Microphone
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The document discusses the production of a student film. It summarizes that no microphones were used for filming since most sound was added in later as voiceovers, and an audio recorder was used to capture voiceovers and emphasize a fall. It also notes that two different cameras were used for filming, with differing quality, and that Premiere Elements was used for editing but initially caused issues. Lighting techniques like fill lights and reflectors were employed to improve image quality.
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equipment used
The document discusses the production of a student film. It describes using a Zoom audio recorder to get clear voiceovers and emphasize sound effects. It discusses using different cameras - a Panasonic and JVC - and learning that they capture footage differently. It also covers editing the footage in Premiere Elements, including adding effects like speed ramps, and adjusting lighting with a fill light and reflector.
Evaluation Question 6
The document discusses various technologies used in creating a film project, including:
- An HD camera that allowed for better definition and rack focusing shots.
- Tripods and other equipment to keep the camera steady for shots like panning and tilting.
- Different microphones to reduce wind noise during exterior shots and cut down on background noise in close-ups.
- Lighting, including fill lights, back lights, and key lights, to mimic weather conditions and create a daylight effect.
- Adobe Premiere Elements for editing together pieces, adding/changing sounds, and creating title animations.
- Garageband to create copyright-free music to set the tone without being
Evaluation question 6
The document discusses the use of various technologies for filming and editing a student film project. It describes using a Canon video camera to film scenes and having some difficulties with framing shots. It also discusses lighting challenges both outdoors and indoors, and using microphones to capture dialogue outdoors. For editing, the document mentions learning to use Adobe Premiere Elements and applying effects to enhance footage. It concludes that gaining experience using these technologies was a valuable learning experience and will help with future film projects.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, free online music sources, Garageband for original music composition, portable studio lights for lighting issues, and Adobe Premier Elements for easy and accessible video editing. Key lessons were that portable lights could cause shadows or end up in shots, and that natural outdoor lighting worked well without issues.
6
The document discusses challenges faced and lessons learned during the production of a film shot by students. It describes issues with shaky camera footage that was re-shot using a Steadicam mount, but which still came out shaky due to incorrect settings. Slow motion footage of falling petals was captured separately on a stills camera. Audio was recorded using a boom microphone to minimize background noise. Colored gels were used with lights to create different lighting effects. Adobe Premier software provided advanced editing features but also presented challenges since the production team lacked music editing skills. Various Premier effects - including chroma key, titles, and motion/key frames - were utilized.
Question 6
The document discusses various technologies used in constructing a video project, including a high-definition camera that captured better quality pictures and allowed adjusting settings, a microphone with a boom stick plugged into the camera to record audio, and Adobe Premiere Pro to edit shots, adjust audio levels, add transitions, and export the final video to YouTube.
Question 6
The document summarizes what was learned about using various technology during the construction of a film. It discusses using a digital SLR camera to control ISO and zoom, which helped make shots look more professional in dark locations and vary shot types. It also describes using a tripod to keep shots steady and allow tilting and height adjustment for different angles. A dolly was used to allow the camera to move in tracking or arc movements for a smooth professional look. Adobe Premiere software allowed editing shots, adding effects like filters to convey feelings, and transitions like dissolves for pacing and flow. Practical lights were adjusted for amount of light and brought in to expose actors in dark locations while maintaining the desired lighting look.
Malice in manhattan equipment
The document discusses the technologies used and lessons learned during the production of a film noir opening sequence. A Panasonic HD video camera was used for filming and a tripod was important for smooth camera movements and eliminating shakiness. Final Cut Pro software allowed editing footage into black and white, adding filters and titles. Sound effects from online sources and a film noir soundtrack enhanced the atmosphere. Lighting posed challenges but created the desired noir style. Overall the production process taught the importance of planning, equipment, and software for professional quality results.
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equipment used
The document discusses the production of a student film. It describes using a Zoom audio recorder to get clear voiceovers and emphasize sound effects. It discusses using different cameras - a Panasonic and JVC - and learning that they capture footage differently. It also covers editing the footage in Premiere Elements, including adding effects like speed ramps, and adjusting lighting with a fill light and reflector.
Evaluation Question 6
The document discusses various technologies used in creating a film project, including:
- An HD camera that allowed for better definition and rack focusing shots.
- Tripods and other equipment to keep the camera steady for shots like panning and tilting.
- Different microphones to reduce wind noise during exterior shots and cut down on background noise in close-ups.
- Lighting, including fill lights, back lights, and key lights, to mimic weather conditions and create a daylight effect.
- Adobe Premiere Elements for editing together pieces, adding/changing sounds, and creating title animations.
