Media q 6 of 7
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The document discusses the various technologies used to construct a film project. Sony Vegas 9.0 was used to edit the video and was found to be very useful. A Samsung camcorder and tripod were used to film stable footage. The internet, blogs, social media, PowerPoint and laptops were utilized for research, communication, displaying work, and updating progress. These tools helped improve editing skills and allowed sharing of ideas to complete the technically correct film.
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Evaluation question four
The document discusses the various media technologies used at different stages of a project. Prezi was used to create presentations and improve the visual appeal of work. Microsoft PowerPoint was also used to create documents and presentations. A blog on Blogspot was created to upload documents and track progress. YouTube was used to upload videos for audience research, a music video, and storyboards. Photobooth and video cameras were used to film audience feedback and shots for the project. Adobe Photoshop and iMovie were used to design graphics and edit video clips despite being difficult to learn.
Q6 (1)
The document discusses various technologies used in creating a film project. A Nikon DSLR camera was used for filming and found to be light and easy to use. A tripod provided steady shots. An editing PC with two SD cards quickly edited footage. Blogger was used to document the process and present coursework, allowing videos and images to be uploaded. YouTube uploaded videos for embedding. Adobe Premier Pro was used to edit videos but required practice. Prezi, Popplet and Powtoon created presentations, though Powtoon was difficult to time text. WhatsApp communicated with group members and Wikipedia provided film information.
Question 4 evaluation
The document discusses the tools and software Curtis White used to create a film trailer and other media pieces for his course. He used his iPhone 5s to record footage for the trailer in 1080p resolution and slow motion. He found the MacBook Air confusing at first but eventually got used to using the trackpad. He relied on the school computers because he did not have the necessary editing software at home. YouTube and SlideShare provided inspiration and examples of other students' work. Dafont helped him find a suitable font for his magazine and poster. Adobe Premiere Pro and Photoshop became easier to use with practice and guidance from a professional editor. Google Blogger was initially complicated but he learned to navigate it and
Question 4
The student used several media technologies to plan, film, edit, and promote their music video project. They used a Canon DSLR camera to film footage in HD, utilized features like depth of field effects. Final Cut Pro was used to edit the video, where the student learned editing shortcuts. Photoshop and YouTube were also utilized to edit print materials and upload/promote the final music video. WhatsApp helped coordinate shoot times and Blogger allowed the student to document their process.
Evaluation question 4
The document discusses the use of various media technologies in the production of a music video. It describes using a camera to record the music video that has a long battery life, touch screen, and easy start/stop recording. Photoshop is mentioned as a complex but useful program for practicing with different tools and images. Google was used for research, definitions, and finding style models. iMovie, described as easy to use, was used to edit the entire music video. Microsoft Word was utilized for planning ideas and scheduling with the filming.
Question 6- What have you learnt about technologies from the process of const...
Luke McKendry learned several new skills related to hardware, software, and research technologies through constructing this product. He learned how to properly use a tripod and camera settings. With editing software, he picked up techniques like the Ken Burns tool and sound/video editing. Online tools like YouTube, Blogger, and Survey Monkey helped with research, data collection, and sharing results in an accessible way. His editing skills improved and are shown in the final product.
Evaluation question 6
The document discusses various technologies used in creating a media production project. It summarizes the key learnings about cameras, tripods, laptops, video editing software, blogging software, and evaluation tools. The camera's grid feature and rotating screen helped with shot placement. A tripod was useful for shots from uneven surfaces. Compatibility issues arose between the laptop and camera but were solved by using SD cards. Blogging software taught layout, spacing, and presentation techniques. Different tools helped present work in interesting, factual ways through animations, diagrams, videos, and slideshows.
Powerpoint
The student used several media technologies throughout the construction, research, planning, and evaluation stages of their project. Four cameras were used to film the music video, with the large camera being essential for the filming. A flip camera and two still cameras provided documentation and evidence of different stages. Final Cut Pro was utilized to edit the music video, teaching the student new skills. PowerPoint, SlideShare, and GIFs were employed to present work in an engaging visual format on blogs. Blogger documented the entire journey, Prezi offered an alternative presentation method, and Photoshop enhanced photos for ancillary work.
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Evaluation question four
The document discusses the various media technologies used at different stages of a project. Prezi was used to create presentations and improve the visual appeal of work. Microsoft PowerPoint was also used to create documents and presentations. A blog on Blogspot was created to upload documents and track progress. YouTube was used to upload videos for audience research, a music video, and storyboards. Photobooth and video cameras were used to film audience feedback and shots for the project. Adobe Photoshop and iMovie were used to design graphics and edit video clips despite being difficult to learn.
Q6 (1)
The document discusses various technologies used in creating a film project. A Nikon DSLR camera was used for filming and found to be light and easy to use. A tripod provided steady shots. An editing PC with two SD cards quickly edited footage. Blogger was used to document the process and present coursework, allowing videos and images to be uploaded. YouTube uploaded videos for embedding. Adobe Premier Pro was used to edit videos but required practice. Prezi, Popplet and Powtoon created presentations, though Powtoon was difficult to time text. WhatsApp communicated with group members and Wikipedia provided film information.
