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The document describes the process of creating a music video using hand-drawn sketches, scanning them into a computer, and then using Photoshop and Paint.net to color and refine the images. Feedback on the surreal, colorful animated music video was mostly positive, though some felt it was too short or confusing. The creator aimed to challenge conventions by not showing band members and making the entire video animated art rather than focusing on image.
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Evaluation question 4
Adam Spence created a music video using various media technologies. He used websites like YouTube and Facebook to get ideas from friends and find influences from other music videos. YouTube also helped him plan his video by looking at techniques used in other videos. He researched music channels to learn about representing the tempo of a song. Final Cut Pro was used to edit the footage, allowing Adam to add motion paths and other effects. Photoshop was used to design promotional materials like a digipak, measuring sizes to make it look professional.
How did you use new media technologies in construction & research
The document discusses the use of new media technologies in various stages of a music video project. In the research stage, the author searched YouTube and blogs to find inspiration. Photoshop and PowerPoint were used to create mood boards. During planning and construction, the author designed a CD digipack and advertisement using Photoshop and fonts from Dafont. Images were edited in Photoshop and animated in Premier Pro. For evaluation, the author used YouTube to post and gather feedback on the video, SurveyMonkey for surveys, SlideShare to share presentations, and blogs to document the process. A variety of technologies supported research, planning, construction and evaluation of the project.
Media A2 Evaluation Presentation
The document summarizes how various media technologies were used at different stages of creating a music video for the Sex Pistols song "Schools Are Prisons." Technologies like blogs, Facebook, digital cameras, video cameras, and editing software helped with planning, research, construction, and evaluation. Feedback showed the video could have improved lighting and shot quality to better convey the meaning and punk genre.
Use of technologies
We used Adobe Premier Pro and Photoshop to edit our music video and create promotional materials. We had limited editing experience and encountered challenges with timing and computer access for editing. We filmed using a Canon DSLR with natural and artificial lighting, and shared the final video on YouTube and Facebook to gather feedback.
I have done a rough edit for the music video that i am doing of the song supe...
The document discusses improvements that can be made to a music video edit of the song "Superman" by The Killers. It notes that the first edit achieved the overall vision successfully but some refinements could make it more professional. Specifically, it recommends adding color correction by lowering saturation to 10% except for 1-2 colors at 100% saturation. It also suggests tightening cuts to better sync shots to the audio for a cleaner, more entertaining final product.
Evaluation Question Number 4
The document discusses the various media technologies used in creating a music video project. A Canon 600D DSLR camera was used for filming, mounted with a stabilizer to reduce shaking. Different lenses were used to focus shots and lighting setups like key, fill, and side lighting were used in the studio. Adobe Premiere was used to edit footage and sync it to the music, and Photoshop was used to create promotional materials. A blog was created using WordPress for project updates and Google was used for research. The final video was published on YouTube to share with audiences and collect feedback.
Question 3
Rebecca used new media technologies throughout the research, planning, construction, and evaluation of her music video project. She researched conventions on YouTube and music websites. She storyboarded and created animatics using iMovie. Photos were taken with a digital camera and clips were filmed with video cameras. Editing software like iMovie, Photoshop, and InDesign were used to construct the video, digipack, and advertisement. Feedback was gathered by uploading work to YouTube and evaluating the challenges and skills developed.
Am
The music video appeals to all ages but mainly targets indie music fans. It features animated lyrics about the singer still being in love with a girl despite thinking about moving on. The indie rock song has a moderate tempo and uses the band's logo that moves to the music throughout, with no other digital effects, camera techniques, or editing employed.
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Evaluation question 4
Adam Spence created a music video using various media technologies. He used websites like YouTube and Facebook to get ideas from friends and find influences from other music videos. YouTube also helped him plan his video by looking at techniques used in other videos. He researched music channels to learn about representing the tempo of a song. Final Cut Pro was used to edit the footage, allowing Adam to add motion paths and other effects. Photoshop was used to design promotional materials like a digipak, measuring sizes to make it look professional.
How did you use new media technologies in construction & research
The document discusses the use of new media technologies in various stages of a music video project. In the research stage, the author searched YouTube and blogs to find inspiration. Photoshop and PowerPoint were used to create mood boards. During planning and construction, the author designed a CD digipack and advertisement using Photoshop and fonts from Dafont. Images were edited in Photoshop and animated in Premier Pro. For evaluation, the author used YouTube to post and gather feedback on the video, SurveyMonkey for surveys, SlideShare to share presentations, and blogs to document the process. A variety of technologies supported research, planning, construction and evaluation of the project.
Media A2 Evaluation Presentation
The document summarizes how various media technologies were used at different stages of creating a music video for the Sex Pistols song "Schools Are Prisons." Technologies like blogs, Facebook, digital cameras, video cameras, and editing software helped with planning, research, construction, and evaluation. Feedback showed the video could have improved lighting and shot quality to better convey the meaning and punk genre.