- Garageband to create copyright-free music to set the tone without being
Evaluation question 6
The document discusses the use of various technologies for filming and editing a student film project. It describes using a Canon video camera to film scenes and having some difficulties with framing shots. It also discusses lighting challenges both outdoors and indoors, and using microphones to capture dialogue outdoors. For editing, the document mentions learning to use Adobe Premiere Elements and applying effects to enhance footage. It concludes that gaining experience using these technologies was a valuable learning experience and will help with future film projects.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, free online music sources, Garageband for original music composition, portable studio lights for lighting issues, and Adobe Premier Elements for easy and accessible video editing. Key lessons were that portable lights could cause shadows or end up in shots, and that natural outdoor lighting worked well without issues.
6
The document discusses challenges faced and lessons learned during the production of a film shot by students. It describes issues with shaky camera footage that was re-shot using a Steadicam mount, but which still came out shaky due to incorrect settings. Slow motion footage of falling petals was captured separately on a stills camera. Audio was recorded using a boom microphone to minimize background noise. Colored gels were used with lights to create different lighting effects. Adobe Premier software provided advanced editing features but also presented challenges since the production team lacked music editing skills. Various Premier effects - including chroma key, titles, and motion/key frames - were utilized.
Question 6
The document discusses various technologies used in constructing a video project, including a high-definition camera that captured better quality pictures and allowed adjusting settings, a microphone with a boom stick plugged into the camera to record audio, and Adobe Premiere Pro to edit shots, adjust audio levels, add transitions, and export the final video to YouTube.
Question 6
The document summarizes what was learned about using various technology during the construction of a film. It discusses using a digital SLR camera to control ISO and zoom, which helped make shots look more professional in dark locations and vary shot types. It also describes using a tripod to keep shots steady and allow tilting and height adjustment for different angles. A dolly was used to allow the camera to move in tracking or arc movements for a smooth professional look. Adobe Premiere software allowed editing shots, adding effects like filters to convey feelings, and transitions like dissolves for pacing and flow. Practical lights were adjusted for amount of light and brought in to expose actors in dark locations while maintaining the desired lighting look.
Malice in manhattan equipment
The document discusses the technologies used and lessons learned during the production of a film noir opening sequence. A Panasonic HD video camera was used for filming and a tripod was important for smooth camera movements and eliminating shakiness. Final Cut Pro software allowed editing footage into black and white, adding filters and titles. Sound effects from online sources and a film noir soundtrack enhanced the atmosphere. Lighting posed challenges but created the desired noir style. Overall the production process taught the importance of planning, equipment, and software for professional quality results.
Editing process
The document describes the process of editing video clips for a psychological thriller film project. Key steps included:
1) Uploading clips to iMovie and shortening them to select the most useful portions.
2) Dragging the "best" clips into the project section to watch together and practice transitions.
3) Choosing transitions like "fade to black" to portray flashbacks differently than reality scenes.
4) Further shortening clips and adding more "cut" transitions in the project section.
Editing Stages
This document discusses various editing techniques used in Adobe Premiere Pro for a documentary project. It explains how to add titles in interviews by creating a new title with default settings. It also discusses using video effects to adjust brightness and contrast to fit the dark, dismal tone of a documentary about riots. Additionally, it covers using position and scale tools to straighten crooked shots and zoom in slightly to reduce visibility of black borders. Finally, it briefly mentions importing footage and music by dragging and dropping files from the import box.
Sound
Digital audio and acoustics courses available online could help improve understanding of sound for future media productions. The document discusses sound resources at the school like Final Cut Pro, Audacity, lapel microphones, rode microphones, and boom microphones. For the production "Reflux", Final Cut Pro and a rode microphone were used since actors were near the camera. Microphone choice is influenced by factors like camera-actor distance, sound quality needs, weather conditions, and location. Considering these elements can help choose the best microphone to record high quality sound.
Film and editing equipment and technology
The document discusses the equipment used to film a movie trailer, including a Canon DSLR camera, tripod, Apple Mac, and various software programs. It notes that the DSLR camera provided high quality images and manual control. A tripod was used for static shots while most filming was handheld. An Apple Mac was used to access editing software like Photoshop and Premiere Pro to edit scenes and add titles/effects. Basic torches and phone flashes provided lighting for indoor scenes shot in dark conditions.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
How did you use new media technologies in the construction, research and plan...
How did you use new media technologies in the construction, research and planning and evaluation stages?