Question 4 evaluation
The document discusses the tools and software Curtis White used to create a film trailer and other media pieces for his course. He used his iPhone 5s to record footage for the trailer in 1080p resolution and slow motion. He found the MacBook Air confusing at first but eventually got used to using the trackpad. He relied on the school computers because he did not have the necessary editing software at home. YouTube and SlideShare provided inspiration and examples of other students' work. Dafont helped him find a suitable font for his magazine and poster. Adobe Premiere Pro and Photoshop became easier to use with practice and guidance from a professional editor. Google Blogger was initially complicated but he learned to navigate it and
Question 4
The student used several media technologies to plan, film, edit, and promote their music video project. They used a Canon DSLR camera to film footage in HD, utilized features like depth of field effects. Final Cut Pro was used to edit the video, where the student learned editing shortcuts. Photoshop and YouTube were also utilized to edit print materials and upload/promote the final music video. WhatsApp helped coordinate shoot times and Blogger allowed the student to document their process.
Evaluation question 4
The document discusses the use of various media technologies in the production of a music video. It describes using a camera to record the music video that has a long battery life, touch screen, and easy start/stop recording. Photoshop is mentioned as a complex but useful program for practicing with different tools and images. Google was used for research, definitions, and finding style models. iMovie, described as easy to use, was used to edit the entire music video. Microsoft Word was utilized for planning ideas and scheduling with the filming.
Question 6- What have you learnt about technologies from the process of const...
Luke McKendry learned several new skills related to hardware, software, and research technologies through constructing this product. He learned how to properly use a tripod and camera settings. With editing software, he picked up techniques like the Ken Burns tool and sound/video editing. Online tools like YouTube, Blogger, and Survey Monkey helped with research, data collection, and sharing results in an accessible way. His editing skills improved and are shown in the final product.
Evaluation question 6
The document discusses various technologies used in creating a media production project. It summarizes the key learnings about cameras, tripods, laptops, video editing software, blogging software, and evaluation tools. The camera's grid feature and rotating screen helped with shot placement. A tripod was useful for shots from uneven surfaces. Compatibility issues arose between the laptop and camera but were solved by using SD cards. Blogging software taught layout, spacing, and presentation techniques. Different tools helped present work in interesting, factual ways through animations, diagrams, videos, and slideshows.
Powerpoint
The student used several media technologies throughout the construction, research, planning, and evaluation stages of their project. Four cameras were used to film the music video, with the large camera being essential for the filming. A flip camera and two still cameras provided documentation and evidence of different stages. Final Cut Pro was utilized to edit the music video, teaching the student new skills. PowerPoint, SlideShare, and GIFs were employed to present work in an engaging visual format on blogs. Blogger documented the entire journey, Prezi offered an alternative presentation method, and Photoshop enhanced photos for ancillary work.
Question 6
The document discusses the technologies used in creating a film project. It describes using a Nikon D5300 camera with a tripod to film in HD quality. Online research of similar films helped gain ideas for filming. Survey Monkey was used to distribute surveys online to gather feedback from the public. A USB stick allowed transferring coursework between a laptop and class. Presentation software like Prezi and Keynote were used to create professional-looking projects. YouTube was utilized to upload and share the preliminary task and final film globally.
Evaluation – question 6
The student used various technologies throughout the three stages of their media production project including Blogger to document their work, Macs to complete tasks, cameras to film footage, Premier Pro to edit the film, and a sound booth to record narration. They learned that media production requires significant work to keep documentation updated and memory to remember edits. Neither the cameras nor Blogger had been used before by the student so learning to use these tools was a new experience, which ended up being easier than initially expected.
Evaluation 6
The document discusses various technologies used in creating a film project and what was learned from using each one. A video camera was used for filming and the learner gained skills in camera angles, movements, and proper shooting. A tripod was used to keep the camera steady during shots and tracking shots. iMovie was used to edit the film and the learner became proficient in its tools. Photoshop was used to create a logo and the learner discovered tools for creating moving images. Google was a useful search tool when help was needed with other programs. Overall the learner gained experience with various technologies through completing this film project.
Evaluation task 6.
The document discusses the various hardware, software, and online tools used to complete an evaluation task involving filming and editing a film opening. A video camera, tripod, and iMac were used to record and edit footage. Final Cut Pro and Photoshop were used for editing and creating graphics. Google was used for research, troubleshooting, and learning how to use the various tools. Slideshare and YouTube were utilized to upload and share work online. The document focuses on what was learned from using each tool, including gaining technical skills and confidence with the equipment and programs.
Question 6
The document discusses the various technologies the author learned to use while creating a media product. These included Microsoft PowerPoint, Word, SurveyMonkey, Blogger, Adobe Premiere Pro, photography equipment, and Photoshop. While some technologies like PowerPoint and Word were familiar, many others like SurveyMonkey, Blogger, and Photoshop were new to use. The author found Photoshop and Premiere Pro particularly challenging at first but gradually learned how to use their various tools effectively to complete tasks like editing videos and designing magazine pages. Overall, creating the media product provided an opportunity to learn many new technologies.
