
3) Feedback confirmed the advertisements successfully promoted interest in the documentary as intended, making the combination of the main product and ancillary texts effective.
2. production techniques evaluation (js)Jack Sullivan
This document contains summaries of different graphic design, video, radio, and video game production projects for Coca-Cola advertising. It discusses the advantages and disadvantages of each medium. For the graphic design projects, it provides descriptions of the fonts and images used. For the video project, it compares the project to existing Coca-Cola ads and discusses strengths and weaknesses. The radio project summary describes the content and compares it to an existing product. The video game project summary outlines the background, character, and goal elements.
2. production techniques evaluation (jrw) cokeMedia Studies
This document discusses various projects related to graphic design, radio, video, and video game production for Coca-Cola. For the graphic design poster project, the student re-familiarized themselves with Photoshop and designed a poster similar to Coca-Cola's advertisements using only red and white colors. For the radio project, the student created a Christmas-themed Coke jingle along with the regular Coke jingle. The video project involved creating an advertisement with people dancing and having fun like typical Coke ads. Advantages included gaining experience while disadvantages included software limitations. The video game placed Coke cans throughout levels that could be collected for points and featured the Coke logo in pixel art.
The student used various technologies throughout their media project, including emails, Prezi, Photoshop, Blogger, Celtx, iMovie, and cameras. These technologies helped at different stages of the process, including research, planning, production, and evaluation. Skills like script writing, video editing, and photo manipulation were developed and improved upon during the project.
2. production techniques evaluation pro formaCharlie Davison
The document discusses the advantages and disadvantages of working in different design mediums, including Photoshop, Audition, and Adobe Animate. It provides examples of projects created in each medium - a poster designed in Photoshop, a radio advertisement made in Audition, and a video game advertisement or "advergame" created in Animate. It compares the different projects and discusses their strengths and weaknesses. The document concludes that the radio advertisement best advertises the product, Coca-Cola, and is the most professional project due to including conventions like slogans and music.
The student evaluated their group's Nike trainer advertisement project. They aimed to show that the trainers improve lifestyle and performance through exercise. Their advert fit the lifestyle and realistic categories well. Some strengths included detailed paperwork, meeting deadlines and budgets, and effectively promoting the product. Weaknesses included some disorganization, rushed filming limiting footage, and limited editing experience. Overall the project was successful in meeting goals and criteria, though filming and editing could be improved upon for future projects.
The document discusses conventions in sponsorship sequences, radio ads, and television ads for fashion brands. It analyzes how the productions followed conventions such as upbeat soundtracks, showing outfits, and using different camera shots. Some conventions were broken, such as not including voiceovers or jingles in radio ads. Overall, following and breaking conventions made the productions unique and effective.
The student created a poster and radio advertisement to promote their documentary. For the poster, they edited a still image from the documentary footage by adding stage lights and changing the color of ballet shoes. For the radio ad, they used voiceovers and sound bites from the documentary along with additional recorded parts and information about when the documentary would air. Both the poster and radio ad reference the title and air time of the documentary to link the promotional materials together and drive viewers to watch the documentary.
I used a Canon EOS 550D camera and 18-55mm lens to film footage for my music video. I imported the footage into Toon Boom Harmony Essentials for frame-by-frame animation creation, using a Wacom Intuos Pro graphics tablet to digitally draw frames. I created additional materials like a poster and CD design using PaintTool SAI and Adobe Photoshop. I published the finished music video on YouTube to distribute it to my target audience.
The group used various technologies to research and plan their documentary on hair, including Microsoft Word to create questionnaires, Microsoft Excel to analyze results, and the internet to research topics. Adobe Premiere Pro allowed them to edit interviews and footage, such as removing questions and adding backgrounds. For their print ad, Photoshop let them enhance photos and add graphics to make it look professional. Overall, the new technologies transformed their satisfactory products into polished, professional media pieces.
The document summarizes a student's evaluations of real Irn-Bru advertisements they viewed, including a video, advergame, and their own attempts to create similar advertisements. The real video used multiple camera shots across Scotland to tell a story about Irn-Bru being part of Scottish culture and bloodline. The real advergame was an online game where the goal was to throw girders as far as possible by collecting Irn-Bru cans for power. The student created a simple video with actors on their college campus and an animated advergame with a countdown clock to advertise Irn-Bru.