Evaluation question 6
Using various lighting techniques, the document discusses problems encountered and lessons learned during the construction of a film project. It discusses using multiple movie lights to achieve the right lighting levels and deciding to use the sun as a backlight. It also discusses learning how to maintain light levels and adjust brightness. Additionally, it discusses problems with microphones like static and ambient noise, and learning to use clip-on microphones. It discusses using a camera capable of throw focus and learning how to achieve this effect. It also discusses building editing skills like using filters and advanced titles.
Evaluation of hardware
The document summarizes the improvements made to the student's hardware, software, and filming skills between their foundation and advanced media portfolios. For their advanced portfolio, the student used more advanced editing techniques in Premiere Pro, adjusted the aperture, ISO, and f-stop on the DSLR camera to control lighting in night shots, used the tripod for different camera angles and movements, recorded higher quality audio using Garageband, and administered online surveys through Survey Monkey to collect audience feedback.
Evaluation of hardware used
The document evaluates the hardware used to create a project in Premiere Pro. It discusses using Premiere Pro to edit video, cut and sync music, and add color correction and transitions. It also discusses using Garageband to edit sound recordings for voiceovers, using Survey Monkey to collect audience feedback, using a DSLR camera in manual mode to film shots, using Open Broadcaster Software to record evaluations, and using tripods to stabilize shots for better image quality compared to handheld filming.
Technical research
Sound quality is very important for film production, so sound checks must be done before starting and locations scouted for sound quality. Lighting will depend on the background, using a key light, hair light, and possibly a fill light created by reflecting another light. As multiple cameras will be used, they need to be on fully manual mode to ensure consistent exposure and white balance across cameras for continuity in the production.
Post production diary
Abi assisted by providing feedback on the different effects and fonts I was trying,
helping me decide which looked best. She also double checked that the text was clear to
read against the videos.
Next steps: Render the titles and save them in our area so that Grace can add them into our
opening sequence when she continues editing on Tuesday.
Task 6
Through editing their thriller film and using technologies like Final Cut, filters, titles, and Garage Band, the document discusses several things the author has learned about film technologies. They used filters in Final Cut to color correct a bedroom scene to appear as early morning lighting. They imported a font from dafont.com for their titles and added a typewriter effect. For sound, they created a soundtrack in Garage Band and learned to customize timing and layer tracks.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Equipment used
The document summarizes the equipment used to film scenes for a short film, including:
A Canon 700D DSLR camera was used for its 18 megapixel resolution and ability to capture clear photos and video. The camera was mounted on a tripod to allow for smooth panning and tracking of actors.
Audio was recorded using a Zoom H4N handheld recorder and boom microphone. The boom microphone provided high quality audio by positioning it above actors' heads. It was brought closer during important scenes like voiceovers. Managing the boom microphone to be out of frame while capturing clear audio was a challenge.
Colour Grading - Lost in the Eve
The filmmakers color graded their short film because they had filmed during the day for scheduling reasons, despite the film being set at night. Color grading was needed to make the footage appear darker, as the cameras used were not suitable for low light conditions. They tested using Adobe Premiere Pro for color grading but found it made the test footage look too blue. Instead, they used Edius Pro 7, which allowed color grading in three stages for improved quality - equalizing colors across footage, adding a yellow layer to darken tones, and a blue layer with lowered opacity to avoid an unnecessary blue tint.
Construction of the product
The document discusses the audio and filming challenges faced in creating a short film. It summarizes problems with limited computing power hindering audio quality, challenges syncing sound effects recorded post-production, and difficulties achieving believable dialogue with ADR. It also describes the filmmaker's camera rig, use of color grading and compositing to blend footage and achieve desired visual effects.
Practice intro:
The student had to correct the credits font in their practice intro video based on teacher feedback. They found it difficult to install new fonts as they had never done it before. By watching a YouTube tutorial, they learned how to install fonts and were able to update the credits with a more appropriate font for their genre. For their opening credits, they tried to create a tense atmosphere through long shots, shadows, and filters to make the images dim and grainy. This editing aimed to make the viewer feel uneasy and intense as the story began.
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A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, maior tela e bateria de longa duração. O dispositivo também possui processador mais rápido e armazenamento expansível. O novo modelo será lançado em outubro por um preço inicial de US$799.
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Editing process
The document describes the process of editing video clips for a psychological thriller film project. Key steps included:
1) Uploading clips to iMovie and shortening them to select the most useful portions.
2) Dragging the "best" clips into the project section to watch together and practice transitions.
3) Choosing transitions like "fade to black" to portray flashbacks differently than reality scenes.
4) Further shortening clips and adding more "cut" transitions in the project section.