Use of technologies
We used Adobe Premier Pro and Photoshop to edit our music video and create promotional materials. We had limited editing experience and encountered challenges with timing and computer access for editing. We filmed using a Canon DSLR with natural and artificial lighting, and shared the final video on YouTube and Facebook to gather feedback.
I have done a rough edit for the music video that i am doing of the song supe...
The document discusses improvements that can be made to a music video edit of the song "Superman" by The Killers. It notes that the first edit achieved the overall vision successfully but some refinements could make it more professional. Specifically, it recommends adding color correction by lowering saturation to 10% except for 1-2 colors at 100% saturation. It also suggests tightening cuts to better sync shots to the audio for a cleaner, more entertaining final product.
Evaluation Question Number 4
The document discusses the various media technologies used in creating a music video project. A Canon 600D DSLR camera was used for filming, mounted with a stabilizer to reduce shaking. Different lenses were used to focus shots and lighting setups like key, fill, and side lighting were used in the studio. Adobe Premiere was used to edit footage and sync it to the music, and Photoshop was used to create promotional materials. A blog was created using WordPress for project updates and Google was used for research. The final video was published on YouTube to share with audiences and collect feedback.
Question 3
Rebecca used new media technologies throughout the research, planning, construction, and evaluation of her music video project. She researched conventions on YouTube and music websites. She storyboarded and created animatics using iMovie. Photos were taken with a digital camera and clips were filmed with video cameras. Editing software like iMovie, Photoshop, and InDesign were used to construct the video, digipack, and advertisement. Feedback was gathered by uploading work to YouTube and evaluating the challenges and skills developed.
Am
The music video appeals to all ages but mainly targets indie music fans. It features animated lyrics about the singer still being in love with a girl despite thinking about moving on. The indie rock song has a moderate tempo and uses the band's logo that moves to the music throughout, with no other digital effects, camera techniques, or editing employed.
Presentation1 shazad edwards
The document discusses the use of various media technologies in creating a music video. It describes using video filters like Viewfinder and Earthquake in Final Cut Pro to add visual effects during editing. It also discusses using a Canon EOS 700D camera to film special shots, capturing long hours of footage using large memory cards. Photoshop was used to design the album cover, advertisements and apply consistent colors/fonts. YouTube provided inspiration from other artists' music videos. Websites like Blogger, Thinglink, Prezi and Slideshare helped present and explain the work through blogs, images and presentations.
Evaluation question 4
For their media coursework, the student used various digital technologies like YouTube, Blogger, Premier Pro, and Photoshop. YouTube was helpful for researching music videos and getting inspiration. Blogger allowed the student to plan, record progress, and get feedback. Premier Pro was used to storyboard, edit footage, and add effects to the final music video. Photoshop helped design promotional materials like advertisements and packaging. Throughout the process, technologies enabled research, planning, construction, and evaluation of the project.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Production log
The document is a production log for a music video. It summarizes some of the challenges faced during filming and solutions found. Key points:
- Many planned filming locations could not be accessed, so alternative nighttime locations were used instead like an empty train station and city streets for their eerie atmospheres.
- Additional shots were captured under a dimly lit bridge and with a drone for aerial views.
- Editing revealed a need for more varied shots, so additional filming was done to improve the overall video.
- Technical issues like a dying camera battery were worked around, and visual effects were added in editing to achieve the intended ambience.
Q4 evaluation ppt
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used YouTube to find inspiration and ideas from other music videos. They also used their chosen artist's website to find song names and lyrics. Photoshop was used to create a promotional advert and digipak, using techniques like layering. Final Cut Pro was used to edit the video, including deleting sound, lining up lip syncing shots, and color correcting. Other tools like Blogger documented their progress, and lighting was used for photography and video shots.
Transition project
My transition project was a narrative music video that told a story of love through direct visuals linked to the song's lyrics. It featured close-ups, medium close-ups, and eye-line shots to build romantic emotion, as well as lip syncing and stop motion animation. Feedback suggested using more adventurous backgrounds and tighter lip syncing. Through filming with a Canon 600D and editing in Premiere Pro, I learned basic video production skills like speeding up or slowing down clips and using black and white.
Media Evaluation - Question 4
The student used various media technologies throughout their project. They used YouTube for research and inspiration, and an artist's website to find song lyrics and names. Photoshop was used to create a digital pack and advert, including adding fonts and editing images. Final Cut Pro was used to edit video footage, add sound, and color correct shots. Other tools like Blogger documented progress, and lighting was used for photography and video shooting.
Question 4
The document describes how various media technologies were used at different stages of creating a music video, digipak, and website project. YouTube, Wikipedia, Google News, and band websites were researched to gather inspiration. Planning involved using YouTube, Flickr, and DaFont. An animatic was created to storyboard the video. The video was filmed using a tripod and video camera and edited in Final Cut Express. The website was constructed in Dreamweaver and the digipak was designed in Photoshop. Feedback was gathered through social media to evaluate the finished products.
