Post production
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Post production is the final stage of a video or film production process. It includes editing video and audio, adding titles, correcting color and exposure, including special effects, and potentially re-shooting scenes. The document discusses the post production process and tools used, including editing software like Final Cut. It also mentions exploring additional software like Motion for animated titles in the future. Post production can take longer than the actual production phase due to the detailed work involved in finishing the video.
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Abul post production
The document discusses post-production processes like editing video footage, editing soundtracks, adding titles, color correction, and effects. It also discusses the skills the author gained in using software like Final Cut Pro, including trimming footage, importing assets, and exporting videos. The author wants to further develop these skills in the next year, such as adding more animations, transitions, and creating professional titles using Motion to better match genres and improve their videos.
Evaluation question 4
The student used several new media technologies in the production of their A2 music video coursework. A Canon EOS 500d DSLR camera was used to film footage in full HD. Adobe Premiere Pro was used to edit the footage, including advanced techniques like masking to isolate the black and white artist from the color background. Color grading was done in Adobe SpeedGrade to improve the professional quality. Prezi and Emaze were used in the evaluation stage to create interactive presentations and analyze audience feedback. Photoshop skills like layering and selection tools were applied to ancillary texts.
A2 Evaluation Q4
The document discusses how new media technologies were used at various stages of creating a film. Websites like IMDb, Wikipedia, YouTube, and Google were used for research and inspiration. Programs like Celtx, Final Cut Express, GarageBand, and Photoshop were used for scriptwriting, editing, sound design, and visual effects. Equipment like a Sony HDV 2000 video camera, Apple Macs, and a Zoom H4 audio recorder were used to film, edit, and record narration. While most technologies helped enable their creativity, one small scene required a camcorder instead of the larger Sony camera. Overall, the technologies helped develop their creative ideas and fulfill their objectives for the film.
Project 1 production techniques evaluation
This document discusses different graphic design, radio, and video game production techniques. It outlines advantages and disadvantages of working in programs like Photoshop, Premiere Pro, and provides feedback on experiments completed. Key points made include Photoshop being good for image editing but complex, Premiere Pro not always saving work, and how the poster advertisement may be most professional due to ease of using images over creating an interactive game. Areas for further development mentioned are editing audio/images, audio recording, and learning more Photoshop and Premiere Pro tools.
Aspects of Post Production
This PowerPoint goes through some of the main aspects of post production which we will need to consider when making our short film.
Editing note
The filmmaker edited their movie using Cyberlink PowerDirector 14. They used slow motion and blending effects for the title, along with low-key and high-key lighting, minor color corrections, and faster cuts for flashback scenes. Dream sequences used a prism effect and black and white for a blurry look. Two overlapping music arrangements added mystery.
A website was created using Wix with a template matching the suspense genre. Images and gifs from the movie provided insight into the mystery theme. Pages about the movie, rushes, and director's blog were added.
Adobe Photoshop CS6 was used to create a postcard ad with the film name, festival name, director/produ
ESA list
The document discusses the equipment, software, and other assets that will be used to create a short film. It lists computer and headphones for listening to music and films without disturbing others. Office software like Word, PowerPoint and Excel will be used for writing documents and tasks. Adobe Premiere Pro and Photoshop will be used for video and image editing. Paint software will be used to create scenes. An animation program is still being considered. A studio title logo may add professionalism. Special effects and sound effects will enhance scenes. A musical score will amplify the emotion of scenes. All items will be used responsibly in the creation and enhancement of the short film.
Post production
Titles and credits are an important part of post-production. Dynamic titles can be created using software like Apple LiveType or Adobe After Effects. For lower budget films, titles don't need to be computer-generated but can use techniques like stop-motion animation. Sound balancing ensures long cable runs don't introduce noise, using balanced connections like XLR or TRS connectors. Non-diegetic sounds like music or effects are added for mood or drama and are represented as coming from outside the story. Foley and effects add sounds not captured during filming, while ADR re-records dialogue if needed. Music helps set themes and moods.
Recommended
Abul post production
The document discusses post-production processes like editing video footage, editing soundtracks, adding titles, color correction, and effects. It also discusses the skills the author gained in using software like Final Cut Pro, including trimming footage, importing assets, and exporting videos. The author wants to further develop these skills in the next year, such as adding more animations, transitions, and creating professional titles using Motion to better match genres and improve their videos.
Evaluation question 4
The student used several new media technologies in the production of their A2 music video coursework. A Canon EOS 500d DSLR camera was used to film footage in full HD. Adobe Premiere Pro was used to edit the footage, including advanced techniques like masking to isolate the black and white artist from the color background. Color grading was done in Adobe SpeedGrade to improve the professional quality. Prezi and Emaze were used in the evaluation stage to create interactive presentations and analyze audience feedback. Photoshop skills like layering and selection tools were applied to ancillary texts.
