Pitch
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Jack intends to create a trailer for a zombie horror film for his main task. He chose this because he has never done a film trailer before and thinks it will be a new challenge. He has access to a forest location near his home, a friend with a video camera and editing software to help, and props from previous film studies. For his first ancillary task, Jack will create a poster for the zombie film to promote it. He hopes to use a photography studio to make it look professional. For his second ancillary task, Jack will create a magazine front cover, having practiced this for his AS coursework previously.
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Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and incorporate tracking shots. They also used a computer with Adobe Premier CS6 software to edit the footage, including cutting, lengthening, and rearranging shots. Additionally, they utilized online resources like Google, Wikipedia, YouTube, and blogs to conduct research, upload videos, and document their production process. Overall, the project taught them practical skills for using various technologies at different stages of film production.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
Question 6
Dillon Ashford-Quaye learned several important technologies through constructing their magazine product. They researched clothing, location, props, and lighting associated with their genre to effectively plan photos. Dillon also learned about different camera shots and how to use their Nikon bridge camera. Through researching Photoshop tutorials on YouTube, Dillon learned cropping, color changing, and masthead creation skills to edit their magazine pages. Finally, Dillon utilized wiki space, Prezi, and SlideShare as website applications to creatively present their work without appearing dull.
Evaluation Question 7
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
Question 7
From his preliminary task to his final product, the author learned several skills in filmmaking. His preliminary task had issues like poor camera quality, ineffective editing, and weak acting. However, it helped him understand techniques like match on action shots, shot reverse shots, and tracking shots. For his final product, he improved by planning more, using closer shots, better lighting with natural light, and learning skills in editing like desaturation and merging clips. He was also able to use his own DSLR camera and apply what he learned to create a better final product.
Evaluation question 7
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.
Objects of desire evaluation
The document provides an evaluation of the author's television advertisement project. It summarizes the main strengths as sticking closely to the storyboard and enjoying the editing process. Weaknesses included struggling to keep shots in focus while working alone and lighting issues from shooting indoors. To address these, the author had others help focus shots and used color correction in post-production. Overall, the author is proud of the final product but would shoot more outdoors and request camera assistance for future projects.
Recommended
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and incorporate tracking shots. They also used a computer with Adobe Premier CS6 software to edit the footage, including cutting, lengthening, and rearranging shots. Additionally, they utilized online resources like Google, Wikipedia, YouTube, and blogs to conduct research, upload videos, and document their production process. Overall, the project taught them practical skills for using various technologies at different stages of film production.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
Question 6
Dillon Ashford-Quaye learned several important technologies through constructing their magazine product. They researched clothing, location, props, and lighting associated with their genre to effectively plan photos. Dillon also learned about different camera shots and how to use their Nikon bridge camera. Through researching Photoshop tutorials on YouTube, Dillon learned cropping, color changing, and masthead creation skills to edit their magazine pages. Finally, Dillon utilized wiki space, Prezi, and SlideShare as website applications to creatively present their work without appearing dull.
Evaluation Question 7
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
Question 7
From his preliminary task to his final product, the author learned several skills in filmmaking. His preliminary task had issues like poor camera quality, ineffective editing, and weak acting. However, it helped him understand techniques like match on action shots, shot reverse shots, and tracking shots. For his final product, he improved by planning more, using closer shots, better lighting with natural light, and learning skills in editing like desaturation and merging clips. He was also able to use his own DSLR camera and apply what he learned to create a better final product.
Evaluation question 7
The document summarizes what the author learned from their preliminary task to their full media product. They discuss improvements in technical skills like using a tripod, taking multiple takes, better framing shots, and avoiding continuity errors. They also learned to use new software like LiveType and Premiere Pro which allowed for more advanced editing. Overall, they learned to carefully plan, reshot scenes from different angles, and that planning and preparation leads to a better final product.