The student created a poster, radio advertisement, and newspaper advertisement to promote their documentary. For the poster, they exported a still image from their documentary and edited it by adding stage lights to make it more abstract like Channel 4 posters. For the radio ad, they used audio clips and voiceovers from the documentary along with information about when it would air. The radio ad, poster, and newspaper ad all reference the documentary title and air time to link the promotional materials together.
The document provides details about Jack Morton's work evaluation. It describes several projects Jack completed, including a print advert for Irn-Bru, a video advert, and an advergame. For each project, Jack discusses the process, including any obstacles encountered and how he would improve the project. He analyzes similarities and differences between his work and professional examples. The document demonstrates Jack's skills in designing different types of advertising media and his ability to evaluate his own work.
Video Creator is a perfect tool to build videos. It is like an encyclopedia for video featuring hundreds of beautiful video templates. This is the LARGEST collection of high-quality video templates available in any one app! Anything you can imagine, you can build in minutes with VideoCreator such as creating amazing Scroll Stoppers, 3D Product Features, E-commerce Videos, Motion Tracking Videos, Explainer Videos, Animated Videos etc. Let’s follow me to explore more about this amazing software!
The document discusses how various media technologies were used at different stages of creating a film trailer. Photoshop was used to design print materials and film titles. Final Cut Express was used to edit footage and create the trailer. iMacs provided necessary software and storage. Other software like Prezi, PowerPoint, and Blogger helped with research, planning, and evaluation. YouTube, Facebook, and surveys gathered audience feedback. GarageBand created the soundtrack. Cameras and tripods captured footage professionally.
This document discusses various digital tools and software that were used at different stages of a music video project, including:
- YouTube, Facebook, and Twitter to share and promote work, collect feedback, and develop a band persona.
- SurveyMonkey to identify the target audience and collect feedback.
- PowerPoint, Keynote, and Prezi for presentations.
- Pages, Photoshop, and PicMonkey to design ancillary products like posters and covers.
- iMovie, Final Cut Pro, and Canon DSLR camera to film, edit, and produce the high quality music video.
- Wix and Xtranormal to create a band website and conduct research
The document discusses the effectiveness of combining a film product with ancillary texts like posters and magazines to create a cohesive campaign. It emphasizes using consistent visual elements like the film's logo and focus on the main character across all materials. These unified elements clearly identify all pieces as part of the same brand. While the magazine cover differs in style, social media content incorporates the same visuals to tie it to the overall campaign and appeal to a younger target audience.
The document provides feedback from an audience on the effectiveness of combining main and ancillary texts in a media product. The author learned that maintaining consistency across texts through techniques like similar shot selection, pacing of editing, lighting, and narrative structure helped create coherence. Logo placement and font style choices also reinforced continuity. Audience feedback confirmed the texts worked well together as a cohesive campaign due to these unifying elements. The author aims to broaden the demographic reach of future surveys to gather more perspectives.
The document provides feedback from an audience on the effectiveness of combining main and ancillary texts in a media product. The author learned that maintaining consistency across texts through techniques like similar shot selection, pacing of editing, lighting, and narrative structure helped create a cohesive campaign. Audience feedback confirmed the texts worked well together and continuity was noticeable. The author aims to gather broader audience feedback to better understand different target markets.
The document provides feedback from an audience on the media producer's car advertisement campaign. The feedback addresses how effectively the producer combined the main advertisement with ancillary texts like TV sponsorships and radio ads. The producer learned that the audience felt the texts had good continuity and synergy due to consistent shots, editing pace, lighting, and narrative style across all pieces. Logo placement and text styling also helped tie the elements together as a cohesive campaign. The feedback helped the producer realize they needed a more diverse test group beyond just young social media connections to get a wider perspective.
The document discusses the evaluation of a student's media product which is a series of perfume advertisements. It summarizes how the student analyzed real advertisements to understand conventions like close-ups. While most ads are set in the present, the student set theirs in the 1600s and included a male character, challenging conventions. Feedback was gathered on YouTube and Facebook to improve the ads. New media like YouTube, blogs, Photoshop and Windows Movie Maker were used for research, planning, construction and evaluation.
2. production techniques evaluation (js)Jack Sullivan
This document contains summaries of different graphic design, video, radio, and video game production projects for Coca-Cola advertising. It discusses the advantages and disadvantages of each medium. For the graphic design projects, it provides descriptions of the fonts and images used. For the video project, it compares the project to existing Coca-Cola ads and discusses strengths and weaknesses. The radio project summary describes the content and compares it to an existing product. The video game project summary outlines the background, character, and goal elements.