A2 Evaluation Q4
The document discusses how new media technologies were used at various stages of creating a film. Websites like IMDb, Wikipedia, YouTube, and Google were used for research and inspiration. Programs like Celtx, Final Cut Express, GarageBand, and Photoshop were used for scriptwriting, editing, sound design, and visual effects. Equipment like a Sony HDV 2000 video camera, Apple Macs, and a Zoom H4 audio recorder were used to film, edit, and record narration. While most technologies helped enable their creativity, one small scene required a camcorder instead of the larger Sony camera. Overall, the technologies helped develop their creative ideas and fulfill their objectives for the film.
Project 1 production techniques evaluation
This document discusses different graphic design, radio, and video game production techniques. It outlines advantages and disadvantages of working in programs like Photoshop, Premiere Pro, and provides feedback on experiments completed. Key points made include Photoshop being good for image editing but complex, Premiere Pro not always saving work, and how the poster advertisement may be most professional due to ease of using images over creating an interactive game. Areas for further development mentioned are editing audio/images, audio recording, and learning more Photoshop and Premiere Pro tools.
Aspects of Post Production
This PowerPoint goes through some of the main aspects of post production which we will need to consider when making our short film.
Editing note
The filmmaker edited their movie using Cyberlink PowerDirector 14. They used slow motion and blending effects for the title, along with low-key and high-key lighting, minor color corrections, and faster cuts for flashback scenes. Dream sequences used a prism effect and black and white for a blurry look. Two overlapping music arrangements added mystery.
A website was created using Wix with a template matching the suspense genre. Images and gifs from the movie provided insight into the mystery theme. Pages about the movie, rushes, and director's blog were added.
Adobe Photoshop CS6 was used to create a postcard ad with the film name, festival name, director/produ
ESA list
The document discusses the equipment, software, and other assets that will be used to create a short film. It lists computer and headphones for listening to music and films without disturbing others. Office software like Word, PowerPoint and Excel will be used for writing documents and tasks. Adobe Premiere Pro and Photoshop will be used for video and image editing. Paint software will be used to create scenes. An animation program is still being considered. A studio title logo may add professionalism. Special effects and sound effects will enhance scenes. A musical score will amplify the emotion of scenes. All items will be used responsibly in the creation and enhancement of the short film.
Post production
Titles and credits are an important part of post-production. Dynamic titles can be created using software like Apple LiveType or Adobe After Effects. For lower budget films, titles don't need to be computer-generated but can use techniques like stop-motion animation. Sound balancing ensures long cable runs don't introduce noise, using balanced connections like XLR or TRS connectors. Non-diegetic sounds like music or effects are added for mood or drama and are represented as coming from outside the story. Foley and effects add sounds not captured during filming, while ADR re-records dialogue if needed. Music helps set themes and moods.
Evaluation question 4
The document discusses the various new media technologies used at different stages of a coursework project. These include:
- A Canon EOS 500d DSLR camera to film footage for a music video, using its full HD and high ISO capabilities.
- SD cards, upgrading from a 2GB card to a faster 64GB card to handle the demands of filming party scenes.
- Adobe Premiere Pro and SpeedGrade for editing and color grading the music video footage, taking advantage of tools like masking to isolate subjects.
- Emaze and Prezi for presenting evaluation responses, incorporating features like video clips, animation and interactivity.
- Photoshop for designing ancillary texts like
Question 6
The document discusses the various technologies and skills the students learned while constructing a film project. They learned how to use Adobe Premiere Pro to edit shots, adjust speeds, and transition between clips. They also gained experience using color corrections and warping tools in After Effects. The students filmed their project using a Canon camera and rig for steady shots. They documented their process using a blog on Tumblr and various media like cameras, dictaphones, and presentation software. Creating the soundtrack proved challenging, but they ultimately found licensed music on iTunes to use. Through this project, the students learned the full filmmaking process.
Question 6 by Ellis Morgan
This document discusses the various technologies used to create a product and what was learned from using each one. The technologies included Canon cameras, YouTube, Corel Video Studio Pro, PowerPoint, and Prezi. For each technology, the document lists skills that were learned, such as how to record and adjust camera settings, upload videos to YouTube, edit video brightness and transitions, create hyperlinks and slide transitions in PowerPoint, and link fields in Prezi.
Evaluation Question 6
The document discusses the technologies learned during the process of creating a thriller film product. It describes learning to use hardware like cameras, microphones, and tripods correctly. Software like Final Cut Express and LiveType were used to edit footage and create titles/logos. Various internet sites helped with planning, research, and sharing work, including Blogger, YouTube, DaFont, and Survey Monkey. The document evaluates early exercises in filming, sound, and editing techniques and shows how skills improved over the course of creating the final thriller opening scene.
Resources and equipment
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also states that Final Cut Pro video editing software will be used to edit the film opening, as the group is familiar with it and it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to its basic functions.