Using technology with our film opening
Mobile phones were the main method of communication for coordinating meetings and arranging times to film. WhatsApp group chats allowed the group to stay connected. A JVC camera was used to film, which provided high quality, easy to carry and transfer footage that could be reviewed after shooting. The internet and sites like Blogger, Facebook, Twitter, YouTube and Vimeo were crucial for presenting work, sharing photos and videos, researching other thrillers, and uploading the completed film opening. Mac computers were primarily used for editing the thriller, without which it could not have been completed. Final Cut Pro, while initially difficult to learn, became easier to use with time and help, and was essential for editing, adding sound, and
Evaluation post6 (2)
Through completing this project, the author learned about various online tools, software, and hardware. Google helped provide reliable research for the project. Slideshare allowed uploading files to a blog. YouTube taught how to embed videos in a blog. iMovie was an effective and easy to use editing software that taught video editing skills. Photoshop was used to design a logo and develop new photo editing skills. The video camera, tripod, and iMac computer were valuable resources for recording, editing, and researching footage for the project. Overall, hands-on experience with these technologies improved the author's technical, research, and multimedia skills.
Evaluation question 6
The student learned about various technologies through constructing a film project. They did not initially know how to use a tripod but learned it was helpful for long shots and smooth footage while filming scenes at the sea. They also learned to control the camera settings like brightness on a DSLR they had never used before. Editing software like Adobe Premiere and Photoshop taught the student how to cut video, add effects and transitions, and make a logo. A mobile phone, laptop, and online resources also supported the project by enabling contact, data storage, editing, and finding music and images.
Evaluation question 6
The student learned about various technologies through constructing their film project. They did not initially know how to use a tripod but learned it was helpful for long shots and smooth footage while filming scenes at the sea. They also learned to control the camera's features like brightness when shooting in bright conditions. Editing software like Adobe Premiere and Photoshop taught the student how to cut video, add effects, titles, and make a logo for the film. A mobile phone, laptop, and online resources also supported the project by allowing contact with others, data storage, editing, and finding music and images.
evaluation question 6
The document discusses various technologies used to create a thriller opening, including digital cameras, tripods, Apple computers, blogs, slideshows, surveys, YouTube, music websites, video editing software, and more. The student learned how to effectively use these technologies and saw their skills improve over time. Key technologies included digital cameras for filming, Apple computers for editing, blogs for sharing work, and video editing software to piece it all together.
Evaluation post6
Google, Slideshare, and YouTube helped the author gather research and learn how to embed videos and codes for their media project. Through using tools like IMovie, Photoshop, a video camera, tripod, and IMac, the author gained skills in video editing, image editing, camera angles, different camera shots, and using advanced computer resources for editing footage and research. Overall, the author learned how to use various online tools and software more efficiently and gained confidence in skills like video editing, camera work, and using design software.
Evaluation question 6
The document discusses the various technologies used to create a media product, including a camera, Final Cut Pro, and Motion. It describes learning to use each technology through online research in order to gain proficiency with the camera, editing software, and title design program and produce high quality footage, edits, and titles for the film opening. Research was key to becoming familiar and skilled with all the necessary software.
Evaluation 6
Cameras were used to film scenes for a movie project. While the picture and sound quality were good, handheld filming led to shaky footage. Mac computers were powerful for editing but took time to learn. Ordinary PCs were easier to use but less powerful. Final Cut Express was used for video editing and had useful tools but was time-consuming. YouTube was used to share videos but uses data. Prezi converted PowerPoints for the class blog. Blogger hosted all class work but was difficult to learn.
Evaluation post6
The document discusses various online tools, software, and hardware the author used to create a media project. They found Google useful for research and problem-solving. Slideshare allowed them to upload and embed files. Through using iMovie, the author learned how to confidently edit videos. Photoshop helped develop new skills for creating a logo. Recording with a high-quality video camera and tripod supported getting professional shots and angles for different camera movements. Overall, the author gained knowledge applicable to future projects.
Question 6
The student learned several new technologies through constructing their coursework product:
- They gained significant experience using Photoshop, which was initially challenging but they learned to use its full capabilities.
- While experienced with their Fujifilm camera, they learned new professional photography techniques like lighting and composition.
- Blogger was an unfamiliar software, but through using it for their coursework blog they now understand how it works and can navigate its interface.
6) what have you learnt about technologies?
The document discusses technologies learned during the process of constructing a magazine product. The author learned about InDesign, which is used widely in magazine production and layout. They also learned about Animoto, an online video creator, which they used to advertise their magazine genre. Additionally, the author gained experience using a Nikon DSLR camera and learned how to capture high quality images and videos. The author also discusses leveraging familiar technologies like Photoshop, Word, and SurveyMonkey, as well as social media platforms and new software like Blogger and Padlet.
Question 6 - fraser
The student learned several skills related to camera use, video editing, and production work through creating a film. They found operating the camera challenging at first but enjoyed experimenting with different shots. Editing software like iMovie was easy to use and allowed splitting audio tracks. The student's production skills improved significantly over the course, from cautious early shots to a better final product using a variety of shots without a difficult-to-use GoPro. To continue improving, the student aims to learn how to use a broader range of technologies.
As Media Evaluation Question 7
The document discusses the various technologies used by the author in their AS media course. This included Wordpress for blogging assignments, Apple iMacs and software like iMovie and Garageband for video editing. YouTube was used for research and sharing final projects. A school camera and tripod were also utilized to film video. Through completing coursework using these technologies, the author learned new skills like using Wordpress and uploading to YouTube, while improving abilities with familiar software like iMovie. They feel more prepared to continue studying media in the future.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and felt their skills with various software programs and equipment improved greatly over the course of the project.