Objects of desire evaluation
The document provides an evaluation of the author's television advertisement project. It summarizes the main strengths as sticking closely to the storyboard and enjoying the editing process. Weaknesses included struggling to keep shots in focus while working alone and lighting issues from shooting indoors. To address these, the author had others help focus shots and used color correction in post-production. Overall, the author is proud of the final product but would shoot more outdoors and request camera assistance for future projects.
What have you learnt about technologies from the process of constructing this...
I have learned more about various technologies such as Adobe Photoshop, Adobe InDesign, DSLR cameras, and blogging platforms through completing this project. Specifically, I have gained a better understanding of how to use Photoshop to edit photos, how to manipulate settings on my Nikon camera, and how to utilize features of Blogger to document my research. Completing this individual project has allowed me to fully explore and experiment with these technologies, rather than just gaining a basic understanding during previous paired work. The technologies helped me produce high quality, professional-looking outputs for my magazine.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
Question 7
The document summarizes what the author has learned from an initial preliminary task to a final thriller opening sequence task. The author learned how to use Adobe Premier Pro editing software, how to make titles in Adobe After Effects, and more about camera angles and shots. For the preliminary task, the author did not know what they were doing but it allowed experimentation. For the final task, the author learned more about Premier Pro and how to improve existing clips. The task required concentration and effort but allowed the author to improve and focus on using available content.
Evaluation for advergame
The document provides an evaluation of an advergame project, identifying strengths, weaknesses, and areas for improvement. As strengths, the creator included detailed assets to engage audiences and efficient time management. A weakness was needing to redo some animated assets that became disoriented due to not properly measuring sizes. For next projects, the creator plans to measure asset sizes beforehand to save time, and add sound to increase audience engagement.
Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Development diary
The document provides a development diary for an advertising project and advergame creation. It discusses how the advertising group collaborated on an idea for a pro-LGBT advert. It then describes how last minute changes to actors due to class schedules caused rushed preparation. Filming issues included distractions. Editing involved organizing footage, audio levels, and color correction due to changing lighting. The advergame project summary discusses creating an endless runner game inspired by the advert, with layers to create character movement. Challenges included ensuring all elements moved correctly frame to frame. Additional shading and music were added, and mistakes were seen as learning opportunities.
Question 7 - Nathan Hodd
The document discusses what was learned from a preliminary media task to the final product. For the preliminary task, the camera work was shaky due to a lack of a tripod and unsteady hands. For the final product, a tripod was used to get steady shots. Editing skills also improved from learning how to use Adobe Premiere Pro for smoother cuts and pacing and how to upload documents to blogs using SlideShare. Overall, camera operation and editing skills grew from the preliminary to final tasks.
Production experiments
Bailey Furman experimented with various video editing techniques in Premiere Pro and After Effects, including keyframe masking, audio muffling, adding reverb, color/opacity changes to create distortion, changing object colors, animating object outlines, and slow motion at 30 fps using optical flow. They found these techniques useful to learn and plan to apply them to future projects, though want more practice with some like keyframe masking and motion tracking.
Technology Evaluation
The document discusses the technologies learned from creating a product. It summarizes:
1) They learned to use an unfamiliar video camera, teaching them about framing subjects.
2) They learned higher quality cameras produced clearer footage, and how to use quality to their advantage in scenes.
3) Using unfamiliar software like Adobe Premiere and Photoshop taught them how to edit footage, add effects, and create titles with motion and placement.
Evaluation
Ross created a short film for his final project. He began by brainstorming ideas and creating a production schedule. Then he wrote a script and proposal describing his film. Ross felt the interrogation and flashback scenes went well because the team worked cooperatively. However, he started filming late and had to change some scenes, which didn't always improve the original plans. Ross was happy with his project overall but thinks he could have added more special effects and started earlier to allow more editing time. He learned new skills in Premiere Pro, camera angles, and camera usage.