What have you learnt about technologies from the process of constructing the ...
The document discusses the various technologies used to create a media product, including cameras (Panasonic HX-DC1 and Canon 1100D), a digital camera (Sony Cyber Shot dsc-w690), a tripod, iMovie for editing, Garageband for sound editing, Keynote for titling, Photoshop for images and logos, and various websites. The creator learned that having multiple cameras, HD quality, and video editing software made the process easier, and that cameras can be used for sound recording in addition to filming.
Film poster
This document summarizes how the author created a movie poster in Adobe Photoshop. They experimented with colors and tools like the zoom tool to fix errors and the crop tool to remove backgrounds from images. Cropping backgrounds allowed the images to be placed over any background, creating a more professional look. Testing different colors led the author to choose red for the title, as it fit the genre and looked good against the black background. In conclusion, exploring Photoshop's tools and colors helped convey the genre and story in the poster.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Evaluation 4
The document summarizes the use of new media technologies in various stages of a music video project. A Canon digital video camera was used to film the music video, while iMovie editing software on Apple products was used in the editing stage. A digital camera was also used to take photos essential for the project. GIMP photo editing software was utilized to edit photos and add text for an ancillary task, including colorization and morphing images together. iMovie's colorization function allowed specific scenes of the music video to be edited to black and white or color to match the intended style.
Alanah1
The document discusses various media technologies used at different stages of creating a music video project. iMovie editing software was used to help with transitions, colorization, and overlapping music. Limitations included inability to do split screens. Serif Page Plus 11 software was used to create ancillary tasks like CD packaging. Limitations included lack of advanced editing tools. A blog on Blogger.com was used to document planning with limitations around internet connectivity and image uploading. Nikon D40 and Sony T300 still cameras provided higher quality footage than the provided Sony DV camcorder, which had poor quality in low light.
Question 6
The document discusses various technologies the author learned about through constructing a horror film product. The author learned how to use Final Cut Pro to edit videos, add effects and transitions, and manipulate audio levels. Photoshop allowed color inversion and editing of images. Cubase6 and MIDI were used to compose music and add effects. Royalty-free music was found online. Cameras captured multiple angles and point-of-view shots. Planning utilized Word, PowerPoint, blogs, Prezi, and Wix.
Question 6
The document discusses various technologies the author learned about through constructing a horror film product. The author learned how to use Final Cut Pro to edit videos, add effects and transitions, and manipulate audio levels. Photoshop allowed color inversion and editing of images. Cubase6 and MIDI were used to compose music and add effects. Royalty-free music was found online. Cameras were used to capture different shots like point-of-view. Planning utilized Word, PowerPoint, blogs, Prezi, and Wix.
Post Production
This document contains 5 screenshots from Adobe Premier Pro that were used to edit a film trailer. The screenshots showcase the program and editing tools used to create the trailer.
Evaluation Question 4
The document discusses the use of various media technologies in creating a music video project. Adobe Premiere Pro was used for video editing and allowed experimentation with effects like fading and distortion. Survey Monkey compiled feedback from pre-production questionnaires. Facebook helped invite people to viewings and distribute questionnaires. A Canon camera captured footage, and YouTube hosted the finished video. Adobe Premiere Pro also enabled adjustments to lighting, contrast, and pacing to produce an interesting final video.
Task 6
The document discusses three technologies used in editing a film project. Rough cut software allowed editing together clips and working on continuity, though precise cutting could be difficult. After Effects was used to add transitions, titles, and filters to enhance the film and change its mood, though color correction was challenging to fine tune. Titles created with After Effects turned out professionally but some were introduced too late in the film.
Question 7
The filmmaker learned several skills from their preliminary task to the full production:
In the preliminary, Premier Pro was unfamiliar but with practice it became easy to navigate and improved editing skills. Editing advanced from simple cuts to adding effects. The logo was also improved using Premier Pro effects rather than PowerPoint. Filming benefited from camera familiarity, though lighting issues remained until addressing it with a black and white filter in editing. Writing their own script in Celtx proved easier than expected.
Equipment
The document discusses the equipment and software the author will use to create a music video. This includes:
- A Canon 550D camera which allows for high quality HD footage and is accessible through the school. The author is familiar with this camera.
- Studio lighting including portable flash units and ceiling lights in the drama studio to achieve different lighting effects.
- Editing software including Adobe Premiere to edit footage and add sound, as well as Photoshop and InDesign for image editing and creating packaging. While familiar with Photoshop and InDesign, the author needs more practice with Premiere.
Intro UNIT 4
In the planning stages, the group used Facebook Messenger to communicate and share ideas. They also used the website VideoHive.com to research copyrighted video projections.
For filming the animatic, the author used a digital video camera and iPhone which they were experienced with from previous work. Editing was done in Premiere Pro which worked well due to familiarity from last year.
During production, new technologies had to be used including an iPad clapper board, lighting desk, and higher quality Song FX100 camera compared to equipment from previous work.