2. production techniques evaluation (jrw) cokeMedia Studies
This document discusses various projects related to graphic design, radio, video, and video game production for Coca-Cola. For the graphic design poster project, the student re-familiarized themselves with Photoshop and designed a poster similar to Coca-Cola's advertisements using only red and white colors. For the radio project, the student created a Christmas-themed Coke jingle along with the regular Coke jingle. The video project involved creating an advertisement with people dancing and having fun like typical Coke ads. Advantages included gaining experience while disadvantages included software limitations. The video game placed Coke cans throughout levels that could be collected for points and featured the Coke logo in pixel art.
The student used various technologies throughout their media project, including emails, Prezi, Photoshop, Blogger, Celtx, iMovie, and cameras. These technologies helped at different stages of the process, including research, planning, production, and evaluation. Skills like script writing, video editing, and photo manipulation were developed and improved upon during the project.
2. production techniques evaluation pro formaCharlie Davison
The document discusses the advantages and disadvantages of working in different design mediums, including Photoshop, Audition, and Adobe Animate. It provides examples of projects created in each medium - a poster designed in Photoshop, a radio advertisement made in Audition, and a video game advertisement or "advergame" created in Animate. It compares the different projects and discusses their strengths and weaknesses. The document concludes that the radio advertisement best advertises the product, Coca-Cola, and is the most professional project due to including conventions like slogans and music.
The student evaluated their group's Nike trainer advertisement project. They aimed to show that the trainers improve lifestyle and performance through exercise. Their advert fit the lifestyle and realistic categories well. Some strengths included detailed paperwork, meeting deadlines and budgets, and effectively promoting the product. Weaknesses included some disorganization, rushed filming limiting footage, and limited editing experience. Overall the project was successful in meeting goals and criteria, though filming and editing could be improved upon for future projects.
The document discusses conventions in sponsorship sequences, radio ads, and television ads for fashion brands. It analyzes how the productions followed conventions such as upbeat soundtracks, showing outfits, and using different camera shots. Some conventions were broken, such as not including voiceovers or jingles in radio ads. Overall, following and breaking conventions made the productions unique and effective.
The student created a poster and radio advertisement to promote their documentary. For the poster, they edited a still image from the documentary footage by adding stage lights and changing the color of ballet shoes. For the radio ad, they used voiceovers and sound bites from the documentary along with additional recorded parts and information about when the documentary would air. Both the poster and radio ad reference the title and air time of the documentary to link the promotional materials together and drive viewers to watch the documentary.
I used a Canon EOS 550D camera and 18-55mm lens to film footage for my music video. I imported the footage into Toon Boom Harmony Essentials for frame-by-frame animation creation, using a Wacom Intuos Pro graphics tablet to digitally draw frames. I created additional materials like a poster and CD design using PaintTool SAI and Adobe Photoshop. I published the finished music video on YouTube to distribute it to my target audience.
The group used various technologies to research and plan their documentary on hair, including Microsoft Word to create questionnaires, Microsoft Excel to analyze results, and the internet to research topics. Adobe Premiere Pro allowed them to edit interviews and footage, such as removing questions and adding backgrounds. For their print ad, Photoshop let them enhance photos and add graphics to make it look professional. Overall, the new technologies transformed their satisfactory products into polished, professional media pieces.
The document summarizes a student's evaluations of real Irn-Bru advertisements they viewed, including a video, advergame, and their own attempts to create similar advertisements. The real video used multiple camera shots across Scotland to tell a story about Irn-Bru being part of Scottish culture and bloodline. The real advergame was an online game where the goal was to throw girders as far as possible by collecting Irn-Bru cans for power. The student created a simple video with actors on their college campus and an animated advergame with a countdown clock to advertise Irn-Bru.
The student created a poster, radio advertisement, and newspaper advertisement to promote their documentary. For the poster, they exported a still image from their documentary and edited it by adding stage lights to make it more abstract like Channel 4 posters. For the radio ad, they used audio clips and voiceovers from the documentary along with information about when it would air. The radio ad, poster, and newspaper ad all reference the documentary title and air time to link the promotional materials together.