Evaluation 5
The document discusses different techniques for attracting and engaging a movie audience. It describes using sounds like zombies and gunshots to create tension. Character development is also important, showing how the main character reacts to survive in an outbreak. Music is highlighted as key to keeping audience attention and setting the tone. A variety of camera shots and angles can please audiences by showing scenes from interesting perspectives. The document advocates ending on a cliffhanger to leave audiences wondering and attract their continued interest.
The Near Future of CSS
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
Classroom Management Tips for Kids and Adolescents
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
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Question 6
The document discusses the technologies used in creating a film project. It describes using a Nikon D5300 camera with a tripod to film in HD quality. Online research of similar films helped gain ideas for filming. Survey Monkey was used to distribute surveys online to gather feedback from the public. A USB stick allowed transferring coursework between a laptop and class. Presentation software like Prezi and Keynote were used to create professional-looking projects. YouTube was utilized to upload and share the preliminary task and final film globally.
Evaluation – question 6
The student used various technologies throughout the three stages of their media production project including Blogger to document their work, Macs to complete tasks, cameras to film footage, Premier Pro to edit the film, and a sound booth to record narration. They learned that media production requires significant work to keep documentation updated and memory to remember edits. Neither the cameras nor Blogger had been used before by the student so learning to use these tools was a new experience, which ended up being easier than initially expected.
Evaluation 6
The document discusses various technologies used in creating a film project and what was learned from using each one. A video camera was used for filming and the learner gained skills in camera angles, movements, and proper shooting. A tripod was used to keep the camera steady during shots and tracking shots. iMovie was used to edit the film and the learner became proficient in its tools. Photoshop was used to create a logo and the learner discovered tools for creating moving images. Google was a useful search tool when help was needed with other programs. Overall the learner gained experience with various technologies through completing this film project.
Evaluation task 6.
The document discusses the various hardware, software, and online tools used to complete an evaluation task involving filming and editing a film opening. A video camera, tripod, and iMac were used to record and edit footage. Final Cut Pro and Photoshop were used for editing and creating graphics. Google was used for research, troubleshooting, and learning how to use the various tools. Slideshare and YouTube were utilized to upload and share work online. The document focuses on what was learned from using each tool, including gaining technical skills and confidence with the equipment and programs.
Question 6
The document discusses the various technologies the author learned to use while creating a media product. These included Microsoft PowerPoint, Word, SurveyMonkey, Blogger, Adobe Premiere Pro, photography equipment, and Photoshop. While some technologies like PowerPoint and Word were familiar, many others like SurveyMonkey, Blogger, and Photoshop were new to use. The author found Photoshop and Premiere Pro particularly challenging at first but gradually learned how to use their various tools effectively to complete tasks like editing videos and designing magazine pages. Overall, creating the media product provided an opportunity to learn many new technologies.
Using technology with our film opening
Mobile phones were the main method of communication for coordinating meetings and arranging times to film. WhatsApp group chats allowed the group to stay connected. A JVC camera was used to film, which provided high quality, easy to carry and transfer footage that could be reviewed after shooting. The internet and sites like Blogger, Facebook, Twitter, YouTube and Vimeo were crucial for presenting work, sharing photos and videos, researching other thrillers, and uploading the completed film opening. Mac computers were primarily used for editing the thriller, without which it could not have been completed. Final Cut Pro, while initially difficult to learn, became easier to use with time and help, and was essential for editing, adding sound, and
Evaluation post6 (2)
Through completing this project, the author learned about various online tools, software, and hardware. Google helped provide reliable research for the project. Slideshare allowed uploading files to a blog. YouTube taught how to embed videos in a blog. iMovie was an effective and easy to use editing software that taught video editing skills. Photoshop was used to design a logo and develop new photo editing skills. The video camera, tripod, and iMac computer were valuable resources for recording, editing, and researching footage for the project. Overall, hands-on experience with these technologies improved the author's technical, research, and multimedia skills.
Evaluation question 6
The student learned about various technologies through constructing a film project. They did not initially know how to use a tripod but learned it was helpful for long shots and smooth footage while filming scenes at the sea. They also learned to control the camera settings like brightness on a DSLR they had never used before. Editing software like Adobe Premiere and Photoshop taught the student how to cut video, add effects and transitions, and make a logo. A mobile phone, laptop, and online resources also supported the project by enabling contact, data storage, editing, and finding music and images.
Evaluation question 6
The student learned about various technologies through constructing their film project. They did not initially know how to use a tripod but learned it was helpful for long shots and smooth footage while filming scenes at the sea. They also learned to control the camera's features like brightness when shooting in bright conditions. Editing software like Adobe Premiere and Photoshop taught the student how to cut video, add effects, titles, and make a logo for the film. A mobile phone, laptop, and online resources also supported the project by allowing contact with others, data storage, editing, and finding music and images.
evaluation question 6
The document discusses various technologies used to create a thriller opening, including digital cameras, tripods, Apple computers, blogs, slideshows, surveys, YouTube, music websites, video editing software, and more. The student learned how to effectively use these technologies and saw their skills improve over time. Key technologies included digital cameras for filming, Apple computers for editing, blogs for sharing work, and video editing software to piece it all together.