In post-production, Adobe Premiere Pro was used to edit the music video. Color grading was also done by increasing contrast and consistency
Editing suite – edius
Edius is an editing suite where footage can be watched, captured, and organized. Captured shots are visible in the bin window so they can be selected, edited, or deleted to make the most effective shots easily accessible for editing the project. The bin window displays all captured footage so shots can be reviewed and the best ones chosen for the edit.
Music video Narrative storyboard
A boy finds a letter that provides insight into his girlfriend's death. In flashbacks, we see the girl contemplating suicide at a cliff's edge. The boy grieves deeply after her death. While in the woods upset one day, he has a realization after seeing a woman. He returns to the cliffs with a new understanding and acceptance.
Production stages of music video
Capturing camcorder recordings and saving individual shots to organize them. Positioning and editing shots by dragging them on a timeline and adding effects and transitions from an editing program library. Exporting and saving the finished music video by burning it to disk and uploading online for viewing.
Appendix II: Syrian Armed Opposition Groups
This document profiles numerous armed opposition groups operating in Syria's Aleppo, Idlib, Homs, and Dera'a provinces. It provides details on each group such as their area of operations, commander, estimated strength, and in some cases a brief assessment of their activities and credibility. The largest and most effective rebel force mentioned is the Khalid bin Walid Brigade operating in Homs Province with over 3,000 fighters. Overall the document aims to catalog and provide basic information on armed opposition units active in Syria's ongoing conflict.
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Evaluation question 4
The document discusses the various new media technologies used at different stages of a coursework project. These include:
- A Canon EOS 500d DSLR camera to film footage for a music video, using its full HD and high ISO capabilities.
- SD cards, upgrading from a 2GB card to a faster 64GB card to handle the demands of filming party scenes.
- Adobe Premiere Pro and SpeedGrade for editing and color grading the music video footage, taking advantage of tools like masking to isolate subjects.
- Emaze and Prezi for presenting evaluation responses, incorporating features like video clips, animation and interactivity.
- Photoshop for designing ancillary texts like
Question 6
The document discusses the various technologies and skills the students learned while constructing a film project. They learned how to use Adobe Premiere Pro to edit shots, adjust speeds, and transition between clips. They also gained experience using color corrections and warping tools in After Effects. The students filmed their project using a Canon camera and rig for steady shots. They documented their process using a blog on Tumblr and various media like cameras, dictaphones, and presentation software. Creating the soundtrack proved challenging, but they ultimately found licensed music on iTunes to use. Through this project, the students learned the full filmmaking process.
Question 6 by Ellis Morgan
This document discusses the various technologies used to create a product and what was learned from using each one. The technologies included Canon cameras, YouTube, Corel Video Studio Pro, PowerPoint, and Prezi. For each technology, the document lists skills that were learned, such as how to record and adjust camera settings, upload videos to YouTube, edit video brightness and transitions, create hyperlinks and slide transitions in PowerPoint, and link fields in Prezi.
Evaluation Question 6
The document discusses the technologies learned during the process of creating a thriller film product. It describes learning to use hardware like cameras, microphones, and tripods correctly. Software like Final Cut Express and LiveType were used to edit footage and create titles/logos. Various internet sites helped with planning, research, and sharing work, including Blogger, YouTube, DaFont, and Survey Monkey. The document evaluates early exercises in filming, sound, and editing techniques and shows how skills improved over the course of creating the final thriller opening scene.
Resources and equipment
The document provides details on the equipment and resources needed to create a film opening. It lists that a camera, tripod, external sound recorder, computer, and few props will be borrowed from the school media department. It also states that Final Cut Pro video editing software will be used to edit the film opening, as the group is familiar with it and it allows for professional editing of both video and sound together. IMovie may be used for preliminary editing due to its basic functions.
What have you learnt about technologies from the process of constructing the ...
The document discusses the various technologies used to create a media product, including cameras (Panasonic HX-DC1 and Canon 1100D), a digital camera (Sony Cyber Shot dsc-w690), a tripod, iMovie for editing, Garageband for sound editing, Keynote for titling, Photoshop for images and logos, and various websites. The creator learned that having multiple cameras, HD quality, and video editing software made the process easier, and that cameras can be used for sound recording in addition to filming.
Film poster
This document summarizes how the author created a movie poster in Adobe Photoshop. They experimented with colors and tools like the zoom tool to fix errors and the crop tool to remove backgrounds from images. Cropping backgrounds allowed the images to be placed over any background, creating a more professional look. Testing different colors led the author to choose red for the title, as it fit the genre and looked good against the black background. In conclusion, exploring Photoshop's tools and colors helped convey the genre and story in the poster.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Evaluation 4
The document summarizes the use of new media technologies in various stages of a music video project. A Canon digital video camera was used to film the music video, while iMovie editing software on Apple products was used in the editing stage. A digital camera was also used to take photos essential for the project. GIMP photo editing software was utilized to edit photos and add text for an ancillary task, including colorization and morphing images together. iMovie's colorization function allowed specific scenes of the music video to be edited to black and white or color to match the intended style.