Editing Stages
This document discusses various editing techniques used in Adobe Premiere Pro for a documentary project. It explains how to add titles in interviews by creating a new title with default settings. It also discusses using video effects to adjust brightness and contrast to fit the dark, dismal tone of a documentary about riots. Additionally, it covers using position and scale tools to straighten crooked shots and zoom in slightly to reduce visibility of black borders. Finally, it briefly mentions importing footage and music by dragging and dropping files from the import box.
Sound
Digital audio and acoustics courses available online could help improve understanding of sound for future media productions. The document discusses sound resources at the school like Final Cut Pro, Audacity, lapel microphones, rode microphones, and boom microphones. For the production "Reflux", Final Cut Pro and a rode microphone were used since actors were near the camera. Microphone choice is influenced by factors like camera-actor distance, sound quality needs, weather conditions, and location. Considering these elements can help choose the best microphone to record high quality sound.
Film and editing equipment and technology
The document discusses the equipment used to film a movie trailer, including a Canon DSLR camera, tripod, Apple Mac, and various software programs. It notes that the DSLR camera provided high quality images and manual control. A tripod was used for static shots while most filming was handheld. An Apple Mac was used to access editing software like Photoshop and Premiere Pro to edit scenes and add titles/effects. Basic torches and phone flashes provided lighting for indoor scenes shot in dark conditions.
Question 6 draft
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
How did you use new media technologies in the construction, research and plan...
How did you use new media technologies in the construction, research and planning and evaluation stages?
Evaluation question 6
Using various lighting techniques, the document discusses problems encountered and lessons learned during the construction of a film project. It discusses using multiple movie lights to achieve the right lighting levels and deciding to use the sun as a backlight. It also discusses learning how to maintain light levels and adjust brightness. Additionally, it discusses problems with microphones like static and ambient noise, and learning to use clip-on microphones. It discusses using a camera capable of throw focus and learning how to achieve this effect. It also discusses building editing skills like using filters and advanced titles.
Evaluation of hardware
The document summarizes the improvements made to the student's hardware, software, and filming skills between their foundation and advanced media portfolios. For their advanced portfolio, the student used more advanced editing techniques in Premiere Pro, adjusted the aperture, ISO, and f-stop on the DSLR camera to control lighting in night shots, used the tripod for different camera angles and movements, recorded higher quality audio using Garageband, and administered online surveys through Survey Monkey to collect audience feedback.
Evaluation of hardware used
The document evaluates the hardware used to create a project in Premiere Pro. It discusses using Premiere Pro to edit video, cut and sync music, and add color correction and transitions. It also discusses using Garageband to edit sound recordings for voiceovers, using Survey Monkey to collect audience feedback, using a DSLR camera in manual mode to film shots, using Open Broadcaster Software to record evaluations, and using tripods to stabilize shots for better image quality compared to handheld filming.
Technical research
Sound quality is very important for film production, so sound checks must be done before starting and locations scouted for sound quality. Lighting will depend on the background, using a key light, hair light, and possibly a fill light created by reflecting another light. As multiple cameras will be used, they need to be on fully manual mode to ensure consistent exposure and white balance across cameras for continuity in the production.
Post production diary
Abi assisted by providing feedback on the different effects and fonts I was trying,
helping me decide which looked best. She also double checked that the text was clear to
read against the videos.
Next steps: Render the titles and save them in our area so that Grace can add them into our
opening sequence when she continues editing on Tuesday.
Task 6
Through editing their thriller film and using technologies like Final Cut, filters, titles, and Garage Band, the document discusses several things the author has learned about film technologies. They used filters in Final Cut to color correct a bedroom scene to appear as early morning lighting. They imported a font from dafont.com for their titles and added a typewriter effect. For sound, they created a soundtrack in Garage Band and learned to customize timing and layer tracks.
Preliminary task evaluation
The group worked well together and completed the task on deadline to a good standard given their experience level. They filmed various techniques as required and the editing flowed well together, though the audio quality was occasionally low and the sound got slightly out of sync in places during editing. They used different camera techniques like tripods and steady cams and storyboarded and filmed multiple shots for flexibility in editing to polish the film. While sound quality needed improvement, the preliminary task went better than expected overall.
Equipment used
The document summarizes the equipment used to film scenes for a short film, including:
A Canon 700D DSLR camera was used for its 18 megapixel resolution and ability to capture clear photos and video. The camera was mounted on a tripod to allow for smooth panning and tracking of actors.
Audio was recorded using a Zoom H4N handheld recorder and boom microphone. The boom microphone provided high quality audio by positioning it above actors' heads. It was brought closer during important scenes like voiceovers. Managing the boom microphone to be out of frame while capturing clear audio was a challenge.