The document provides details about Jack Morton's work evaluation. It describes several projects Jack completed, including a print advert for Irn-Bru, a video advert, and an advergame. For each project, Jack discusses the process, including any obstacles encountered and how he would improve the project. He analyzes similarities and differences between his work and professional examples. The document demonstrates Jack's skills in designing different types of advertising media and his ability to evaluate his own work.
Video Creator is a perfect tool to build videos. It is like an encyclopedia for video featuring hundreds of beautiful video templates. This is the LARGEST collection of high-quality video templates available in any one app! Anything you can imagine, you can build in minutes with VideoCreator such as creating amazing Scroll Stoppers, 3D Product Features, E-commerce Videos, Motion Tracking Videos, Explainer Videos, Animated Videos etc. Let’s follow me to explore more about this amazing software!
The document discusses how various media technologies were used at different stages of creating a film trailer. Photoshop was used to design print materials and film titles. Final Cut Express was used to edit footage and create the trailer. iMacs provided necessary software and storage. Other software like Prezi, PowerPoint, and Blogger helped with research, planning, and evaluation. YouTube, Facebook, and surveys gathered audience feedback. GarageBand created the soundtrack. Cameras and tripods captured footage professionally.
This document discusses various digital tools and software that were used at different stages of a music video project, including:
- YouTube, Facebook, and Twitter to share and promote work, collect feedback, and develop a band persona.
- SurveyMonkey to identify the target audience and collect feedback.
- PowerPoint, Keynote, and Prezi for presentations.
- Pages, Photoshop, and PicMonkey to design ancillary products like posters and covers.
- iMovie, Final Cut Pro, and Canon DSLR camera to film, edit, and produce the high quality music video.
- Wix and Xtranormal to create a band website and conduct research
The document discusses the effectiveness of combining a film product with ancillary texts like posters and magazines to create a cohesive campaign. It emphasizes using consistent visual elements like the film's logo and focus on the main character across all materials. These unified elements clearly identify all pieces as part of the same brand. While the magazine cover differs in style, social media content incorporates the same visuals to tie it to the overall campaign and appeal to a younger target audience.
The document provides feedback from an audience on the effectiveness of combining main and ancillary texts in a media product. The author learned that maintaining consistency across texts through techniques like similar shot selection, pacing of editing, lighting, and narrative structure helped create coherence. Logo placement and font style choices also reinforced continuity. Audience feedback confirmed the texts worked well together as a cohesive campaign due to these unifying elements. The author aims to broaden the demographic reach of future surveys to gather more perspectives.
The document provides feedback from an audience on the effectiveness of combining main and ancillary texts in a media product. The author learned that maintaining consistency across texts through techniques like similar shot selection, pacing of editing, lighting, and narrative structure helped create a cohesive campaign. Audience feedback confirmed the texts worked well together and continuity was noticeable. The author aims to gather broader audience feedback to better understand different target markets.
The document provides feedback from an audience on the media producer's car advertisement campaign. The feedback addresses how effectively the producer combined the main advertisement with ancillary texts like TV sponsorships and radio ads. The producer learned that the audience felt the texts had good continuity and synergy due to consistent shots, editing pace, lighting, and narrative style across all pieces. Logo placement and text styling also helped tie the elements together as a cohesive campaign. The feedback helped the producer realize they needed a more diverse test group beyond just young social media connections to get a wider perspective.
The document discusses the evaluation of a student's media product which is a series of perfume advertisements. It summarizes how the student analyzed real advertisements to understand conventions like close-ups. While most ads are set in the present, the student set theirs in the 1600s and included a male character, challenging conventions. Feedback was gathered on YouTube and Facebook to improve the ads. New media like YouTube, blogs, Photoshop and Windows Movie Maker were used for research, planning, construction and evaluation.
The document discusses the student's use of media technologies during the research, planning, construction, and evaluation stages of their media production coursework. During research, they used YouTube to analyze advertisements, blogger to document their process, and Google Images for inspiration. Planning involved questionnaires and Excel to analyze feedback. Construction utilized a digital camera, video recorder, Audacity for audio recording, and Adobe software for editing. PowerPoint was used for the final evaluation presentation, along with screenshots and images as evidence.