Skill profile
The document discusses a student's performance and areas for improvement on a group coursework project. The student demonstrated good leadership during filming and planning, strong editing skills, and worked well within the group. However, the student prefers to work individually and would like to take a more active role in groups by doing more research. The student also aims to improve video quality and get audience feedback earlier in the process.
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Question 6&7
The document discusses what the author has learned about various technologies through constructing a media product. It provides details on the author's experience using Adobe Premiere Pro, Blogger, Prezi, Photoshop, After Effects, Powtoon, and improving camera work, editing, and mise-en-scene skills. The author learned how to smoothly edit video and add titles/music in Premiere Pro. Blogger allowed uploading of work and embedding files. Prezi helped create presentations. Photoshop and After Effects could potentially improve quality. The author's skills in camera work, editing, and positioning within frames improved from the preliminary task to the final product.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
Scalable Recommendation Algorithms with LSH
- Scalable recommendation algorithm based on Locality Sensitive Hashing (LSH) and Collaborative Filtering.
- Distributed implementation of LSH with Apache Spark.
Міжнародний еколого-оздоровчий конкурс "Веломанія"
Презентація до конкурсу учня 6-го класу Демченко Віктора, 2015 рік. Керівник: Курченко Г.В.
Сайт: http://kurchenkogalina.org
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What's hot
What have you learnt about technologies from the process of constructing this...
I have learned more about various technologies such as Adobe Photoshop, Adobe InDesign, DSLR cameras, and blogging platforms through completing this project. Specifically, I have gained a better understanding of how to use Photoshop to edit photos, how to manipulate settings on my Nikon camera, and how to utilize features of Blogger to document my research. Completing this individual project has allowed me to fully explore and experiment with these technologies, rather than just gaining a basic understanding during previous paired work. The technologies helped me produce high quality, professional-looking outputs for my magazine.
Question 7
The document summarizes what the group learned from producing their preliminary film task to the full film product. In the preliminary, they learned about different camera shots and angles through pre-production. During production of the preliminary, they struggled with camera skills and following the storyboard. In post-production of the preliminary, their editing was basic as they were new to the software. For the full film, they applied what they learned to plan better with a storyboard, focus on camera shots and angles, and create more sophisticated editing and titles. They felt their teamwork and skills improved from mistakes made on the preliminary.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Experiments
Nathan Millett experimented with different video editing techniques to make objects and footage more interesting for his final project. He found that slowing clips in editing software rather than during filming produced better results. He also tried color tints, fades, and timelapses. Millett believes these skills will help engage his target audience. He plans to use timelapses to shorten long gameplay scenes. Additionally, he created moving objects and masking in Premier Pro to creatively fade text in and out, aiming to make his product more professional and creative.
Question 7
The document summarizes what the author has learned from an initial preliminary task to a final thriller opening sequence task. The author learned how to use Adobe Premier Pro editing software, how to make titles in Adobe After Effects, and more about camera angles and shots. For the preliminary task, the author did not know what they were doing but it allowed experimentation. For the final task, the author learned more about Premier Pro and how to improve existing clips. The task required concentration and effort but allowed the author to improve and focus on using available content.
Evaluation for advergame
The document provides an evaluation of an advergame project, identifying strengths, weaknesses, and areas for improvement. As strengths, the creator included detailed assets to engage audiences and efficient time management. A weakness was needing to redo some animated assets that became disoriented due to not properly measuring sizes. For next projects, the creator plans to measure asset sizes beforehand to save time, and add sound to increase audience engagement.
Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Development diary
The document provides a development diary for an advertising project and advergame creation. It discusses how the advertising group collaborated on an idea for a pro-LGBT advert. It then describes how last minute changes to actors due to class schedules caused rushed preparation. Filming issues included distractions. Editing involved organizing footage, audio levels, and color correction due to changing lighting. The advergame project summary discusses creating an endless runner game inspired by the advert, with layers to create character movement. Challenges included ensuring all elements moved correctly frame to frame. Additional shading and music were added, and mistakes were seen as learning opportunities.