Colour Grading - Lost in the Eve
The filmmakers color graded their short film because they had filmed during the day for scheduling reasons, despite the film being set at night. Color grading was needed to make the footage appear darker, as the cameras used were not suitable for low light conditions. They tested using Adobe Premiere Pro for color grading but found it made the test footage look too blue. Instead, they used Edius Pro 7, which allowed color grading in three stages for improved quality - equalizing colors across footage, adding a yellow layer to darken tones, and a blue layer with lowered opacity to avoid an unnecessary blue tint.
Construction of the product
The document discusses the audio and filming challenges faced in creating a short film. It summarizes problems with limited computing power hindering audio quality, challenges syncing sound effects recorded post-production, and difficulties achieving believable dialogue with ADR. It also describes the filmmaker's camera rig, use of color grading and compositing to blend footage and achieve desired visual effects.
Practice intro:
The student had to correct the credits font in their practice intro video based on teacher feedback. They found it difficult to install new fonts as they had never done it before. By watching a YouTube tutorial, they learned how to install fonts and were able to update the credits with a more appropriate font for their genre. For their opening credits, they tried to create a tense atmosphere through long shots, shadows, and filters to make the images dim and grainy. This editing aimed to make the viewer feel uneasy and intense as the story began.
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Question 6
The document discusses the various technologies used to create a film project, including:
- A Panasonic HD900 camera with better definition and focus varying preferences that allowed varied shot choices.
- Tripods and other equipment to keep the camera steady for shots like panning and tilting. A low tripod was used for an opening pan shot.
- Lighting, including fill lights, back lights, and key lights, to create desired shadows and mimic weather conditions.
- Adobe Premiere Elements for editing shots, sound, adding effects, and creating a logo animation.
- Garageband to create copyright-free music to set tone without being dictated by pre-existing music.
Evaluation Question 6
The document discusses various technologies used in creating a film project. An HD camera with focus varying was used to get different shots, including a rack focus shot. Tripods were used to keep the camera steady for panning and tilting shots. Lighting was used to emphasize shadows and mimic weather conditions. Adobe Premiere Elements was used for editing, adding sound, and creating logo animations. Garageband was used to create original copyright-free music to set the tone and pace of the film.
Equipment and Software List for Trailer
The document lists the equipment and software used to create a trailer, including a Canon EOS 1100D camera for filming scenes, a tripod to steady shots, and a Zoom microphone for recording sound effects. Adobe Premiere Pro was used to edit the trailer, utilizing tools like the pen tool for special effects. Garageband software helped produce original music fitting for the horror genre of the trailer by allowing experimentation with different instruments.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Media Evaluation 6: What have you learnt about the technologies from the proc...
The document discusses what was learned about technologies from constructing a media project. It describes using a Canon EOS 600D camera on manual focus to film scenes for better quality. A tripod was also used, including putting the arm over the shoulder to get a steady cam effect, which was useful for filming a fight scene. Premiere Pro was where the most was learned, such as unlinking sound from one take to overlay onto another take when background noise was bad. Frame-by-frame editing and the speed duration tool were used to precisely cut actions and create a time-lapse effect for the opening.
Media Evaluation 6: What have you learnt about the technologies from the proc...
Media Evaluation 6: What have you learnt about the technologies from the process of constructing your product?
Media Evaluation 6: What have you learnt about the technologies from the proc...
Media Evaluation 6: What have you learnt about the technologies from the process of constructing your product?
Media evaluation 6
The document discusses what was learned about filmmaking technologies through constructing a media project. It describes using a Canon EOS 600D camera on manual focus to achieve better quality footage. A tripod was also used, including putting the arm over the shoulder to mimic a steady cam effect, which was useful for filming dialogue and a fight scene. Premiere Pro was used to stitch together footage and overlay sound from different takes to improve audio quality, as background noise was sometimes bad. Frame-by-frame editing and the match on action tool helped cut actions precisely. A time-lapse was created by filming a sunset for 20 minutes and speeding it up to 5 seconds using Premiere Pro's speed duration tool.
media evaluations
By using different cameras, equipment, and editing software for their preliminary and main tasks, the students learned several technologies. For the main task, they used a Nikon camera which produced higher quality images than the camcorder used previously. They became more proficient with the sound kit and Adobe Premiere Pro software by having experience with it in the preliminary task. Editing in Premiere Pro allowed them to add voiceovers, adjust audio levels, and use keyframes to fade music in and out under the voiceover. Working with these technologies helped them improve the quality of their video and learn new skills.