Alanah1
The document discusses various media technologies used at different stages of creating a music video project. iMovie editing software was used to help with transitions, colorization, and overlapping music. Limitations included inability to do split screens. Serif Page Plus 11 software was used to create ancillary tasks like CD packaging. Limitations included lack of advanced editing tools. A blog on Blogger.com was used to document planning with limitations around internet connectivity and image uploading. Nikon D40 and Sony T300 still cameras provided higher quality footage than the provided Sony DV camcorder, which had poor quality in low light.
Question 6
The document discusses various technologies the author learned about through constructing a horror film product. The author learned how to use Final Cut Pro to edit videos, add effects and transitions, and manipulate audio levels. Photoshop allowed color inversion and editing of images. Cubase6 and MIDI were used to compose music and add effects. Royalty-free music was found online. Cameras captured multiple angles and point-of-view shots. Planning utilized Word, PowerPoint, blogs, Prezi, and Wix.
Question 6
The document discusses various technologies the author learned about through constructing a horror film product. The author learned how to use Final Cut Pro to edit videos, add effects and transitions, and manipulate audio levels. Photoshop allowed color inversion and editing of images. Cubase6 and MIDI were used to compose music and add effects. Royalty-free music was found online. Cameras were used to capture different shots like point-of-view. Planning utilized Word, PowerPoint, blogs, Prezi, and Wix.
Post Production
This document contains 5 screenshots from Adobe Premier Pro that were used to edit a film trailer. The screenshots showcase the program and editing tools used to create the trailer.
Evaluation Question 4
The document discusses the use of various media technologies in creating a music video project. Adobe Premiere Pro was used for video editing and allowed experimentation with effects like fading and distortion. Survey Monkey compiled feedback from pre-production questionnaires. Facebook helped invite people to viewings and distribute questionnaires. A Canon camera captured footage, and YouTube hosted the finished video. Adobe Premiere Pro also enabled adjustments to lighting, contrast, and pacing to produce an interesting final video.
Task 6
The document discusses three technologies used in editing a film project. Rough cut software allowed editing together clips and working on continuity, though precise cutting could be difficult. After Effects was used to add transitions, titles, and filters to enhance the film and change its mood, though color correction was challenging to fine tune. Titles created with After Effects turned out professionally but some were introduced too late in the film.
Question 7
The filmmaker learned several skills from their preliminary task to the full production:
In the preliminary, Premier Pro was unfamiliar but with practice it became easy to navigate and improved editing skills. Editing advanced from simple cuts to adding effects. The logo was also improved using Premier Pro effects rather than PowerPoint. Filming benefited from camera familiarity, though lighting issues remained until addressing it with a black and white filter in editing. Writing their own script in Celtx proved easier than expected.
Equipment
The document discusses the equipment and software the author will use to create a music video. This includes:
- A Canon 550D camera which allows for high quality HD footage and is accessible through the school. The author is familiar with this camera.
- Studio lighting including portable flash units and ceiling lights in the drama studio to achieve different lighting effects.
- Editing software including Adobe Premiere to edit footage and add sound, as well as Photoshop and InDesign for image editing and creating packaging. While familiar with Photoshop and InDesign, the author needs more practice with Premiere.
Intro UNIT 4
In the planning stages, the group used Facebook Messenger to communicate and share ideas. They also used the website VideoHive.com to research copyrighted video projections.
For filming the animatic, the author used a digital video camera and iPhone which they were experienced with from previous work. Editing was done in Premiere Pro which worked well due to familiarity from last year.
During production, new technologies had to be used including an iPad clapper board, lighting desk, and higher quality Song FX100 camera compared to equipment from previous work.
In post-production, Adobe Premiere Pro was used to edit the music video. Color grading was also done by increasing contrast and consistency
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What have you learnt about technologies from the process of constructing the ...
What have you learnt about technologies from the process of constructing the ...
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Edius is an editing suite where footage can be watched, captured, and organized. Captured shots are visible in the bin window so they can be selected, edited, or deleted to make the most effective shots easily accessible for editing the project. The bin window displays all captured footage so shots can be reviewed and the best ones chosen for the edit.
Music video Narrative storyboard
A boy finds a letter that provides insight into his girlfriend's death. In flashbacks, we see the girl contemplating suicide at a cliff's edge. The boy grieves deeply after her death. While in the woods upset one day, he has a realization after seeing a woman. He returns to the cliffs with a new understanding and acceptance.
Production stages of music video
Capturing camcorder recordings and saving individual shots to organize them. Positioning and editing shots by dragging them on a timeline and adding effects and transitions from an editing program library. Exporting and saving the finished music video by burning it to disk and uploading online for viewing.