Question 7 - Nathan Hodd
The document discusses what was learned from a preliminary media task to the final product. For the preliminary task, the camera work was shaky due to a lack of a tripod and unsteady hands. For the final product, a tripod was used to get steady shots. Editing skills also improved from learning how to use Adobe Premiere Pro for smoother cuts and pacing and how to upload documents to blogs using SlideShare. Overall, camera operation and editing skills grew from the preliminary to final tasks.
Production experiments
Bailey Furman experimented with various video editing techniques in Premiere Pro and After Effects, including keyframe masking, audio muffling, adding reverb, color/opacity changes to create distortion, changing object colors, animating object outlines, and slow motion at 30 fps using optical flow. They found these techniques useful to learn and plan to apply them to future projects, though want more practice with some like keyframe masking and motion tracking.
Technology Evaluation
The document discusses the technologies learned from creating a product. It summarizes:
1) They learned to use an unfamiliar video camera, teaching them about framing subjects.
2) They learned higher quality cameras produced clearer footage, and how to use quality to their advantage in scenes.
3) Using unfamiliar software like Adobe Premiere and Photoshop taught them how to edit footage, add effects, and create titles with motion and placement.
Evaluation
Ross created a short film for his final project. He began by brainstorming ideas and creating a production schedule. Then he wrote a script and proposal describing his film. Ross felt the interrogation and flashback scenes went well because the team worked cooperatively. However, he started filming late and had to change some scenes, which didn't always improve the original plans. Ross was happy with his project overall but thinks he could have added more special effects and started earlier to allow more editing time. He learned new skills in Premiere Pro, camera angles, and camera usage.
Skill profile
The document discusses a student's performance and areas for improvement on a group coursework project. The student demonstrated good leadership during filming and planning, strong editing skills, and worked well within the group. However, the student prefers to work individually and would like to take a more active role in groups by doing more research. The student also aims to improve video quality and get audience feedback earlier in the process.
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Question 6&7
The document discusses what the author has learned about various technologies through constructing a media product. It provides details on the author's experience using Adobe Premiere Pro, Blogger, Prezi, Photoshop, After Effects, Powtoon, and improving camera work, editing, and mise-en-scene skills. The author learned how to smoothly edit video and add titles/music in Premiere Pro. Blogger allowed uploading of work and embedding files. Prezi helped create presentations. Photoshop and After Effects could potentially improve quality. The author's skills in camera work, editing, and positioning within frames improved from the preliminary task to the final product.
2. fmp research
The document outlines the planning and development for a short documentary about a snooker player's rise to success. It includes:
- A mood board of inspirational images related to snooker to help visualize shots.
- Potential interview questions to ask the snooker player and others involved.
- Planning of roles for the snooker player, friends/family, coach and interviewer.
- Font and color scheme selections to resemble snooker and contrast visually.
- A production schedule with milestones to track progress toward the deadline.
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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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Scalable Recommendation Algorithms with LSH
- Scalable recommendation algorithm based on Locality Sensitive Hashing (LSH) and Collaborative Filtering.
- Distributed implementation of LSH with Apache Spark.
Міжнародний еколого-оздоровчий конкурс "Веломанія"
Презентація до конкурсу учня 6-го класу Демченко Віктора, 2015 рік. Керівник: Курченко Г.В.
Сайт: http://kurchenkogalina.org
Презентація до МАН "Модель обертання земної кулі"
МАН з астрономії учениці 11-го класу Бурбиги Ярослави, 2014 рік. Керівник: Курченко Г.В.