The document discusses how the media product uses conventions of real media. It includes a teaser trailer with typical elements like pacing, music, titles, and credits. It also includes a release date but does not reveal much about the story, following teaser conventions. The combination of the main product and ancillary tasks was effective. Links were created between the teaser trailer, movie posters, and website through similar fonts, images of blue alien arms, and links between the products. New media technologies like Adobe Premiere, InDesign, Photoshop, and Dreamweaver were used to construct the project, requiring the development of new skills particularly with Dreamweaver and InDesign.
The document discusses how the author created ancillary texts like a radio advertisement and sponsorship advertisement to complement their main product. They researched similar products to understand different advertising styles and conventions. Through a drafting process incorporating feedback, the author aimed to match the tone, themes, and techniques of the ancillary texts with the main product. This was to effectively promote media convergence and support across platforms.
The combination of the main advertisements (Advert 1 and Advert 2) and ancillary texts (a radio advertisement and TV sponsorship) are effectively synced together. Consistency is achieved through using the same soundtrack and plain shirt mise-en-scene across all productions. Extensive research of other lipstick advertisements informed the creation of the ancillary texts to ensure they matched the main ads. Codes and conventions from other makeup ads, like large typography, were incorporated into the TV sponsorship to align with the writing in the main ads. Sounds recorded for the radio advertisement, like kissing, were also used in Advert 1 to connect the productions. Themes of color scheme, lip descriptions, and target audience were linked throughout to illustrate syn
The document discusses the technologies used during the pre-production, production, and post-production stages of creating a music video. During pre-production, the author used websites like "Best of British Unsigned" and "SoundCloud" to research and select a song. A GoPro camera was used for filming due to its wide angle shot and maneuverability. Adobe Premiere Pro was used to edit the footage, applying techniques like matching cuts to the beat. Audience feedback was gathered through an online Google Forms survey. Overall, new media technologies have enhanced opportunities for young people to both consume and create film content through more accessible cameras and editing/sharing platforms.
The document discusses how the author used new media technologies in the construction, research, planning and evaluation stages of a media advertising project.
For research, the author used YouTube to watch past advertising campaigns in various genres to understand conventions. A blog was used to record findings and access information later.
Adobe Premier Pro was used for editing, along with a camera, tripod, Photoshop and iPhone voice recordings.
For evaluation, Vimeo was used to upload ads, Google Docs created an audience survey, and social media shared the survey. Google Docs allowed charts and graphs to be generated from survey results.
The author learned from feedback that the music matched cuts well and synergy was
The document discusses how the student used new media technologies throughout the research, planning, construction, and evaluation of their media project. During research, they used websites like YouTube and blogs to research conventions. In construction, they used software like Premiere Pro, GarageBand, and Photoshop. For evaluation, they created a survey using Google Docs and distributed it on social media to collect audience feedback.
The document discusses the various technologies the author learned to use in creating a title opening sequence for a project. These include:
- Sony camera - Learning techniques like shot length, framing, angles, and match on action cuts.
- Weebly - A website to upload and organize work like documents, presentations, and videos in one place.
- Serif Movie Plus - Video editing software to make cuts, fades, add text/audio, and transitions to polish the opening sequence.
- Google Forms - Used a survey to get audience feedback to tailor the opening sequence.
- Adobe Fireworks - Used to design the title and production logo with
The document discusses how various media technologies were used throughout the project to plan, film, edit, and evaluate the advertising campaign. Technologies used included computers for internet research, digital cameras for filming, iMovie for video editing, PowerPoint for written evaluations, and presentation software to share results. While these technologies helped enable many aspects of the project, some limitations included camera shakiness during filming and limited editing capabilities in iMovie.
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation stages of a project. Prezi and Slideshare were used to present audience feedback and findings from research. YouTube and Facebook were used to research real media products and gain insights into audience preferences. Genius and Microsoft Word supported the planning process by providing song lyrics and a shot list template. SerifMoviePlus, an iPhone, Canon DSLR, and Olympus film camera were used for video and image production. Camera Raw and Photoshop allowed for image manipulation. Keynote, Slideshare, and Blogger supported the evaluation presentations and showcasing of the overall process.
Media technologies played a huge role in the student's media studies coursework, allowing them to display videos, sounds, images, and text together professionally on their blog. Internet research using sites like YouTube helped with targeting the right audience and ensuring success for their advertising campaign. Different technologies like Windows Movie Maker, web design sites, and Microsoft Publisher were used to plan, produce, and edit videos and other materials for their advertisement.