I am going to evaluate all the good and bad aspects of my music video rough edit
Dan Watt evaluated the rough edit of his music video for the song "Radioactive" by Imagine Dragons. Some positive aspects included the audio syncing well with the footage and the use of camera shots and guitar playing that showed conventions of an indie rock music video. However, some areas could be improved. The footage was somewhat repetitive and black cuts were used that could be replaced with alternative footage or effects. Some scenes could also be reshot to improve the guitar playing and clarity of singing. Additional scenery shots were needed.
Adobe photo shop progress
The document summarizes the progress made by the author in their Adobe Photoshop work on editing footage for a music video over the last few months. They have filled in missing footage, slowed down shots to 60% for a longer duration that fits the slow pace of the song, and incorporated fades between clips to add emotion and portray the passing of time. Screenshots provide before and after examples of edits made to manipulate footage and fit the narrative of the music video.
Post production
The document discusses the tools used in IMovie and Photoshop for two media productions. For the first production (AS), IMovie was used to add transitions, overlay sound, titles and subtitles. Advantages were exploring tools through tutorials, while disadvantages were slow process as a beginner. For the second production (A2), more advanced IMovie tools were used like slow motion, cuts, and color adjustments. Advantages were experience from AS, while disadvantages were difficulties editing after publishing. Photoshop was used in A2 to create promotional materials, using tools like cropping, resizing and masking.
Evaluation Question 4
For their music video project, the student used various new media technologies at each stage. In the research stage, they used YouTube to analyze other music videos, Google to find songs, and a camera to film interviews. For planning, they created storyboards on YouTube and treatments using Prezi. Filming used a Canon camera and editing was done in Final Cut Express. Audience feedback was gathered through Wall Wisher. The finished video was uploaded to YouTube and blogs for evaluation, which was presented using Prezi, PowerPoint, and Glogster. Blogger was used throughout to document the process.
Mv production assignment evaluation form 2020 (albert stasiulevicuis) (1)
The document discusses the production process for a music video. It covers research done watching similar music videos to determine shots and colors. A shot list and structural breakdown were created during planning. Technical difficulties arose from using different cameras that had to be corrected during editing. Special effects were added to match the atmosphere and pace of the song. Peer feedback noted things that were done well and improvements that could be made.
Evaluation on coronation street trailer
The document discusses the creation of a trailer for the TV soap opera Coronation Street using iMovie editing software. Key points:
- The author gained experience using technologies like iMovie to import footage, edit clips, and upload the finished trailer to YouTube for feedback.
- Creative editing techniques like splitting clips, deleting unwanted footage, and adjusting volume levels were used to make the trailer short, snappy, and able to attract a wide audience.
- Soap opera conventions like fast-paced clips, close-ups, and showing emotion through camera shots were employed to create intrigue and suspense for viewers, mimicking techniques used in actual soap opera trailers.
How did you use new media technologies
The document discusses the use of new media technologies in creating a music video project. Various online tools like YouTube, Google Images, and Facebook were used for research purposes. Digital cameras and DV tapes were utilized to record footage. Mobile phones and social media helped with group communication and scheduling. Final Cut Pro was used to edit the video, while Photoshop edited visual elements. Blogger helped with planning, organization, and presenting work. Overall, the project expanded the author's understanding of media technologies and their importance in music video production and marketing.
How did you use new media technologies
The document discusses the use of new media technologies in creating a music video project. Various online tools like YouTube, Google Images, and Facebook were used for research purposes. Digital cameras and DV tapes were utilized to record footage. Final Cut Pro was used to edit the video. Photoshop helped design promotional materials. Blogger aided with planning and organization. Overall, the technologies expanded the student's media knowledge and allowed for effective production and marketing of the final products.
ICT AIM project Energy Management Device Keletron
This document provides installation and usage instructions for the EMD (Energy Management Device) final prototype and user manual. It describes connecting the EMD to a home gateway via serial cable and to appliances via the home's power lines. It explains how to register users and install new appliances by selecting their profile. Maintenance instructions are included for updating the EMD's software bundles on the gateway. Testing of the EMD prototype was successful and next steps include implementing services in homes for pilot operations.
Echamps
This document summarizes a two-day workshop and youth forum for young regional broadcasters from around Australia. On the first day, the broadcasters received training on using social media and multimedia tools from a trainer. They toured a local radio station and discussed opportunities to improve their skills. The second day involved the broadcasters covering and documenting the youth forum, where presenters discussed topics like getting involved in radio, using new media, and career pathways in broadcasting. The broadcasters worked collaboratively to capture and share content from the events.
Evaluation (Media)
The document summarizes the design choices made for a magazine cover focused on rock music and gothic rock. Skylines, mastheads, and fonts relevant to the genre were used. Barbed wire around thick black lettering gave it a gritty look. The cover image featured a dark graveyard setting and a dominant masked man to convey the rock music theme. The word "RED" in the masthead was a dark crimson color to signify blood.
The News. 27 Languages. One App.
The document discusses the World Service, which is the international arm of the BBC. It has around 2,000 staff members working on 27 non-English language services across radio, television and online. The World Service produces around 600 stories, 500 images and 60 audio/video clips daily across 27 websites and mobile sites. It aims to deliver its diverse content to over 180 million people worldwide despite challenges with displaying different scripts across devices.