Сайт: http://kurchenkogalina.org
Energy resources
Energy comes from sources like fossil fuels such as coal, oil, and natural gas, which were formed from decaying plants and animals millions of years ago. While the Philippines has some coal and oil reserves, they are not sufficient to meet the country's growing energy demands, resulting in reliance on imports. Coal reserves in the Philippines are mostly low-rank lignite coal. Crude oil is found primarily in Palawan and is refined into products like gasoline and diesel. The Philippines also has natural gas reserves, with the largest field being the Malampaya gas field off Palawan, which supplies gas to power plants via a 504 km pipeline. However, the country still relies on other nations for much of its crude oil supply
Презентація до уроку №4 "Співвідношення між сторонами і кутами в прямокутному...
Урок з математики
Сайт: http://kurchenkogalina.org
Lecture 1-technical-writing
Technical writing focuses on precise and unemotional language to communicate complex information to a specific audience. It employs formats and styles suited to its purpose of informing or instructing readers. Common types of technical writing include reports, manuals, specifications, proposals, and graphics to aid understanding. Key aspects are concise definitions of terms, clear descriptions of processes and mechanisms, and precision in language.
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Міжнародний еколого-оздоровчий конкурс "Веломанія"
Міжнародний еколого-оздоровчий конкурс "Веломанія"
Презентація до уроку №4 "Співвідношення між сторонами і кутами в прямокутному...
Презентація до уроку №4 "Співвідношення між сторонами і кутами в прямокутному...
Similar to Pitch
Magazine recreation evaluation
The student created a magazine recreation using InDesign, Photoshop, and Google. They were familiar with Photoshop but InDesign was new. The student experimented with InDesign tools to build the magazine recreation. They inserted a cover image from Google into InDesign and added text, a barcode, and a blood splat for authenticity. The student learned skills like placing the original magazine next to InDesign for reference. Weaknesses included pixelated images, but strengths were similar text placement to the original. The student used an internet image for the cover due to absences. Overall they were pleased but would adjust lighting and text boldness if recreating it again.
4. production experiments (1) 2
1) The document describes experiments the author conducted to develop elements for a magazine they are producing about the film Spider-Man 3. This included making a contents page with a red background and blue font to match the film's color scheme, and adding a video to Photoshop to test including it.
2) The author also made a back cover experiment with a fluorescent background from Godzilla vs Kong, including character images and film titles. They explored different fonts and colors that would look good and be bold against colorful backgrounds.
3) Through these experiments, the author gained experience making a contents page, tested including video, found fonts for titles, and decided on a style for mastheads and how colors/fonts will look
What have you learnt about the technologies from the process of constructing ...
The document discusses the technologies the author has learned about and used to create their product. Specifically:
- The author has expanded their skills in DSLR photography, Photoshop, Prezi, and creating blogs and embedding content.
- For their final product, the author took more photos with varied lighting, angles, and expressions to select the best images. Their photos and magazine design showed improvement over the preliminary task.
- A new technique the author learned was using Photoshop's erase tool to make the magazine's masthead appear tucked behind the cover photo subject's head.
- While the author's Quark skills did not notably improve, they applied lessons from analyzing professional magazines to create a
Question 7
The document discusses the improvements made from the preliminary task to the final product of a magazine. It notes that the final product included more images, cover lines, and better page design compared to the basic preliminary task. The masthead, photoshoot images, and Photoshop skills also significantly improved from gaining more experience with the technology. Additionally, more thought was put into the photo shoot location, outfits, and scene composition to better convey the magazine's intended message for the final product.
Presentation1 question 4
The student used various media technologies throughout the construction, research, planning, and evaluation stages of their work. Technologies used included Final Cut Express, Prezi, Glogster, Garage Band, Blogger, and Adobe Photoshop. The student provided screenshots and explanations of how each technology was utilized, what was produced using each (e.g. teaser trailer, timelines, blogs), and their perceived proficiency with each. Overall, the technologies supported the different stages of the student's project and allowed for creativity in presentation.