How did you use media technologies in the constructionOliver Midgley
The document discusses the use of various media technologies in the research, planning, and construction stages of creating a promotional package for a music album.
For research, the author analyzed existing music videos, album covers, and advertisements on YouTube, Google Images, and blogs to understand conventions. Surveys were conducted on SurveyMonkey and qualitative feedback was collected through filmed interviews.
In planning, ideas were shared via Messenger chat. A Prezi presentation was created to pitch plans. A storyboard was drawn by hand and scanned, then edited digitally in Photoshop. Drafts of packaging elements were made in Photoshop, InDesign, and Illustrator.
Footage for the music video was recorded on
The document discusses the various media technologies used at different stages of a magazine production project. In the research stage, Google was used to research existing magazines and theorists. Excel was used to analyze questionnaire results through pie charts. Facts and figures about successful fitness magazines were also examined online. Photoshop and Publisher were used in the planning stage to create drafts and mockups. Wordpress was used to organize work. Photoshop and Movie Maker were the main tools used for construction. PowerPoint, Movie Maker, and Prezi were utilized to create an interactive multimedia evaluation.
The document provides a witness statement evaluating tasks completed and still needing completion for LO4. A survey will be used to get peer feedback to identify any missed areas. Results showed the presenter's pitch was above average but could be improved by reducing filler words and making more eye contact. Peers agreed the proposals contained sufficient detail and reasons for the final poster choice were relevant. Risk assessments were conducted for the photography shoot, area, and resizing images. Copyright and data protection were considered for the poster design and images.
The document discusses various conventions used in film trailers, posters, and magazine covers and how the student has implemented or could improve upon them in their media products for the film "Casey's Locket".
The conventions discussed include including the production company logo at the start of trailers, having the film title at the end, using appropriate music, including cast names, and having a release date or other information at the end. For the magazine cover, conventions like the date, price and issue number, main image taking the whole cover, and buzzwords on the sides are discussed. Finally, conventions for the poster like font color representing genre are mentioned.
For each convention, the student explains how they did or did
Amy Heywood used various hardware and software tools to create, research, plan, and evaluate her media project. She used a Mac computer with 8GB of memory to produce her media texts. A Canon 700D camera was used to film footage and take photographs. Final Cut Pro and Photoshop were the primary editing software used to create her music video, digital booklet, and advertisement. Wordpress and Prezi were utilized to display and evaluate her work through blog posts, pages, and visual presentations. QuickTime Player allowed her to demonstrate and explain her creative process.
Barbie Movie Review - The Astras.pdffffftheastras43
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
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Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
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Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdf
Media evaluation a2
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
There are many elements across my media texts that take on conventions from real media text. In my research I began
to analyze many different advert types this allowed to me understand the codes and conventions. As a general rule the
editing of anin advert’s is fast with a range of 12 to 15 shot in 30 seconds this short period of time doesn’t allow a lot of
time to connote meaning. The types of cuts in advertising are also important as they generally use a straight cut, with
very few dissolves or fades. I followed many conventions of advertising when creating my advert, one of these was with
the choice of shots in my advert. As I was selling a car and what it can offer its owner I found that using a variety of shots
would be more beneficial than many of the similar shots.
I have taken some print screens of shots from my advert and another car advert, the purpose of this was to show that
my adverts follows many of the same conventions as other’s. I chose the shots for a reason, using long shots to denote
the car arriving at a destination or the use of close ups to denote specific aspects of my product or the owners
emotions. This is the same for the advert shown in the print screens where they have used extreme long shots to show
the cars capabilities over different terrain. The use of shots also was similar in both adverts to keep the continuity
through out my adverts but I also had to decide on the shots for my TV Sponsorship where I simply included some of my
footage from the adverts and extra footage not used to create my TV Sponsorships that would use similar shots to show
some specific points about that car to help promote the product.