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Presentation1 shazad edwards
The document discusses the use of various media technologies in creating a music video. It describes using video filters like Viewfinder and Earthquake in Final Cut Pro to add visual effects during editing. It also discusses using a Canon EOS 700D camera to film special shots, capturing long hours of footage using large memory cards. Photoshop was used to design the album cover, advertisements and apply consistent colors/fonts. YouTube provided inspiration from other artists' music videos. Websites like Blogger, Thinglink, Prezi and Slideshare helped present and explain the work through blogs, images and presentations.
Evaluation question 4
For their media coursework, the student used various digital technologies like YouTube, Blogger, Premier Pro, and Photoshop. YouTube was helpful for researching music videos and getting inspiration. Blogger allowed the student to plan, record progress, and get feedback. Premier Pro was used to storyboard, edit footage, and add effects to the final music video. Photoshop helped design promotional materials like advertisements and packaging. Throughout the process, technologies enabled research, planning, construction, and evaluation of the project.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Evaluation question 4
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Production log
The document is a production log for a music video. It summarizes some of the challenges faced during filming and solutions found. Key points:
- Many planned filming locations could not be accessed, so alternative nighttime locations were used instead like an empty train station and city streets for their eerie atmospheres.
- Additional shots were captured under a dimly lit bridge and with a drone for aerial views.
- Editing revealed a need for more varied shots, so additional filming was done to improve the overall video.
- Technical issues like a dying camera battery were worked around, and visual effects were added in editing to achieve the intended ambience.
Q4 evaluation ppt
The student used various media technologies throughout the research, planning, construction, and evaluation stages of their project. During research, they used YouTube to find inspiration and ideas from other music videos. They also used their chosen artist's website to find song names and lyrics. Photoshop was used to create a promotional advert and digipak, using techniques like layering. Final Cut Pro was used to edit the video, including deleting sound, lining up lip syncing shots, and color correcting. Other tools like Blogger documented their progress, and lighting was used for photography and video shots.
Transition project
My transition project was a narrative music video that told a story of love through direct visuals linked to the song's lyrics. It featured close-ups, medium close-ups, and eye-line shots to build romantic emotion, as well as lip syncing and stop motion animation. Feedback suggested using more adventurous backgrounds and tighter lip syncing. Through filming with a Canon 600D and editing in Premiere Pro, I learned basic video production skills like speeding up or slowing down clips and using black and white.
Media Evaluation - Question 4
The student used various media technologies throughout their project. They used YouTube for research and inspiration, and an artist's website to find song lyrics and names. Photoshop was used to create a digital pack and advert, including adding fonts and editing images. Final Cut Pro was used to edit video footage, add sound, and color correct shots. Other tools like Blogger documented progress, and lighting was used for photography and video shooting.
Question 4
The document describes how various media technologies were used at different stages of creating a music video, digipak, and website project. YouTube, Wikipedia, Google News, and band websites were researched to gather inspiration. Planning involved using YouTube, Flickr, and DaFont. An animatic was created to storyboard the video. The video was filmed using a tripod and video camera and edited in Final Cut Express. The website was constructed in Dreamweaver and the digipak was designed in Photoshop. Feedback was gathered through social media to evaluate the finished products.
I am going to evaluate all the good and bad aspects of my music video rough edit
Dan Watt evaluated the rough edit of his music video for the song "Radioactive" by Imagine Dragons. Some positive aspects included the audio syncing well with the footage and the use of camera shots and guitar playing that showed conventions of an indie rock music video. However, some areas could be improved. The footage was somewhat repetitive and black cuts were used that could be replaced with alternative footage or effects. Some scenes could also be reshot to improve the guitar playing and clarity of singing. Additional scenery shots were needed.
Adobe photo shop progress
The document summarizes the progress made by the author in their Adobe Photoshop work on editing footage for a music video over the last few months. They have filled in missing footage, slowed down shots to 60% for a longer duration that fits the slow pace of the song, and incorporated fades between clips to add emotion and portray the passing of time. Screenshots provide before and after examples of edits made to manipulate footage and fit the narrative of the music video.
Post production
The document discusses the tools used in IMovie and Photoshop for two media productions. For the first production (AS), IMovie was used to add transitions, overlay sound, titles and subtitles. Advantages were exploring tools through tutorials, while disadvantages were slow process as a beginner. For the second production (A2), more advanced IMovie tools were used like slow motion, cuts, and color adjustments. Advantages were experience from AS, while disadvantages were difficulties editing after publishing. Photoshop was used in A2 to create promotional materials, using tools like cropping, resizing and masking.
Evaluation Question 4
For their music video project, the student used various new media technologies at each stage. In the research stage, they used YouTube to analyze other music videos, Google to find songs, and a camera to film interviews. For planning, they created storyboards on YouTube and treatments using Prezi. Filming used a Canon camera and editing was done in Final Cut Express. Audience feedback was gathered through Wall Wisher. The finished video was uploaded to YouTube and blogs for evaluation, which was presented using Prezi, PowerPoint, and Glogster. Blogger was used throughout to document the process.