Question 6 2
By using different cameras, equipment, and editing software for their preliminary and main tasks, the students learned several technologies. For the main task, they used a Nikon camera which produced higher quality images than the camcorder used previously. They became more proficient with the sound kit and Adobe Premiere Pro software by having experience with it in the preliminary task. Editing in Premiere Pro allowed them to add voiceovers, adjust audio levels, and use keyframes to fade music in and out under the voiceover. Working with these technologies helped improve the quality of their main task video.
What have you learnt about technologies...
The document discusses Lauren White's experience using new technologies to film and edit a project. It describes how the group learned to use a camcorder, microphone, and tripod to film. During editing in Premier Pro, they encountered issues with differing frame sizes from the camcorder and difficulty using the software. Overall, creating the project helped the group gain new skills in filming and editing techniques.
media eval
We learned several technologies through constructing this product:
1) We used different cameras and equipment like tripods that we were familiar with from school, allowing us to complete filming without much setup.
2) Adobe Premiere Pro was used to edit footage, add voiceovers, music and titles. We learned how to import media, adjust audio levels and use keyframes to fade elements in and out.
3) Tumblr was used to share our final product. Through this process, we learned how to upload and customize our blog page on the site.
Question 6- evaluation
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was crucial.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects allowed for a smoother process without much learning time needed for the equipment. Different settings on the professional camera were explored for lighting and shots.
Question 6
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was important.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects helped streamline the filmmaking process.
eval
We learned several skills related to camera work, sound equipment, video editing software, and social media platforms through constructing this product:
1) We gained experience using different cameras, microphones, and other equipment which allowed us to film higher quality footage for our main task compared to our preliminary task.
2) Editing software like Adobe Premiere Pro taught us how to import footage, adjust audio levels, add titles and effects, and publish online. We learned techniques like using keyframes to fade music and enhance voiceovers.
3) Platforms like Tumblr required learning how to upload, personalize, and customize our blog page to share our final product online.
Evaluation 6
The document discusses problems and successes encountered when using various technologies in the filmmaking process. Some key issues included limited battery life with camera equipment resulting in incomplete footage, difficulty booking equipment, accidental inclusions in shots, lack of filming experience leading to mistakes, and lengthy rendering times in editing software. Planning locations in advance and utilizing editing tools like cutting clips were highlighted as effective aspects of the process.
Media task 6
The document discusses the technologies used to create a video project. A Canon video camera was used for recording, which had simple recording controls. Final Cut Pro was used for editing, which the author was unfamiliar with and had to learn. A sound recorder was used to emphasize audio that may not be clear on the video. Various effects were added during editing in Final Cut Pro, like low keyer, to change lighting for the thriller genre. Websites like YouTube, PowerPoint, and Office 365 were used for collaboration and publishing the final piece.
What have you learnt about technologies from the process of constructing this...
The document discusses the technologies used to construct a film project. A Sony camera was used for filming and allowed for precise zooming and close-up shots. Adobe Premiere Pro was used for editing on a Mac, which was initially challenging but became easier with practice. Premiere Pro allowed cutting clips, adding transitions, layering scenes, converting to black and white, and importing music. YouTube was used to research music, upload the finished film, and add annotations. Blogger let the filmmakers document the construction process with a diary, photos, and videos.
How we created a remake of Lorde's Royals
The students decided to recreate a scene from Lorde's music video for "Royals" because they liked its minimalist style and simple editing techniques. They storyboarded shots to mimic those from the original video but had to modify their plan during filming due to location constraints. The students shot footage of their actress lip syncing to the song in a classroom using one camera on a tripod and a lighting box. They edited the clips in iMovie to match the timing of the song, facing challenges in lighting, location finding, and syncing the audio with the video footage.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
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What have you learnt about technologies from constructing
What have you learnt about technologies from constructing
Media Evaluation 6: What have you learnt about the technologies from the proc...
Media Evaluation 6: What have you learnt about the technologies from the proc...
Media Evaluation 6: What have you learnt about the technologies from the proc...
Media Evaluation 6: What have you learnt about the technologies from the proc...
Media Evaluation 6: What have you learnt about the technologies from the proc...
Media Evaluation 6: What have you learnt about the technologies from the proc...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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Evaluation 2
The document discusses print marketing materials created to promote a documentary television show about traveling down a river. It includes a newspaper advertisement, magazine double page spread, and how the materials were designed to look cohesive. The print materials effectively convey the genre and narrative through images from the show, but the newspaper ad could be improved with more details and an image of the presenter. While the magazine spread was not created as a marketing tool, it informs viewers and thus serves as effective advertising for the documentary series.