Evaluation post6
Google, Slideshare, and YouTube helped the author gather research and learn how to embed videos and codes for their media project. Through using tools like IMovie, Photoshop, a video camera, tripod, and IMac, the author gained skills in video editing, image editing, camera angles, different camera shots, and using advanced computer resources for editing footage and research. Overall, the author learned how to use various online tools and software more efficiently and gained confidence in skills like video editing, camera work, and using design software.
Evaluation question 6
The document discusses the various technologies used to create a media product, including a camera, Final Cut Pro, and Motion. It describes learning to use each technology through online research in order to gain proficiency with the camera, editing software, and title design program and produce high quality footage, edits, and titles for the film opening. Research was key to becoming familiar and skilled with all the necessary software.
Evaluation 6
Cameras were used to film scenes for a movie project. While the picture and sound quality were good, handheld filming led to shaky footage. Mac computers were powerful for editing but took time to learn. Ordinary PCs were easier to use but less powerful. Final Cut Express was used for video editing and had useful tools but was time-consuming. YouTube was used to share videos but uses data. Prezi converted PowerPoints for the class blog. Blogger hosted all class work but was difficult to learn.
Evaluation post6
The document discusses various online tools, software, and hardware the author used to create a media project. They found Google useful for research and problem-solving. Slideshare allowed them to upload and embed files. Through using iMovie, the author learned how to confidently edit videos. Photoshop helped develop new skills for creating a logo. Recording with a high-quality video camera and tripod supported getting professional shots and angles for different camera movements. Overall, the author gained knowledge applicable to future projects.
Question 6
The student learned several new technologies through constructing their coursework product:
- They gained significant experience using Photoshop, which was initially challenging but they learned to use its full capabilities.
- While experienced with their Fujifilm camera, they learned new professional photography techniques like lighting and composition.
- Blogger was an unfamiliar software, but through using it for their coursework blog they now understand how it works and can navigate its interface.
6) what have you learnt about technologies?
The document discusses technologies learned during the process of constructing a magazine product. The author learned about InDesign, which is used widely in magazine production and layout. They also learned about Animoto, an online video creator, which they used to advertise their magazine genre. Additionally, the author gained experience using a Nikon DSLR camera and learned how to capture high quality images and videos. The author also discusses leveraging familiar technologies like Photoshop, Word, and SurveyMonkey, as well as social media platforms and new software like Blogger and Padlet.
Question 6 - fraser
The student learned several skills related to camera use, video editing, and production work through creating a film. They found operating the camera challenging at first but enjoyed experimenting with different shots. Editing software like iMovie was easy to use and allowed splitting audio tracks. The student's production skills improved significantly over the course, from cautious early shots to a better final product using a variety of shots without a difficult-to-use GoPro. To continue improving, the student aims to learn how to use a broader range of technologies.
As Media Evaluation Question 7
The document discusses the various technologies used by the author in their AS media course. This included Wordpress for blogging assignments, Apple iMacs and software like iMovie and Garageband for video editing. YouTube was used for research and sharing final projects. A school camera and tripod were also utilized to film video. Through completing coursework using these technologies, the author learned new skills like using Wordpress and uploading to YouTube, while improving abilities with familiar software like iMovie. They feel more prepared to continue studying media in the future.
Liam coughlan evaluation 6
The document discusses the various technologies used in the production of a digital media project, including a digital camera, tripod, still camera, camera phone, Apple Mac computer, Blogger, Final Cut Express, Mobygratis, Survey Monkey, Youtube, Livetype, and Slideshare. The student learned how to effectively use each technology and felt their skills with various software programs and equipment improved greatly over the course of the project.
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Evaluation 5
The document discusses different techniques for attracting and engaging a movie audience. It describes using sounds like zombies and gunshots to create tension. Character development is also important, showing how the main character reacts to survive in an outbreak. Music is highlighted as key to keeping audience attention and setting the tone. A variety of camera shots and angles can please audiences by showing scenes from interesting perspectives. The document advocates ending on a cliffhanger to leave audiences wondering and attract their continued interest.
The Near Future of CSS
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
Classroom Management Tips for Kids and Adolescents
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
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Evaluation question 1
This document provides examples of different types of shots from music videos and asks the student to analyze similar shots from their own music video project. It includes sample shots that show a link between lyrics and visuals, shots that represent how a record company might want their artist portrayed, shots that illustrate the music genre, shots demonstrating intertextual references, camera work, lighting, mise-en-scene, and shots that show the student has watched other music videos. The student is asked to analyze comparable shots from their own video and explain how they meet the described conventions.
Dreamer task 1
This document summarizes how a short film used conventions of the psychological thriller genre to create a dream-like atmosphere through visual and audio effects. It established a dream sequence through changes in lighting, color effects, and continuity. Specifically, it altered colors during the dream from their normal hues. Sound was also manipulated, with natural sounds replaced by a dreamy score in one sequence. These techniques effectively conveyed to the audience that the main character was experiencing a dream versus reality.
Second set of drafts for my digi pack
This document contains the second set of draft edits for a digi-pack. The edits were done using Adobe Photoshop this time, which allowed the creator to achieve the desired effect for the images rather than something similar. You will see most pictures twice as the creator has chosen their favorite version and added text to it as it would appear on a store shelf. The next step is to edit and finish the image that will go behind the CD in the digi-pack.