Appendix II: Syrian Armed Opposition Groups
This document profiles numerous armed opposition groups operating in Syria's Aleppo, Idlib, Homs, and Dera'a provinces. It provides details on each group such as their area of operations, commander, estimated strength, and in some cases a brief assessment of their activities and credibility. The largest and most effective rebel force mentioned is the Khalid bin Walid Brigade operating in Homs Province with over 3,000 fighters. Overall the document aims to catalog and provide basic information on armed opposition units active in Syria's ongoing conflict.
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The document defines and describes various cinematography techniques used in film including shots (establishing shot, long shot, medium shot, close-up), camera angles (eye-level, high angle, low angle), camera movements (pan, zoom, tilt, dolly/tracking, boom/crane), lighting (high key, low key, bottom lighting/low lighting, front/rear lighting) and how they can influence messages and impact production elements like font, color and layout. Students will analyze the film To Kill a Mockingbird using these techniques.
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A single camera production involves filming a scene with one camera, which requires more editing but is cheaper than using multiple cameras. Single camera filming allows the entire process to be observed but limits what can be captured in each shot. Different types of dramas include drama series with seasons, drama serials with predetermined episodes, and single dramas that are standalone films/episodes. Story structures also vary, including linear storylines that progress chronologically versus non-linear storylines that jump between time periods. Proper lighting, camera angles, movement, sound, and editing are needed to effectively build scenes and tell a story in a drama.
TV Production Overview
This PPT was created for a high school Mass Communications and Television Production course in Albuquerque, NM.
Stages of film production
The document outlines the process of developing a film from an initial idea through financing, production, post-production, and sales. It begins with a writer developing an idea and treatment, which the producer then pitches to financiers to fund script development. Once the script is complete, the producer packages it and pitches it to investors to finance production. The film is then shot, edited, has visual and sound effects added, and is finalized for distribution and sales to audiences.
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Evaluation Question Bayzid
In this presentation, the document summarizes what was learned about various technologies through the process of constructing a media product. Specifically:
- Final Cut Pro was used for editing and allowed adding titles/effects from other programs. Various tools like cut, color correction, and sound editing were explored.
- GarageBand was used to create background music by combining sound effects into loops.
- Motion helped design professional-looking titles using different fonts, animations, and effects.
- LiveType and iMac were also utilized for title creation and transferring/viewing footage, respectively. Skills like print screening and embedding videos were developed.
- The camera was used for filming and skills like using HD, reviewing footage
Post production
The document discusses a student's role and experiences with post-production work on a group project. It describes editing tasks like fixing lighting issues, adding titles using Motion software, and learning tools in Final Cut Pro. The student hopes to use skills like cutting video to music in Final Cut Pro for an upcoming music video but may not need Motion for titles or Jamendo for finding music.
Evaluation: Question #6
1) In pre-production, the document uses Google for research, an iPhone to record initial ideas and interviews, and PowerPoint, Word, Prezi, and Paint to present findings. YouTube is used to post initial videos and interviews.
2) During production, a Panasonic camera and tripod are used to film shots, while an iPhone records behind-the-scenes videos and vlogs which are edited in iMovie.
3) Post-production uses Final Cut Pro to edit the opening sequence, After Effects for visual effects and the title sequence, 4D Cinema makes the text 3D, and USB/SD cards transfer files between devices.
Question 6
The document discusses what the author learned about technologies from constructing a product. They became familiar with Adobe Premiere Pro which they used to edit footage for their opening sequence and other videos. They also learned how to use Adobe After Effects and Audition while working on the project, having to learn as they went along. The author notes it would have been beneficial to practice with the software before beginning work.
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
Evaluation question 7
1) The document describes the process of creating a preliminary film and final film for a media course. It discusses planning, equipment, camera skills, editing, sound, titles and credits for both films.
2) For the preliminary film, more basic equipment and skills were used which resulted in a simpler product. The final film utilized more advanced cameras, software, shots, and editing to create a more professional production.
3) Significant skills and knowledge about filmmaking were gained throughout the process, which were applied to the planning and creation of the higher quality final film.
Evaluation 4
The document discusses the various digital tools used in the production of a short film. Final Cut Pro was used for video editing, including downloading footage from a Canon camera, cutting clips, adding transitions and color/audio effects. Garageband allowed for recording a soundtrack, sound effects and voiceovers. Photoshop enabled editing photos and designing a movie poster. InDesign facilitated creating a double-page article spread. Various web tools like Blogger and Prezi were used for project documentation and presentation. A Canon camera captured high-definition footage.
Q6
The document discusses the various technologies the author learned during the process of constructing a product. Some of the key technologies mentioned include:
- Adobe Premier Pro video editing software which allowed the author to assemble and alter video clips, add audio, and insert text titles.
- Cameras and how camera angles, quality, and audio capture have improved with newer digital cameras.