Answer to question 3 of A2 evaluation
The document discusses feedback received on a documentary. The most unexpected feedback was about noisy cars in an interview that could have been reduced. This feedback and examining other shots made the filmmaker realize some themes were represented too strongly. Additional feedback was that the documentary conveyed that youth today are changing their views on faith and religion, and the church could have a place among youth if balanced correctly. Feedback on lighting and lens flares in some shots was not surprising. Overall the feedback provided valuable lessons about obtaining audience perspectives early in the filmmaking process.
Chertsey’s history
Chertsey has a long history dating back to pre-historic times when there was an important water spring located in the center of the village. The Romans later had a ford and ferry crossing the river near the current Chertsey bridge. In 1110, a large Norman abbey was built which was as large as some cathedrals. Edward "Lumpy" Stevens, who played for Chertsey Cricket Club in the 1700s, is credited with inventing the third stump in cricket. Chertsey Cricket Club was founded in 1737 and has included influential players who helped develop the game. Modern landmarks include Thorpe Park, built on gravel pits in the 1970s, and the Black Cherry Fair,
Skateboarders
The document outlines a proposed documentary focusing on skateboarding culture. It will feature interviews with amateur skaters in London who participate out of passion rather than profit. The documentary aims to discredit stereotypes about skateboarding through a reflexive style, exploring the social and emotional aspects of the sport.
Griffin park
The document outlines a proposal for a soap opera called "Griffin Park" centered around the fictional Brentford Football Club. It introduces several main character groups, including an alcoholic, a devoted father struggling financially, a die-hard fan, a ladies man, and a quiet man with a dark past. It also describes potential storylines involving relationships, struggles, and drama both within the club and in the characters' personal lives. The target audience is described as predominantly male football fans between 18-40 years old.
The pitch
The documentary will focus on graffiti art culture, interviewing both graffiti artists and police officers. It will include footage of graffiti being created and shots of walls with spray cans. The documentary will aim to explore whether graffiti is art or vandalism by presenting both perspectives in an unbiased manner. It will be targeted towards males aged 16-34 but also attract female audiences interested in art. The documentary will air on Channel 4 to reach its target demographic.
Final powerpoint
The students are pitching a documentary on the causes and effects of knife crime in England to BBC3, which targets 16-34 year olds. The documentary will use a narrative structure including perspectives from police, parents, teenagers, and government on the issue. It will have an observational style with a narrator and interviews to convey the message about knife crime to its target teenage and young adult audience.
Final powerpoint
1) The documentary will explore the causes and effects of knife crime in England through interviews with police, parents, teenagers, and government officials.
2) The target audience is teenagers and young adults aged 16-30 to raise awareness of the consequences of knife crime.
3) The documentary will use a hybrid observational/expository style with a fly-on-the-wall narrator and handheld camera to interview various people affected by knife crime.
Luke and rebecca pitch
The document discusses plans for a documentary series that follows a crew traveling up the River Thames from Staines to Oxford. It will focus on the history and facts of places along the river not widely known. The target audience is those over 35 with an interest in documentaries and geography. The first episode will focus on Runnymede, the Magna Carta, and the history of Staines. Relevant historical societies and museums will serve as contacts.
Luke and rebecca pitch
The document discusses plans for a documentary series that follows a crew traveling up the River Thames from Staines to Oxford. It will focus on the history and facts of places along the river not widely known. The target audience is those over 35 with an interest in documentaries and geography. The first episode will film in Runnymede and Staines, discussing the Magna Carta and history of Staines, including its role in producing linoleum.
Dead in 60 seconds
This documentary pitch proposes exploring the causes and effects of knife crime in England through interviews with those affected. The target 16-34 year old audience watches BBC3, known for tackling tough issues. The narrative structure includes perspectives from police, parents, teenagers, and government on the dangers of knives and hope to reduce crime. Interviews will be conducted in an observational style using handheld cameras to get a candid perspective on this relevant social issue impacting youth.
Coursework evaluation q 4
The target audience for this media product would be 15-30 year olds, with a focus on appealing to both male and female demographics. It aims to attract males through the casting of Megan Fox in a thriller genre, and females through the casting of Jensen Ackles, while the story of a teenage girl appeals directly to teenage girls. The original plans and ideas remain suitable according to the document.
Media movie1
The document proposes a thriller film about a hitman named Jason Solonik who is retiring and seeking revenge on his past employers who betrayed him. Solonik is inspired by a real-life Russian assassin from the Cold War known for his skill and involvement in high-profile killings. The film would be produced on a low budget of $1.35 million by Mr. Whale Productions, known for darker action/thriller films, and distributed by Lions Gate through their British division Momentum Pictures.