2. The first advert has footage that denotes everyday situations and how the car is responding to situations you may come
across. In the second I wanted to show that the car would be suitable for different people that use the car. The problem
that I found with this was its hard to determine purpose and meaning behind the text. This meant I needed something
to help engage the audience with the text, I included a Voice over to connote meaning behind the footage. After doing
some research I found that many car adverts used a voice over in the same way as mine to create a sense or purpose
and meaning behind the text. Furthermore I took certain aspects from previous adverts and then adapted them so that
they would fit my advert. BMW used a voice over which said” It’s only a car” however I felt that this was not doing the
car justice removing the car’s Wow factor and diminishing its importance. Therefore I developed this part of the voice
over so that it connoted importance, “ It’s not just a car” this instead connotes that the car is special and better than the
rest. In advertising I am trying to sell my product so connoting the product is special is to make the audience want the
product even more. I also took inspiration from another advert that would allow me to develop it to denote the cars
capabilities, I looked at the M&S advert as they list what’s on screen in a way that connotes the food’s desirability. I
wanted to take this concept but develop it so that it would fit the purpose of my advert in a way that would denote the
cars capabilities and abilities to do any job but also fit any life style. Intertexuality was used to create the adverts as I
took parts from other adverts and developing them so that they where better and appropriate for my advert.
In addition to this I found that many car adverts displayed their logo and slogan on the screen for the last 5 seconds of
the advert, some of which also used the voice over to pitch the product one last time. I found this would be a good
convention to use in my advert as it meant I could sum up the advert and finish the advert with something the audience
would remember. Not only did I add this to my advert however I found it could be use full to develop it so that I would
be able to bring the advert to a finish keeping the meaning throughout. In the pictures below I have shown some logos
to other products that the adverts finish with, mine is much the same however I also incorporated the same screen into
a screen that also has still shots of each location of the advert. The reason for this was to tie all aspects of the advert to
the logo and name but also have it so they audience would last see all aspects of the advert at the end keep it fresh in
their mind.
The name of the product was also to follow the idea of the car being multifunctional, so I called mine
product the “Aida” as it would aid the family and owner in their daily life. This then fits in with the
message of the Adverts denoting the car capabilities but also to fit any type of owner.
3. One convention I was able to challenge of the car adverts was that I added a non diegetic sounds as many car adverts use the
diegetic sounds of the car to connote its sporty aspects, or the luxurious features of the cars. My product has these features of
being a large car with masses of interior space that is still luxurious. But I wanted to create an advert that used a faster pace than
many other car adverts one way that I did this was to use a up beat and up mood sound track that I could edit my clips in time
with the sound track. I then usedanup beat sound track to allow me to create an advert that was more upbeat than the traditional
car advert but it meant that I would keep the audience engaged with the advert. To be able to edit the advert in time with sound
track I did some research on Music videos look at the way they edit the song to the clips so it flows. However I also needed to
make sure that I was able to hear the diegetic noises from the clip as well as the sound track and the voice over this was a very
hard task to get the audio to the correct levels, I was able to use the audio effects tab on adobe premier to change the sound
levels according to their importance to create a level and constant sound throughout the adverts and campaign.
This is what the audio effects looks like I was able to edit each clip as long as they were separated in to different layers.
4. How effective is the combination of your main and ancillary texts?
Throughout my adverts and ancillary texts I decided to denote the same message through out all the texts created. The message
that I wanted to createwas how flexible and able to fit any life style orowner but also be able to handle any task in every day life. I
created this synergy throughout all the texts using similar editing pace, the distance and angles of shots, the voice over follows
the same structure in both adverts. The reason for keeping the the adverts similar was it meant that the audience watching would
be able to relate the advert with the brand name and product with out being told within the advert.
Therefore the two main adverts and radio advert use the same style voice over –
(I will be showing the voice over’s in a blog post)
I also created synergy by using the same shots in some of my adverts and the TV Sponsorships –
These are just some of the shots that featured in multiple of my adverts the reason for this was to create synergy but also making
it easier for the audience to link the adverts together in a campaign. The shots are the same, editing is similar using very close
editing these efforts were to help allow me to create the synergy I wanted throughout my campaign.
Overall then I feel the combination of my main and ancillary texts have worked well together to create synergy, I used similar
footage in more than one of my texts so the audience would recognize the avert instantly, the similarities are also found in the
ways I edited the pieces using a quick pace to keep the audience engaged. Additionally the non diegetic voice over is one of the
main forms of synergy as I have used the same style in both main texts and the radio advert, as it uses the same style just fits
different situations.
6. How did you use new media technologies in the construction and research, planning and evaluation stages?
To film the adverts I used an HD camera this allowed me to get the highest quality footage possible as I am really fortunate that
my school offers such good equipment. In addition to this I was using a trip so that I was able to get perfectly still shots that are
also level no matter the level of surface. As shown in the image the surface is not level but I was able to set the tri pod in such
a way so that the shot would still remain level. All this good equipment has allowed me to get some good quality and level
shots that I would have been un able to achieve this level by hand.