Olivia task 6
We learned about several technologies from constructing our media product including YouTube for finding music, Dreamweaver for editing, Facebook for communication, Survey Monkey for research, Blogger for hosting our work, and Google for images.
Nick evaluation
The document discusses the film production's use of form and conventions to make the media product realistic. Costume, sound, lighting, editing, and visual effects were focused on to mimic real films. Costumes differentiated characters and ranks. Editing used typical Sicilian music to set atmosphere. Lighting changed colors between real life and acting scenes. Technology effects created a clean, professional company logo. Overall the production strived to be believable and "movie like."
Evaluation tasks 1 4 a2
The document discusses the various technologies used at different stages of creating a music video project, including editing software like Vegas and Publisher to edit the video and design marketing materials, a camera to film footage, Photoshop to edit photos, YouTube to get feedback on works in progress, and an iPod to play music during filming. The feedback received highlighted issues with lip syncing due to limitations of the editing software but was otherwise positive about the variety of shots in the video and design of marketing pieces once revised.
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The document analyzes the album cover, music video, and song "New Shoes" by Paolo Nutini. It discusses how the album cover does not clearly relate to the upbeat nature of the song. It then examines various shots and techniques used in the music video to illustrate and reinforce the lyrics and narrative about getting a new pair of shoes. Technical aspects like camera angles, lighting, and Nutini's expressions are described as conveying the story and mood of getting rid of old shoes for new ones.
Buried alive
Sam seeks revenge on Emma for killing his sister Kim by luring her to an isolated area, beating her unconscious, and burying her alive. The film is intended as a dark mystery/action thriller that draws in both male and female audiences by featuring a female lead character, Emma, and including some romantic elements between Sam and his deceased sister Kim. Various shots employ negative effects and low lighting to create an unsettling atmosphere.
Q4
The document summarizes the technologies used to construct a music video, including iPhone 5, Sony Vegas, Samsung camera, Adobe Photoshop CS2. It provides details on how Sony Vegas was used to input text, edit text effects and timing, and add an old film effect over the video. Photoshop was used to create digipacks, editing images and adding shadows to text. A Samsung camera was used for basic filming without HD for an older look.
Second set of drafts for my digi pack
This document contains the second set of draft edits for a digi-pack. The edits were done using Adobe Photoshop this time, which allowed the creator to achieve the desired effect for the images rather than something similar. The pictures are shown twice to display the preferred version with text overlaid as if on a store shelf. The next step is to edit the image that will go behind the CD in the digi-pack to complete all of the drafts.
Preliminary question 7
In our preliminary task, we did not include music because it would not fit with the short film. However, for the final film, we used soft background music to create a relaxed atmosphere and surprise the audience. Through using sound effects, we were able to set a peaceful tone for the school setting in the film.
Creating credits was easier for the preliminary task since it only had one shot, but adding credits throughout the longer final film with multiple shots required more difficult editing. This challenge improved my skills and understanding of editing credits into films.
While we did not use camera effects for the basic preliminary task, we felt they would enhance the advertising film by showing someone watching suspicious footage, combining a live shot with filmed reaction.
Evaluation 6
This document discusses adding text and editing video and sound for a point-of-view shot effect. It mentions adding text, editing video and sound, and using a pov shot effect in a project.
The departed
The document provides descriptions of 9 pictures from the film The Departed. The pictures show: 1) a timeline of events, 2) people fighting, suggesting tensions, 3) a bus with a broken window where a black person sits, indicating racism, 4) police in riot gear lined up, implying citizen unrest. Later pictures show: 5) an establishing shot of Boston, 6) a mysterious man talking in a voiceover without showing his face, 7) the man receiving money in a shop, suggesting criminal activity, 8) a boy looking at the mysterious man, implying his importance, and 9) the man holding the boy's hand after giving him groceries, showing his kindness.
Analysis of house music updated
The document provides an analysis of the music video for the song "Feed the Dada" by Dada Life. It summarizes the various camera techniques used in the video including unconventional shots, close-ups of facial expressions, and shots that correspond to the rhythm of the music. It also analyzes elements of mise-en-scene such as the costumes worn by the artists and the use of an iPod and speakers to set up the party atmosphere. Overall, the document analyzes how the camera work and visual elements are used to illustrate the lyrics and genre of house music.
What have you learned from your audience feed evaluation 3
This document discusses the improvements made to a final music video based on feedback from a rough cut. Feedback on the rough cut suggested starting the video in black and white to create an abnormal effect that fit the track. It also prompted learning how to use effects in Vegas to add elements like swirls on passing cars. Feedback on initial magazine ads and a digital pack created in Word and PowerPoint led to enhancing them in Photoshop with edited images and fonts fitting the desired look. Overall, audience feedback played a large role in improving the final products.
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Similar to Media q 6 of 7
What have you learnt about technologies from the process of constructing this...
The document describes the various tools, software, equipment, and technologies that were used to create a film poster and edit videos. It discusses learning to use Photoshop, Premiere, Audacity, Prezi, Blogger, YouTube, and other programs. A camera, tripod, headphones, phone, computer, and USB drive were utilized. Effects, transitions, titles, and layers were added. Photos were taken, edited, and incorporated into the poster and videos. Work was shared online and feedback was collected through surveys.