Neek To Chic
The document provides a synopsis and analysis of a teenage drama/comedy film. It introduces the main character Connor, who moves from Britain to America to study and attempts to hide his nerdy identity to fit in. He lies to make friends and joins a fraternity, but his true self is revealed. In the climax, he saves his ex-girlfriend from a fire and is welcomed back into his social circles. The genre focuses on the character's troubles fitting in and falling in love within the setting of an American university campus and Greek life system.
Living with regret
The genre is a coming-of-age drama set in a school and luxury apartment in London. The plot follows the main character Jennifer Taylor from her teenage years as an outsider in school through to her blossoming as an adult. Flashbacks show her experiences in school where she had a crush on her love interest Aaron Jones but wasn't good enough for him until she grew into herself. The film has a low budget and is aimed at women aged 16-50 who enjoy romance and comedy genres with happy endings.
Media Pitch
1) A hit man hits a woman over the head with a baseball bat in a foggy graveyard, only to discover that the victim is his wife.
2) The document outlines ideas for a thriller genre film including stock characters, settings, narrative structure, and potential actors like Danny Dyer, Jessica Alba, and Jason Statham.
3) The proposed budget for the film is £100 million, with £10 million each for Jessica Alba and Danny Dyer, and £20 million for Jason Statham.
The pitch
The film pitch is for a teen drama called "Control" about 5 friends and the struggles they face in their teenage lives. Act 1 shows a couple where the girl tells the boy she is pregnant. Act 2 depicts how the characters deal with the challenges. Act 3 involves a disaster where one of the friends dies. The film will be in black and white to give it an edgy feel and appeal to teenage audiences around issues they can relate to in a realistic way. The budget will be low as an independent film aimed at a 15 certificate audience.
Anthony,Reece,Josh pitch
Our initial idea was to film our extract in black and white, we were rather sceptical of this before our presentation as we weren't sure how our audience would recieve a film in black and white as there aren't many films in the modern age made in black and white but the feedback that we got from our teachers was very positive for our black and white idea and we have now decided to develope this idea and film it in black and white.
In our extract the majority of it is two characters sitting on a bench having a conversation when we presented this idea Mr. Alison pointed out that we have to be very careful on how we filmed it and we have to make sure that it is pleasing to the eye and that it looks like a real film and not just two people talking on a bench.
We were also advised that the extract would have to be written well in order for the story to make sense and for it to be interesting and last for two minutes.
Media movie
The document proposes a thriller film about a hitman, Alexander Solonik, who wants to take down the four employers who betrayed him. Solonik is a retired 37-year-old assassin who is composed and professional, having killed over 300 people during his career. The film would be produced by Mr. Whale Productions with a $1.35 million budget and distributed by Lions Gate subsidiary Momentum Pictures to support the British film industry. The opening scene would show one of Solonik's targets running from their pursuer to establish Solonik as a tactical hitman.
The pitch[1]
The document outlines a pitch for an action thriller film about soldiers on a guerrilla mission. It discusses choosing an action/thriller genre to appeal to a 13-28 age audience. The narrative involves half the soldier characters dying in the opening scene in a flashback, while the other half are killed later. The budget aims to be low through an independent producer. Scenes would be filmed in fields and cities to set up deception and a climactic ending revealing the "dead" soldiers actually killed the others.
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Microphone
- 1. Microphone While filming we didn't use any microphones attached to the camera, this was because there was only a few case were the characters actually spoke as most of our sound was going to be voice over. We used the zoom audio recorder to recorded Jennifer's voice over through out the footage, connecting it with a microphone and covering the microphone with a screen in order to clear sound. We also used the zoom audio recorder to emphasis the sound of Jennifer when she falls and hits the ground, by doing this we were hoping it made the scene more comical.
- 2. Camera While filming we first used the DV7, the picture quality was one of which we was pleased with and the sound was a good enough quality to what we aimed to achieve. After filming with DV7 we found that there would be scenes we need to reshoot so we had to use the DV3, we while filming the quality seemed just as good but when we edited our footage together we soon realised the camera shot differently to each other and therefore creating different dimensions and quality within our footage.
- 3. Editing To edit out footage we used Premiere Elements, none of my group had experience with this software and it we new for all of us. We briefly practiced using this device at first and we found it fairly easy to use. However when it came around to editing we soon realised it was harder then we though. we had trouble uploading our footage as the software kept freezing but over all we soon got the hang of things and used different effects on it. We used a speed ramp in order to create a fast motion effect, we changed edited the contrast to try and even out the lighting effects and used various other transitions for titles.
- 4. Lighting While filming we decided using a fill light in order to lighten areas we were filming as we found they were dark, we also used a reflector to try to get the best quality of lighting possible, some areas you can see the good quality of this wear as other areas the lighting was perhaps not as good as we wished it would have been.