- Weebly website creation software which provided an easy way to display the author's work online in different formats.
- Adobe Fireworks for designing graphics like logos and presentation layouts.
- YouTube and Slideshare for uploading and embedding the finished product and presentation materials on the author's Weebly website.
Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
Question 6
(1) The document discusses technologies used and skills developed during the process of creating a media production. A Canon 70D camera was used for filming, which provided higher quality footage than school cameras. (2) Premiere Pro editing software was used instead of iMovie, allowing for more control over the final product. (3) CeltX software helped script the production easily in a professional format without prior experience writing scripts.
Evaluation 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full main product?
Evaluation question 4
The document discusses the various media technologies used at different stages of creating a music video project. In the research stage, Tumblr was used to blog the process and gather information. Google was also important for researching music video theories, conventions, and examples. Hardware like phones, iPads, and computers were necessary to access software. During production and editing, a Nikon camera was used to shoot footage and Adobe Photoshop edited images for packaging. Adobe Premier Pro was the video editing software. Prezi was utilized for evaluation presentations. A digital audio recorder captured voiceovers.
Evaluation Q6)
The student learned to use various technologies through constructing their project, including the Apple Mac, Canon 60D camera, and tripod. They used software like Adobe Photoshop, After Effects, Premier Pro, and video tutorials to help with various aspects of the project. Premier Pro was key for editing, while After Effects allowed them to create effects for their logo. The tripod helped stabilize shots and the camera captured all of the film footage. Overall, the technologies helped the student successfully complete their project.
A2 Evaluation: Question Four - How Did You Use New Media technologies in the ...
Laura used various new media technologies at different stages of her music video project, including video editing software Adobe Premiere Elements 9 to edit footage, the photo editing website BeFunky.com to edit images, and font website DaFont.com to find suitable fonts. She also used online surveys with SurveyMonkey.com, presentation tools like Prezi.com and SlideShare.net, and YouTube to research music videos. These technologies helped with project construction, research, and evaluation.
Media Evaluation Question 4
I used various new media technologies throughout the construction, research, planning, and evaluation stages of my project. Websites like YouTube, Mahara, and Prezi were used for researching films, audiences, and presenting ideas. Software such as iMovie, Final Cut Pro, Photoshop, and Illustrator allowed me to create videos, edit footage, and design promotional materials. A camera, microphone, and lighting equipment were also used to record scenes and interviews. In post-production, Final Cut Pro was key for cutting clips, adding effects like green screen, and creating transitions between scenes. While iMovie simplified basic editing, Final Cut Pro enabled more advanced customization of sound, text, and scenes. Photoshop and Illustr
Evaluation four
The document discusses the various media technologies used at different stages of producing a music video. In the planning stage, the creator used Blogger to organize work and upload plans. Wordle was used to create an attractive location list. During production, a mobile phone was used for lip syncing and planning transportation. A digital camera captured high quality photos for the blog and packaging. Photoshop and Final Cut Express were utilized for editing the video and creating graphics. Apple Macs allowed for reliable work completion and blog/packaging development.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. An HD digital camcorder was used to record footage, and Adobe Premiere Elements 9 was used to edit clips and manipulate them on a timeline. Stop motion and sound effects were added using editing software. Logic Pro 9 was used to create soundtracks by cutting and pasting sound samples. A digital camera captured stills for the film poster. Microsoft Publisher was used to layout the film review. Blogger and SlideShare hosted planning documents and research, while YouTube provided a platform to share and get feedback on the finished film.
Evaluation Question 4 - How did you use media technologies in the constructio...
The student used various media technologies to construct their film trailer, conduct research, and evaluate their work. Final Cut Pro, GarageBand, Motion, and Photoshop were used to edit video clips, add soundtracks, create titles, and design promotional materials. YouTube, PowerPoint, and Google were utilized for research, planning, and gathering audience feedback. Overall, the different software allowed the student to produce their film trailer and complete all accompanying stages of the project.
Aaron powerp
The document discusses the technologies used to create a film project. A HD camera, tripod, and dolly were used to film high quality footage. Editing software like Final Cut, iMovie, GarageBand, and Live Type were used to edit video, audio, colors, and add titles. Final Cut and Live Type were difficult to learn initially but became easier with use. Photoshop was used to create graphics and logos. Social media like Facebook, Twitter, and YouTube were used to share and get feedback on the work.
Evaluation task 4
New media technologies were used throughout the construction of a music video. A WordPress blog was created for communication and research was conducted online using sites like Prezi and Scribd. Filming used a DSLR camera and flycam, and editing was done in Adobe Premiere Pro. Mobile phones facilitated meetings and uploads. Photoshop was used to design packaging, and presentation technologies like Prezi and WordPress were employed for evaluations.
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A2 Evaluation: Question Four - How Did You Use New Media technologies in the ...