Mv production assignment evaluation form 2020 (albert stasiulevicuis) (1)
The document discusses the production process for a music video. It covers research done watching similar music videos to determine shots and colors. A shot list and structural breakdown were created during planning. Technical difficulties arose from using different cameras that had to be corrected during editing. Special effects were added to match the atmosphere and pace of the song. Peer feedback noted things that were done well and improvements that could be made.
Evaluation on coronation street trailer
The document discusses the creation of a trailer for the TV soap opera Coronation Street using iMovie editing software. Key points:
- The author gained experience using technologies like iMovie to import footage, edit clips, and upload the finished trailer to YouTube for feedback.
- Creative editing techniques like splitting clips, deleting unwanted footage, and adjusting volume levels were used to make the trailer short, snappy, and able to attract a wide audience.
- Soap opera conventions like fast-paced clips, close-ups, and showing emotion through camera shots were employed to create intrigue and suspense for viewers, mimicking techniques used in actual soap opera trailers.
How did you use new media technologies
The document discusses the use of new media technologies in creating a music video project. Various online tools like YouTube, Google Images, and Facebook were used for research purposes. Digital cameras and DV tapes were utilized to record footage. Mobile phones and social media helped with group communication and scheduling. Final Cut Pro was used to edit the video, while Photoshop edited visual elements. Blogger helped with planning, organization, and presenting work. Overall, the project expanded the author's understanding of media technologies and their importance in music video production and marketing.
How did you use new media technologies
The document discusses the use of new media technologies in creating a music video project. Various online tools like YouTube, Google Images, and Facebook were used for research purposes. Digital cameras and DV tapes were utilized to record footage. Final Cut Pro was used to edit the video. Photoshop helped design promotional materials. Blogger aided with planning and organization. Overall, the technologies expanded the student's media knowledge and allowed for effective production and marketing of the final products.
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I am going to evaluate all the good and bad aspects of my music video rough edit
I am going to evaluate all the good and bad aspects of my music video rough edit
Mv production assignment evaluation form 2020 (albert stasiulevicuis) (1)
Mv production assignment evaluation form 2020 (albert stasiulevicuis) (1)
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Echamps
This document summarizes a two-day workshop and youth forum for young regional broadcasters from around Australia. On the first day, the broadcasters received training on using social media and multimedia tools from a trainer. They toured a local radio station and discussed opportunities to improve their skills. The second day involved the broadcasters covering and documenting the youth forum, where presenters discussed topics like getting involved in radio, using new media, and career pathways in broadcasting. The broadcasters worked collaboratively to capture and share content from the events.
Evaluation (Media)
The document summarizes the design choices made for a magazine cover focused on rock music and gothic rock. Skylines, mastheads, and fonts relevant to the genre were used. Barbed wire around thick black lettering gave it a gritty look. The cover image featured a dark graveyard setting and a dominant masked man to convey the rock music theme. The word "RED" in the masthead was a dark crimson color to signify blood.
The News. 27 Languages. One App.
The document discusses the World Service, which is the international arm of the BBC. It has around 2,000 staff members working on 27 non-English language services across radio, television and online. The World Service produces around 600 stories, 500 images and 60 audio/video clips daily across 27 websites and mobile sites. It aims to deliver its diverse content to over 180 million people worldwide despite challenges with displaying different scripts across devices.
Media evaluation
The document describes the process of creating a music video using hand-drawn sketches, digital art tools, and animation. The sketches were first drawn in pencil and ink, then scanned into a computer and further edited digitally using Photoshop and Paint.net to add color. Feedback on the surreal, colorful animated music video praised its unique style but also noted it could have been longer to match the full song.
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Similar to Media pictures
Advanced media evaluation
The document summarizes the process of creating an animated music video for an anti-folk song. Key details include:
- The student created still images in Photoshop and animated GIFs to illustrate lyrics, as using real people was not possible.
- Final Cut Pro was used to assemble the stills and GIFs into a 2 minute and 24 second music video with no transitions between clips.
- Research online involved looking at other music videos for conventions, as well as using Wikipedia to learn about the anti-folk genre.
What have you learned from your audience feedback
- The document discusses feedback received on a music video created by the author to promote their song "Games".
- Viewers responded positively to the use of chess pieces in the video, feeling it connected well to the song title and theme of manipulation.
- Feedback indicated the video successfully used conventions of the indie music genre, such as a focus on the emotional journey of the central character.
- Areas for improvement included suggestions to add more close-ups of chess pieces for reinforcement and to consider providing a more concluded ending.
What have you learned from your audience feedback
- The document discusses feedback received on a music video created by the author to promote their song "Games".
- Viewers responded positively to the use of chess pieces in the video, feeling it connected well to the song title and theme of manipulation.
- Feedback indicated the video successfully used conventions of the indie music genre, such as a focus on the emotional journey of the central character.
- Viewers also responded well to the creative camera techniques used, including a time lapse sequence and out of focus shots.