I used Adobe Premier Pro in my AS project but this year I used Adobe Premier Pro CS5.5 which is the newest software option
available. There where many new options on the up to date software although I did not use the extra options I found that this
time around of using the software more confident and understood the settings and variables that went with the program so
that it would be appropriate for my adverts. One feature of the software that I used a lot more this timewas the zoom tool for
the time line which allowedmy editing to be more crisp, this was a vital step for the adverts as the clips needed to be short this
meant the editing needed to be precise for the clips to flow from one another.
In preparation of using new software to create the adverts I used Web 2.0 to get some background information on the
software that I will be using. Additionally I looked at some tutorials on how to use the software, I used this to brief my self on
what I have to do when creating adverts. I then went back to these tutorials in the making process of the adverts so that I was
refreshed and was able to use the software correctly.
Another piece of software that wasn’t used in the previous year was Garage Band. The reason for using Garage Band was I had
my teacher record my Voice over for all adverts to keep continuity through out. Additionally the best way to record this was to
use Garage band but also meant that I was able to edit the track so that I was happy with it before importing it to Premier. I
was able to cut the recorded track so that it would fit the my advert perfectly but also add a fade to the voice over at the end
of each section. The reason for this was so that it flowed better throughout the advert, as the recorded version with out any
editing sounded harsh. It was small things like adding a fade so that it sounds more appropriate in my advert that allowed me
to take my campaign to the next level it was the new technology options that helped get me there.
Photoshop wasprogram that I used to create the logo for my product, Photoshop allowed me to create the best result possible
but also offers the most options when creating the logo. I used the tutorials to help teach me the ways of Photoshop, but my
teacher knows a lot about the software and many of my class mates study PVA so I was surrounded with able bodies who I
could refer to when stuck using the new software. Using this software allowed me to create my logo on a transparent back
ground, but also have a massive range of texts that aren’t on many similar software’s. Additionally I wanted to create a circular
logo with the text centered and a outline around the edge of the circle this was only made possible using Photoshop but also
having layers allowed me to have many different aspects of the logo on the page.
7. In the research stages of my project I used the Web to allow to analyze the many existing adverts to gain some
information about the common codes and conventions of adverts. This was something I could later decide to use, or
challenge or develop according to my advert style and purpose. I used Youtube the majority of the time to analyze the
existing media texts, this is where I was able to embed the videos on my Blog (www.blogspot.com) I then used then
blog to write up the existing media text’s which I researched which help me develop my own work. Youtube allowed
me to research all the media texts in the advert project, this ranged from 2 30 second advert, 2 halves of a TV
Sponsorship and radio advert. So I used Youtube to look through the advert options but I also used Google to allow me
to search for millions of of websites related to advertising. I used this in my research as I searched types of adverts,
narrative, presenting, viral advertising etc I was able to use this sites to aid me writing up my research that informed
me in my creation of adverts.
In the planning stages of my project I was able to use the equipment to refresh my skills and and practice some techniques I had
learned from the year before. Once I had got my footage I also used the software available to edit the clips together, using some
dissolves and fades but also adding titles. I was therefore familiarizing myself with all the aspects of equipment and software I
would need to create my product. However in my planning I found storyboarding very hard as I was unable to draw some of my
possible shots so that I was happy with the detail and so that they were self explanatory, I then took a few still pictures of the
locations of certain shots and then drew on top of the photos, I also used Photoshop to add construct lines to allow me to get my
distancing even more correct.
In my evaluation I used the the internet to get my audience feedback to the public I was able to do this by creating a
questionnaire on Google docs this was a online document meaning I was able to edit the document at any time. Additionally I was
able to embed the document on many platforms allowing me to reach a larger audience to watch and review my campaign. I used
my blog as the centre point of the questionnaire to be filled out, but also where I linked the questionnaire and adverts together. I
also linked the questionnaire and adverts on social networking sites so that I could reach this larger audience as I wasn’t receiving
many responses from viewers of my blog and google doc.
Lastly I used a website called slide share to get my presentation in a form that would allow me to embed it on my blog, this also
converts the presentation is a slide show that looks more professional that a simple power point presentation that I used to create
my evaluation.