Q4 evaluation
The document discusses the use of various new media technologies in creating a video project. It describes using an iMac and MacBook with software like Soundtrack Pro, Final Cut Pro, and Photoshop to construct a soundtrack, edit video footage, and create designs. It also discusses using online tools like YouTube, Google, Blogger, Blurb, Prezi, and SlideShare for research, planning, production, and evaluation. Social media sites like Facebook and Twitter were utilized for audience feedback. Additional technologies mentioned include an MP3 player, Blackberry smartphone, video cameras, scanner, and print screen function.
question4
The document discusses the various new media technologies used during the construction, planning, research, and evaluation stages of a music video project. These included Unsigned.com for finding music, Google for planning and research, SlideShare for uploading presentations, SurveyMonkey for collecting feedback, Blogger for blogging, YouTube for testing ideas and finding examples, HD cameras for filming, Bluetooth and Blackberries for sharing photos, Final Cut Express for editing, Microsoft Word and PowerPoint for creating collages and presentations, iMacs for running programs, and Photoshop for designing posters and digital packages.
Presentationkr
The document discusses the various new media technologies used during the construction, planning, research, and evaluation stages of a music video project. These included Unsigned.com for finding music, Google for planning and research, SlideShare for uploading presentations, SurveyMonkey for collecting feedback, Blogger for blogging, YouTube for testing ideas and finding examples, HD cameras for filming, Bluetooth and Blackberries for sharing photos, Final Cut Express for editing, Microsoft Word and PowerPoint for creating collages and presentations, iMacs for the powerful programs, and Photoshop for designing posters and digital packages.
Q4 evaluation
The document discusses the use of various new media technologies in the production of a video project. Technologies used included iMac and MacBook for soundtrack production and video editing using Soundtrack Pro and Final Cut Pro. Photoshop was used for ancillary tasks, though it was challenging as a new program. Research was conducted online using YouTube, Google, and social media sites. Presentations were created using Prezi, SlideShare, and Xtranormal and uploaded to blogs and social media for feedback. Camera equipment, smartphones, MP3 players, and scanners were also used at various stages of planning, production, and evaluation.
Evaluation 4
The group used new media technologies like YouTube, Instagram, and Twitter during the research, planning, and evaluation stages of creating a music video. They researched music video codes and conventions online to help plan their own video. Software like Photoshop, Fireworks, and iMovie were used to complete tasks like creating graphics, editing footage, and embedding content to their blog. Surveys were distributed using SurveyMonkey to get audience feedback and improve their work.
Question 4 evaluation
The document discusses the tools and software Curtis White used to create a film trailer and other media pieces for his course. He used his iPhone 5s to record footage for the trailer in 1080p resolution and slow motion. He found the MacBook Air confusing at first but eventually got used to using the trackpad. He relied on the school computers because he did not have the necessary editing software at home. YouTube and SlideShare provided inspiration and examples of other students' work. Dafont helped him find a suitable font for his magazine and poster. Adobe Premiere Pro and Photoshop became easier to use with practice and guidance from a professional editor. Google Blogger was initially complicated but he learned to navigate it and
Evaluation 6
Through creating a media project, the document discusses learning new skills and features of various technologies. These include learning how to use features of a HD camcorder like zooming and lighting, as well as how to use a tripod smoothly. The document also discusses learning to edit video using iMovie, share files through Google Drive, use Pinterest and Prezi for presentations, record audio using Garage Band, and find copyright-free music on Incompetech.
Question 4 technology
Question 4 of evaluation- All technology, both hardware and software we used to make our products and record on our blog.
Evaluation question 6
The document discusses the various technologies used in creating a film project. It describes learning to use Premiere Pro for video editing, WordPress for blogging, Illustrator for graphic design, and a Nikon camera for filming. Facebook Messenger, YouTube, phones, school computers, Freesound, PowerPoint, and school email were also utilized. While some programs like WordPress and phones were easy to pick up, others like Premiere Pro had a learning curve. Overall the document reflects on both the challenges and benefits of using different technologies for a collaborative, multi-media project.
Evaluation question 6
Throughout the process of creating their film opening, the document discusses several technologies the students used and what they learned from using each one. They used Macs to edit and research for the film, learning how to use the software. Blogger was used to track progress and share updates, where they learned to create and post blogs. Premiere Pro was used to edit the film, where they picked up skills like using in and out points. Live Type was used to add titles, teaching how to insert fonts and animations. Facebook helped with group communication and YouTube provided tutorials and a way to upload videos. Overall, the students gained experience with various software through completing this project.
Question 4. How did you use new media technologies in the construction, resea...
How did you use new media technologies in the construction, research and planning and evaluation stages?
Q6 real one
The document discusses the various technologies used in constructing a thriller film opening. A Nikon 3200 DSLR camera and tripod were used to film shots. An editing PC with Adobe Premier Pro CS6 was used to edit the videos and combine shots. Blogger was used to document the process and embed videos and technologies. YouTube uploaded videos to blogger. Other technologies discussed include Prezi for presentation, Popplet for mind mapping, Powtoon for animation, WhatsApp for group communication, and Wikipedia for research.