What have you learned from your audience feedback
The document summarizes feedback received from peers and focus groups on a music video. The feedback was overall positive and highlighted that the use of chess pieces effectively tied into the song title and message. Peers noted the pacing matched the track well and urban scenery fit music video conventions. However, one focus group member felt the dark opening contrasted too much with the upbeat song. The filmmaker learned audiences interpret elements like lyrics differently and gained ideas to improve their work.
Music video evaluation
The document provides an analysis of a student's music video project. It discusses the key elements included in the video such as close-ups of the artist, relationships between lyrics/music and visuals, and editing to match the music's tempo. Feedback from audiences on YouTube and surveys praised the editing but suggested adding more action shots and speeding up slow parts. The student learned new skills in researching techniques, filming, and editing with software like Adobe Premiere.
Advanced media evaluation
The document summarizes the process of creating an animated music video as part of a portfolio project. It describes researching anti-folk music and creating still images and GIFs in Photoshop to illustrate song lyrics. Final Cut Pro was used to assemble the images into a 2 minute and 24 second video set to music. Feedback showed that audiences were unfamiliar with the anti-folk genre and assumed the images depicted a country music band. The student learned about the influence of mainstream music genres on perceptions.
Eval Q4 Final
The document describes the student's process for researching, planning, constructing, and evaluating their music video project. They researched popular music artists on YouTube to study conventions. They used Prezi to plan their presentation ideas and Webs to create a webpage tracking their progress. Photoshop and Google Images were used to design costumes and props adhering to genre conventions. Cameras and Final Cut Pro were used to film and edit the video, adding transitions and effects. PowerPoint and PowToon were used to explain their process, and Prezi to present their evaluation.
Media evaluation question 4
The document discusses the various digital tools and online resources the student used during different stages of creating a music video project. During the research stage, the student used YouTube to research popular music artists and music videos. Prezi was used to create a presentation on female pop artists. During planning, draft animations were uploaded to YouTube for feedback, and Webs was used to track progress and schedule filming dates. Photoshop was used for practice designing fonts and editing images. During construction, cameras and Photoshop were used to film and edit footage, and Final Cut Pro was used to assemble the video. PowerPoint and PowToon were used to explain the process, and Prezi was used to present the evaluation.
Evaluatio1
For their A2 media studies coursework, the student produced a music video for an unsigned rock band. They received feedback by posting the video on social media. Some comments were positive about the visuals and flow, while others noted confusion over the storyline involving a double role. The student learned they must understand how their target audience relates to media products. They also gathered that faster editing and improving the band's lip syncing could enhance the video. Overall, the feedback helped the student create a music video that met audience needs and expectations.
Media A2 evaluation
The document discusses the student's evaluation of their media production project. It covers how the project used, developed, or challenged conventions of real music videos. The student researched music video conventions and aimed to both follow conventions like relating the video to the music, while also challenging conventions by creating a video without lyrics for a non-mainstream genre. Feedback from audiences suggested people understood the video concept and enjoyed aspects like the atmosphere and shot types, though some found it confusing without a linear story. The student used new media technologies like online research and surveys during planning, research, and construction stages, and aimed to effectively use conventions and aesthetics across their video and ancillary materials.
Media a2 evaluation
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author created a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author included fast pacing to match upbeat parts of the instrumental music. Feedback showed most viewers understood it as a montage and enjoyed the concept of a late night drive for self-discovery, though some found the camera work too shaky.
Media A2 evaluation
The document provides an evaluation of the author's media product. It discusses how the product uses and challenges conventions of real music videos. The author aimed to create a music video for a synth-wave genre of music, which challenges conventions by not including lyrics. Research showed music videos usually relate the video to the music. The author also created ancillary products like a poster and digital booklet to accompany the video. Audience feedback found the video appealed to a wide age range and mostly males. Viewers understood it as a montage and enjoyed the nighttime concept, but some found the camera work too shaky.
Evaluation Part 1.5
The document discusses conventions in music videos such as cutting shots to the beat. It then describes the development process for a student music video project. Key aspects discussed include experimenting with narrative techniques beyond a typical love story, using surrealism and role reversal. Shots were done using both tripod and handheld camera. Intertextual references from films and photos were included. The band's image and integrity was an important consideration. Overall conventions of pre-production, production and post-production processes were followed to create an industry-standard music video.
Kirandeep kaur 8055
- The document discusses a media product created by Kirandeep Kaur that combines animation and gaming elements with a techno music video to target an audience interested in both techno music and video games.
- Feedback on early drafts suggested making changes to better showcase the narrative and target the intended audience. These changes were incorporated into the final product.
- New media technologies like social media, animation software, and YouTube were used extensively in the research, planning, construction, and evaluation of the project.
Kirandeep kaur 8055
- The document discusses a media product created by Kirandeep Kaur that combines animation and gaming elements with a techno music video to target an audience interested in both techno music and video games.
- Feedback on early drafts suggested making changes to better showcase the narrative and target the intended audience. These changes were incorporated into the final product.
- New media technologies like social media and animation software were used extensively in the research, planning, construction and evaluation of the project. This allowed worldwide feedback to inform the project.