Q eval prez
The document discusses the various media technologies and software used by the author at different stages of creating a short horror film project. For research, the author used Netflix, Now TV, YouTube, Google, SlideShare and Prezi to analyze horror film conventions. A Panasonic camera was used to film scenes for the short film. Adobe Premiere was used for editing but caused issues. A horror film poster was created using Photoshop and evaluated using PowerPoint. For the review, Google, Prezi and Adobe InDesign were used to create an interactive double-page spread, with InDesign being the most difficult software to learn. Overall, the author felt their media skills improved over the course of the project.
Question 6
The document discusses the author's experience learning to use various software programs and equipment for a production project, including Adobe Photoshop, DSLR cameras, QuarkXPress, and Blogger. The author found Photoshop useful for editing images and layers. They preferred using a DSLR for portraits due to the depth-of-field and ability to zoom close without being in subjects' faces. QuarkXPress allowed columns and importing Photoshop images, though resizing images to boxes was difficult. Blogger helped keep all work organized and the author learned to upload images. The author argues that while producing professional material requires learning new skills, amateurs are capable of reasonably professional output.
Question 6)
The document discusses the author's experience learning to use various software programs and equipment for a production project, including Adobe Photoshop, DSLR cameras, QuarkXPress, and Blogger. The author found Photoshop useful for editing images and layers. They preferred using a DSLR for portrait photos due to the depth-of-field. QuarkXPress allowed columns and importing Photoshop images, though resizing images was difficult. Blogger helped organize all the work in one place and upload images to blogs. The author argues that while producing professional material requires learning new technology, amateurs are capable of reasonably professional output.
4. production experiments(1) (3)
In this experiment, the document discusses testing different lighting conditions for photography shoots. Half the photos were taken in a studio with white lighting, which produced clean, neutral images suitable for editing. The other half used natural lighting, which resulted in yellow-tinted photos requiring extra editing. The document also discusses using a classmate as a model for practice shoots and experiments with posing. It reflects on learning that side lighting works better than front lighting for shadows.
Evaluation - Question 7
The document discusses the progression from the author's preliminary task to their final magazine production. In the preliminary task, the author had little Photoshop skills and produced a basic front cover and contents page with poorly arranged text and non-distinctive design elements. However, for the final production the author's Photoshop and photography skills improved through research and practice, allowing them to create a higher quality magazine with professionally designed layouts and well-lit images that followed industry conventions. The author learned about using layers, photo editing tools, and the importance of planning with feedback to take their work from a basic level to a polished final product.
Question 7
The author learned a great deal from their preliminary school magazine task to their full music magazine product. For the preliminary task, they conducted little research and planning, used a low quality phone camera for images, and had basic Photoshop skills. For the full product, the author researched music magazines, used a higher quality camera, took more thoughtful photos, and improved Photoshop skills to produce higher quality, more professional images and design.
Question 7
The author learned a great deal from their preliminary school magazine task to their full music magazine product. For the preliminary task, they conducted little research and planning, used a low quality phone camera for images, and had basic Photoshop skills. However, for the full product the author did extensive research, used a higher quality camera, took more photos with thought for location and costume, and dramatically improved their Photoshop skills to produce higher quality, more professional images and design.
6) fmp production reflection
The document summarizes the process of creating promotional materials for a student film project over several weeks. It includes:
- Creating posters, including a "wanted" poster for a character and a poster showing a character's shadow holding a gun.
- Taking cast photos and editing them into the posters.
- Designing merchandise like t-shirts and logos.
- Setting up social media accounts and posting teasers.
- Beginning to edit a trailer by adding effects like muzzle flashes and explosions. The student reflects on improvements needed for the project.
Development pro forma(3) 2
In the original story, a girl named Lily is given an impossible task by her cruel stepmother of filling a sieve with water from the Well of the World's End or else never return home; with the help of a frog who tells her how to line the sieve with moss and clay, Lily is able to complete the task but must now keep her promise to do whatever the frog asks for one day; the frog has Lily lift him onto her knee and make him supper, much to the delight of her scheming stepmother.