Q3 - Mazlum Topcu
The document discusses the use of various media technologies in the production of a music video. Social media platforms like Twitter and Instagram were used to interact with fans and share snippets of the video production process. Blogging helped plan and track progress. YouTube was used to share test shots and bloopers with audiences. Video and photo editing software like Photoshop, Camtasia, and Final Cut Pro were used to produce and refine the music video and ancillary materials. A variety of cameras, microphones, and mobile devices helped with filming and sharing files between the production team. Overall, the technologies supported planning, production, and audience engagement throughout the project.
Evaluation question 6 – what have you learnt
The document discusses the various technologies used to create a film, including hardware like Mac computers and cameras, software like editing programs, and online tools. It describes how each were used, such as using Macs for editing and downloading footage, cameras for filming, and tripods to keep shots steady. Sound equipment was also discussed. Various software programs were used for editing, titles, and presenting research, as well as online sites like YouTube and blogs to share the work. With practice, the document indicates all the technologies became easier to use for the filmmaking process.
Evaluation 6
I learned several new technologies from constructing this product:
1) I gained experience using new software like Adobe After Effects and filming/editing tools to put together a title sequence.
2) Using the internet, I was able to find copyright-free music and gather information from sites like YouTube and Google to aid in planning.
3) Working with a camera helped me improve my filming skills, like using zoom and keeping the image steady, to effectively convey meaning.
Evaluation 4 planning
The document discusses the various technologies used during the planning, production, and evaluation of a media project. It describes technologies like Google, PowToon, PowerPoint, YouTube, Prezi, Survey Monkey, email, Microsoft Word, Final Cut Pro, iPhone, SlideShare, Apple Mac, Fireworks, and iMovie. For each technology, it provides details on what it was used for, potential pros like ease of use and professional appearance, and cons such as glitches, outdated computers, and storage limitations. Overall, the document evaluates the effectiveness of different tools at each stage of the media project.
Evaluation 6) what have you learnt about
The document discusses the author's experience using various technologies for a school project. It describes using YouTube to upload videos and receive feedback, using a headset to record audio files, and using a scanner to upload images. It also discusses using Microsoft Office applications like Excel, PowerPoint, and Word to create schedules, organize thoughts, and present information. The author feels comfortable with basic internet use but learned new skills like using blogs. Technical issues arose with a video camera but were resolved. Photoshop was used to add sound effects to video footage. Social media was used to gather feedback. Sound recording software was difficult to navigate initially but used successfully later. The author is familiar with video cassettes and became knowledgeable in using Adobe Pre
Question 6: Media technologies
The document discusses various technologies the student used in constructing a teen movie opening project. They found Prezi useful for presenting pitch ideas in an organized, professional manner. Blogger allowed them to document the project's progress and store ideas. Camera equipment like tripods and flip cams helped capture footage and research. Final Cut Pro enhanced their video editing skills. Creative Commons provided copyright-free music. Timetoast and Motion helped with timelines and animated logos. Blogger and Slideshare apps facilitated mobile blogging and presentations. The student feels more confident using these technologies and presenting ideas differently.
Evaluation question- 6
The document discusses the technologies and skills the author learned through creating a film project. They gained experience using cameras, editing software like Final Cut Express, and platforms like YouTube, Facebook, and Blogger. Editing the preliminary task took 5 weeks while the final project only took 2 weeks, showing how their skills improved. Rendering was important for consistent editing. Overall, the author discusses the various software, websites, and equipment used at different stages of creating and distributing their media product.
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What have you learnt about technologies from the process of constructing this...
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Media q 6 of 7
- 1. What have you learnt about technologies from the process of constructing this product?
- 2. Sony Vegas Sony Vegas 9.0 is the software we used to edit our video. We found it very useful and we had great success with it. We used this software to edit our whole film and it was a very useful tool to have. We have also been able to improve our editing skills to make our film as technically correct as possible.
- 3. This is what we used to put the text on the screen to show who the editors, producers etc were.
- 4. This is where we had to play with the lighting so all the shots were the same and there were no continuity errors.
- 5. This is where we edited all the clips into one. It shows how we had to take more than one shot to get the correct continuity.
- 6. Video Camera The camera we used was a Samsung memory camcorder. We used a tripod to hold our camera in a position where it was stable so we would get the most out of our filming.
- 7. Internet We used the internet a lot in researching about our filming process and to find out about what people we can associate with our genre. We used Blogger to show anyone in the world what we are doing. Is was extremely useful and quick and easy. We could upload photos or PowerPoint's when we wanted to show our progress in our work.
- 8. I also used social networking to get ideas across to show what we have been doing. We used: Twitter Facebook We used these sites to contact each other and to portray our ideas.
- 9. PowerPoint I have used PowerPoint to display my questions on the blog as I found it the easiest way to do so. I have been successful in doing this. Before putting it on the blog, you have to change it and save it into a JPEG format so the computer is able recognize it and let you put it on the blog. This is also a really simple way for people to follow what I am doing and the progress we are making as a group. We learnt that this was the best way for showing off our work.
- 10. Laptop I used my laptop to make all my PowerPoint's for the questions and for updating my blog. The reason I used my laptop is because I am able to work on it where ever I go and I am able to keep up to date. I used a desktop computer to edit the film as I did not have the software on my laptop to do so. I have learnt how to use the internet to make us able to get our ideas across.