Kirandeep kaur 8055
The document discusses the construction and evaluation of a music video and promotional materials for a techno remix of the Super Mario Bros theme song. Key points:
1) The music video and promotional materials use conventions of real media products like logos, barcodes, and fonts to target a techno and gaming audience aged 12-19.
2) Feedback showed narrative scenes were preferred over performance, so the music video and cover include animated game characters and scenes from the video.
3) Research into techno music audiences found an interest in video games, so the music video links gaming and techno music through its animated story and characters.
4) New media like online surveys and sharing the video on YouTube
A2 Music Video Evaluation
The document discusses the process of creating a music video that challenges conventions of the genre. Some key points:
1) Rather than featuring the band as most music videos do, the student uses stop-motion animation of fruit characters like lemons and limes to tell the story.
2) Feedback from the target audience confirmed that the music video did not need to include the band to be successful.
3) A variety of media technologies were used at different stages, including YouTube for research, GarageBand to edit audio, and digital editing software to create ancillary materials like an album cover and magazine ad.
In what ways does your media product use, develop or challenge the forms and ...
The document discusses how the media product challenges conventions of real music videos. It uses quick cuts and editing to create a faster pace, and unique flashing animations not typically seen. It features an actress directly staring at the camera while singing threatening lyrics, putting the audience on edge rather than feeling happy. Controversial elements like fake blood are included to produce raw emotion over being promotional. Props of death and gore shock the audience. Plain clothing and backgrounds focus attention on the performance rather than branded products. The goal is to create something unexpected that refreshes rather than offends.
In what-ways-does-your-media-product-use
The document discusses the production of a music video and ancillary materials for an A2 media studies coursework project. It explains how the student used conventions from other music videos in the same genre to make their video recognizable, while also challenging conventions to convey a strong message. Feedback from audiences showed that camera angles were most appealing. The student learned they could have made the lighting slightly darker based on one comment. Overall, feedback was very positive. A variety of media technologies were used at different stages, including YouTube for research, Photoshop for creating materials, and Blogger to document the process.
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In what ways does your media product use, develop or challenge the forms and ...
In what ways does your media product use, develop or challenge the forms and ...
More from Thomas warland
Music video (Thomas Warland)
Two layers were applied in the shot: a panning backdrop and characters that fade in. Photoshop was used to ink rough sketches and crop characters, while Premier and Boom-Toon helped animate the hand-drawn scenes and sync lip movements to music by creating individual mouth shapes. Color was used to add depth, while keeping characters uncolored to make the animation more striking.
Music-video (Thomas Warland)
Two layers were applied in the shot: a panning backdrop and characters that fade in. Photoshop was used to ink rough sketches and crop characters, while Premier and Boom-Toon helped animate the hand-drawn scenes and sync lip movements to music by creating individual mouth shapes. Color was used to add depth, while keeping characters uncolored to make the animation more striking.
Tool – the pot
The video for the Tool song "Pot A Lot" uses stop-motion animation and surreal, dark imagery that is visually experimental like their music but unrelated to the lyrics. Oomph's "augen auf" video references horror films and depicts disturbing images of demonic children to contrast the innocent lyrics while setting a dark mood. 30 Seconds to Mars' "Kings and Queens" cuts between the band and a narrative of many people biking together to represent the harmonious lyrics, using rich dark colors and epic cinematography of LA at night for their newly released single.
Evaluation (Media)
The document summarizes the design choices made for a magazine cover focused on rock music and gothic rock. Skylines, mastheads, and fonts relevant to the genre were used. Barbed wire around thick black lettering gave it a gritty look. The cover image featured a dark graveyard setting and a dominant masked man to convey the rock music theme. The word "RED" in the masthead was a dark crimson color to signify blood.
Analyzing –Double Spread
This document analyzes the design of a double-page spread about the band Muse. The first page uses different shades of blue as a background, making the band members in black stand out. A small red box contains white text. The second page uses a simple black-on-white text layout in columns. A quote from Muse is highlighted in red and a larger font. The third and fourth pages reverse to white text on a black background. Color is used for paragraph titles to draw attention in a stylish way. The band's photo spans both pages and their tour dates are listed on one side.
Analyse Content Page
The document analyzes the content pages of a magazine, noting that page numbers are in bold black for easy reference, the magazine title NME is repeated throughout in colors like pink, black, and white associated with the magazine. Popular band Green Day and actor William Shatner appear in photos to attract fans, and content on subsequent pages is organized into columns with pictures for easier reading and to highlight topics like partying.
Cd Montage Powerpoint
The document provides brief descriptions of the covers of various music albums, summarizing the impressions and insights they provide about the music. Common themes across the covers included seriousness and intensity, sex appeal, fun and partying vibes, and futuristic and modern styles. The covers aimed to attract audiences and convey messages about the type and tone of music through the use of images, colors, fonts and other design elements.
Analyzing –Double Spread
This document analyzes a double page spread from a magazine featuring the band Muse. The first page uses different shades of blue as the background and features a large photo of the band members dressed in black, making them stand out against the colored background. There is also a small red box with white text that contrasts well. The second page switches to a simple black and white text-based layout organized into columns for easy reading. Pages three and four are not described.