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Evaluation Question 4 - How did you use media technologies in the constructio...
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How effective is the combination of your main media
Our group created consistent branding across a music video, poster, and CD packaging to promote a pop/country artist.
The music video featured costumes and a set designed to represent the hybrid genre. The poster and CD cover used the same background scene from the video and similar colors to visually link the products.
The poster prominently featured the artist holding a guitar in front of a bright background to identify the country music genre. The CD cover displayed the artist name in bright yellow text against a mix of colors representing the artist's career highs and lows. Consistency across products helped promote the artist's established style.
Music video and print analysis
The music video for Krept and Konan's "Devils Playground" depicts their experience with street life. Through lyrics and images, they convey that the road life is not worth it and they have changed their ways. Specifically, the video follows the artists in a car through different settings as they rap, connecting the words to depictions of deprived young people and how their situation has improved, as symbolized in their album cover by an umbrella providing shelter from the rain.
Year 13 tig
Digital technologies I have used include SlideShare for uploading presentations online, Prezi for creating creative online presentations, and Final Cut Pro for editing video clips and uploading footage from different cameras which require various settings. I have also used software like Motion for making animated titles, Google for research, YouTube for uploading videos and managing my page, and Jamando for downloading copyright-free music. Various devices used include cameras like the Canon DV tape camera which allowed 60 minutes of recording per tape, as well as Macs and mobile phones.
Bilal and mahir
We learned about several technologies from creating a media product. We used Final Cut Pro to edit video by adding music, cropping clips, and inserting text. Motion helped create animated opening credits and 3D intro text easily. A Canon MD205 camera captured footage, which was easy to transfer to a Mac and stabilize shots using a tripod and stabilizer.
The mission script
The three friends Abul, Mahir, and Bilal are walking down the street. Abul and Mahir smoke some food while joking around. They spot their friend Bilal, whose clothes are not fashionable. As they continue walking, Mahir asks about their friend Hamza. Bilal replies in a Bengali accent that Hamza went to the mosque. Abul mocks Hamza for becoming more religious with his beard and hat. When Hamza approaches, he tells them he missed them at Friday prayers. Abul gives Hamza a dirty look, tired of his talk about religion.
Hamza, evaluation part 2
1. The group chose an action/comedy genre about friends who start to dislike one member who changed for the better. Filming was delayed due to members missing and weather, and they struggled with faulty camera batteries.
2. For the full project, the group planned characters, storyboards, scripts, and shots extensively. They shot establishing shots, close-ups, and over-the-shoulder shots, having to fix a broken 180 degree rule.
3. In editing, they trimmed footage and added basic transitions and credits in Final Cut Pro and Motion.
Hamza evalutation
The document discusses conventions used in a student media project film. It describes including opening credits with the distribution company, using different camera shots like close-up and long shots to emphasize scenes, camera movements like panning and zooming, low and high camera angles to frame characters, setting the scene in an overcrowded estate, using stereotypical clothing for characters, and including dialogue and background music. The film aimed to follow genre conventions of an action comedy.
Planning and ideas
This document discusses planning for a 2-minute film called "The Mission." It outlines the characters (Abul, Mahir, Hamza, and Bilal), describes the genre as comedy and action, and provides a brief synopsis of the opening scene. It also identifies remaining tasks like finalizing the script, scheduling a filming date, preparing costumes, and deciding who will operate the camera. Problems that may be encountered include weather, scheduling conflicts, and changing lighting conditions.
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Post production
- 1. What is post production Abul Kalam
- 2. Post production • Post production are the final stage of a production, this can a be an ending to a footage, In some cases post-production is mostly straightforward, and arranging footage in the correct sequence. In most cases post- production is a time-consuming job taking longer than the actual production phase. The reason for this is…
- 3. What we do in post production • Editing video footage • Editing the soundtrack, adding sound effects, music, • Adding titles • Color and exposure correction • Adding special effects • Re-shooting certain scenes if required
- 4. What I learnt through out the year. • Final cut was the most used software in year 12, I have gained fantastic skills on how to edit my video, such as trimming the video, which helped me transform my video. One of the skills that I have used a lot in year 12 was blading, because this gave me the skill to trim my video and cut out all the excess footage. More over the import and export tool , allowed me to put in pictures from my hard drive and gave me access to put my music in as well. this year in year 13 I want to explore the software more and use a range of tools , to have a great realistic video.
- 5. Other software's • -Motion motion is a software which allowed us to generate great animated titles. Using motion allowed me to use fancy animation on my tittle.on my film opening as a group we needed a title to relate to the video so we just used a normal bold font with smoke coming out, reason for this is that our genre was based in urban drama.However in year 13 I will just the software more, to generate a proper realistic movie type title , which has great animated features.
- 6. conclusion
- 7. Why is real media text important • You can understand the convention , gives you understanding of the genre , and lets you explore on what has been done , allowes you to evaluate.