Development pro forma(3) 2
In the original story, a girl named Lily is given an impossible task by her cruel stepmother of filling a sieve with water from the Well of the World's End or else never return home; with the help of a frog who tells her how to line the sieve with moss and clay, Lily is able to complete the task but must now keep her promise to do whatever the frog asks for one day; the frog has Lily lift him onto her knee and make him supper, much to the delight of her scheming stepmother.
Media Evaluation Question 7
At the start of the tasks, the student had little knowledge of Photoshop or InDesign and had to learn their skills as they progressed. They have improved over the tasks, shown by the more professional layout and color coordination of the final piece compared to the preliminary. Initially, the student did not understand mise-en-scene or how details impact work, but learned that every detail helps create personality. Photos for the preliminary mainly showed classrooms, while the final used increased quality mise-en-scene without confusion. Researching magazine shots helped the student use more effective shots, like a medium shot showing outfit, to attract a wider audience for the final. The main things learned were how to use and navigate Photosh
Test shots poster
Test shots were taken to find the ideal image for a movie poster. Early shots were landscape, leaving too much empty space, so later shots switched to portrait. Natural lighting was used to match the outdoor theme. The final shot was chosen for having Jasmine in a running pose to convey the film's theme, in portrait format for less empty space, and with her arm bent more naturally. Minor tweaks improved composition and realism.
Development pro forma(3) 2
The original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
Development pro forma(3) 2
The original script tells the story of a girl named Lily whose mother dies and whose stepmother gives her difficult tasks and treats her like a servant. One day, the stepmother sends Lily to fetch water from the Well of the World's End using only a sieve. On her journey, Lily meets a frog who promises to help her if she agrees to do whatever he asks for one day, and he instructs her how to line the sieve so it can carry water.
5.2 Production Reflection.pptx
Charlie Stevens documented their film production process over 10 days. On the first day, they filmed footage at a location in Harrogate including a fight scene. Over subsequent days, they edited footage, added effects, created posters and flyers, and worked on audio. They encountered some technical issues but were able to overcome them. By day 10, Charlie had finished editing their film project and reflected on having improved their editing skills through the process.
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3:国家专业人才认证中心颁发入库证书
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
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2、国（境）学习人员提供就业推荐信服务
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【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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Meena Pittman
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KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKAColour Theory for Painting - Fine Artist.pdf
This document is all about Colour Theory for Fine Artist / Painter.
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Pitch
- 1. My A2 Coursework Jack Harrison- Ord
- 2. Main Task For my main task, I intend on making a Trailer for a zombie horror film. I chose this task because I’ve never done anything like this before so it would be an new challenge and experience. Its also because I have a couple of things in my favour for this choice, these are things like location as I live near to a forest so it would be a stereotypical, yet ideal location choice. I also have a friend with a video camera and editing software therefore it would be more convenient to use them with him as part of the ‘crew’ to help me make the trailer. He also has props like fake scars and blood at his disposal from his previous attempts at film studies coursework therefore they could assist my work further. Furthermore I have a load of air or BB weapons which can be used to add a realism to the work. I also have a lot of clothing that can be used as an outfit, all that needs doing is finding an outfit that works.
- 3. Ancillary Tasks For my first ancillary task, I intend on making a poster, this is simply due to the fact that I want to create something along those lines and possibly use a photography studio to add an element of professionalism to the work. It would be low key to amplify the dark side of the work, also since it is a horror it would be quite genetic to have this. My poster would be set up like a combination of the examples off my blog, if the link below is followed, the examples can be viewed in the Prezi. For my second ancillary task, I was thinking of creating a magazine front cover. Although this was done for AS, I still feel like I will enjoy creating the front cover since I've had so much Practice. Although I’ve not been as good at creating them, I will hopefully do well on this years work and give it a better outcome. http://jhoa2media.blogspot.co.uk