Magazine Production
The document describes the design process for a magazine cover. The designer started with an eye-catching background color and added a close-up image with an outer glow effect. A 3D button with the price was added, as well as a slanted title in black with a shadow. Selling points like a free poster and cover lines were placed across the main image in a matching text style. Black bars with white text and a barcode were added to complete the stylish 80s-inspired design.
Magazine Production front cover
The document describes the design process for a magazine cover, including choosing an eye-catching background color, adding a close-up photo with outer glow effect, designing a 3D button with price, creating a slanted title with shadow, and adding elements like a free poster, main cover lines in the same text style as the title, black bars at the top and bottom with white text over them, and a barcode in the corner to make it look authentic.
Magazine Insperation
This document discusses the design elements of a magazine cover aimed at students. It describes the cover as having a skyline graphic in bold white and red, with the word "give away" implying free gifts inside. The ragged font title is in a rough rock style. The main picture would feature an artist or person of interest, with a bold white and black outlined main headline. The magazine would appeal to students by providing helpful student tips and articles written by or relevant to students, as well as information on college events.
College Of Rap Albums
The document discusses stereotypes presented in album covers of gangster hip-hop music. It analyzes several album covers, finding they commonly depict the artists as intimidating, wealthy, misogynistic, from poor backgrounds, and glorifying violence and crime. This upholds stereotypes that gangster rappers are tough, powerful, sexist, and promote criminal lifestyles.
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Mr. Brainwash Beautiful Girl / Mixed Media / signed / Unique
Year: 2023
Format: 96,5 x 127 cm / 37.8 x 50 inch
Material: Fine Art Paper with hand-torn edges.
Method: Mixed Media, Stencil, Spray Paint.
Edition: Unique
Other: handsigned by Mr. Brainwash front and verso.
Beautiful Girl by Mr. Brainwash is a mixed media artwork on paper done in 2023. It is unique and of course signed by Mr. Brainwash. The picture is a tribute to his own most successful work of art, the Balloon Girl. In this new creation, however, the theme of the little girl is slightly modified.
In Mr. Brainwash’s mixed media artwork titled “Beautiful Girl,” we are presented with a captivating depiction of a little girl adorned in a summer dress, with two playful pigtails framing her face. The artwork exudes a sense of innocence and whimsy, as the girl is shown in a dreamy state, lifting one end of her skirt and looking down as if she were about to dance. Through the use of mixed media, Mr. Brainwash skillfully combines different artistic elements to create a visually striking composition. The vibrant colors and bold brushstrokes bring the artwork to life, evoking a sense of joy and happiness. The attention to detail in the girl’s expression and body language adds depth and character to the piece, allowing viewers to connect with the young protagonist on a personal and emotional level. “Beautiful Girl” is a testament to Mr. Brainwash’s unique artistic style, blending elements of street art, pop art, and contemporary art to create a visually captivating and emotionally resonant artwork.
The use of mixed media in “Beautiful Girl” adds an additional layer of complexity to the artwork. By combining different artistic techniques and materials, such as stencils, spray paint, and collage, Mr. Brainwash creates a dynamic and textured composition that grabs the viewer’s attention. The juxtaposition of different textures and patterns adds depth and visual interest to the piece, while also emphasizing the artist’s eclectic and experimental approach to art-making. The inclusion of collage elements, such as newspaper clippings and torn posters, further enhances the artwork’s urban and contemporary feel. Overall, “Beautiful Girl” is a visually captivating and thought-provoking artwork that showcases Mr. Brainwash’s talent for blending different artistic elements to create a truly unique and engaging piece.
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哪里办理(sjsu毕业证书)美国圣何塞州立大学毕业证硕士文凭证书原版一模一样
原版定制【微信:bwp0011】《(sjsu毕业证书)美国圣何塞州立大学毕业证硕士文凭证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
➒➌➎➏➑➐➋➑➐➐ Kalyan Matka Satta Matka Dpboss Matka Guessing Indian Matka
➒➌➎➏➑➐➋➑➐➐ Satta Matka Dpboss Matka Guessing Indian Matka Kalyan Matka
➒➌➎➏➑➐➋➑➐➐ Satta Matka Dpboss Matka Guessing Indian Matka Kalyan Matka
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
The Evolution and Impact of Hip Hop a cultural and artistic
The Evolution and Impact of Hip Hop a cultural and artistic
Media pictures
- 1. These are sketches that I drew first in pencil then I began to ink the sketches, so that I could scan it on to a computer. Then I used Photoshop to and Paint. Net to colour my pictures in.
- 2. Here is the sketch in black and white and the finished piece I used in my music video. The finished piece is used as a backdrop as the background of my music video. Originally the eyes in my music video were going to be animated as well, so that they followed the characters on screen. However this proved to time consuming and I wasn't able to complete that idea.
- 3. Here are to hand drawn sketches that I drew and inked scanned on to a computer. Later I would use Photoshop to make the rough edges smoother and to give them a bolder more professional look.