Pp production plan_template
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Salford City College student Chloe Whittle is producing a commercial for Zip Associates advertising Neutrogena Spot Cream. The production plan calls for filming at actress Olivia Berry's house using a camera and tripod, where scenes will include a bathtub and sink. Post-production will involve adding a voiceover recorded on Synergy software and music in Adobe Premier, with editing also done in Premier.
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Pp production plan_template
Salford City College student Chloe Whittle outlines a production plan for a Neutrogena Spot Cream advertisement. The plan calls for filming at actress Olivia Berry's house using a camera and tripod, with Chloe and Matt taking the bus to get there. Scenes will feature a bathtub and sink and require a voiceover recorded in the college radio room using Synergy software. Editing will be done in Adobe Premiere with suitable music added.
Pp production plan_template
Salford City College student Chloe Whittle outlines her production plan for a Neutrogena Spot Cream advertisement. The plan calls for filming at actress Olivia Berry's house using a camera and tripod, with Chloe and Matt taking the bus for transport. Scenes will feature a bathtub and sink and require a voiceover recorded on Synergy software along with suitable background music.
Pp production plan_template
This production plan is for a stop motion Kit Kat advert to be filmed by Daniel Hopkins at his house for client Zip Associates. It will require a Nikon or Canon camera mounted on a tripod to film the stop motion segment in high quality, and will feature Daniel as the sole actor across various rooms of his house. Post-production will involve adding music and a voiceover, while props will include a DAB radio, toy dinosaur, and multiple Kit Kats.
Question 4
Adobe Premiere Pro was used to edit video and audio for the documentary, radio ad, and question videos. Photoshop was used to edit the print ad to maintain image quality without pixelation. An SLR camera took photos for the print ad and was used as a prop in the documentary. A video camera recorded all clips, providing stable footage with its stand. The radio room provided high-quality audio recording with soundproofing and equipment. Prezi and PowerPoint were used for presentations.
Question 4
The document discusses the technologies used in creating a film. It describes learning how to use a camera, including zoom functions, importing/exporting footage, attaching it to a tripod, and managing lighting. Phones were used for communication during filming but did not play a major role. Adobe Premiere Pro was used for editing, where one team member had experience and taught the others basic tools. Royalty-free music was found on a website and fitted well where placed. Feedback on Facebook and YouTube has been positive about the story and creepy atmosphere.
Question 4 technologies
The document discusses the technologies used in creating a film. It describes learning how to use a camera, including zoom functions, importing/exporting footage, attaching it to a tripod, and managing lighting. Phones were used for communication during filming but did not play a major role. Adobe Premiere Pro was used for editing, where one team member had experience and taught the others basic tools. Royalty-free music was found on a website and fitted well where placed. Feedback on Facebook and YouTube has been positive about the story and creepy atmosphere.
Question 6
The document discusses the technologies used in creating a film. It describes learning how to use a camera, including zoom functions, importing/exporting footage, attaching it to a tripod, and managing lighting. Phones were used for communication during filming but did not play a major role. Adobe Premiere Pro was used for editing, where one team member had experience and taught the others basic tools. Royalty-free music was found on a website and fitted well where placed. Feedback on Facebook and YouTube has been positive about the story and creepy atmosphere.
Q7) looking back at your prelim task
The document discusses the progression of the author's skills in using Adobe Premiere from initial tasks to their final film opening project. Their first task involved adding video effects to an animal dancing video. Subsequent tasks included editing film sequences to match timings and filming original content. For their preliminary task, they learned to vary transition lengths. The author notes that planning is most important, as for their final project they conducted research to select an audience and ensure their film met content criteria.
Recommended
Pp production plan_template
Salford City College student Chloe Whittle outlines a production plan for a Neutrogena Spot Cream advertisement. The plan calls for filming at actress Olivia Berry's house using a camera and tripod, with Chloe and Matt taking the bus to get there. Scenes will feature a bathtub and sink and require a voiceover recorded in the college radio room using Synergy software. Editing will be done in Adobe Premiere with suitable music added.
Pp production plan_template
Salford City College student Chloe Whittle outlines her production plan for a Neutrogena Spot Cream advertisement. The plan calls for filming at actress Olivia Berry's house using a camera and tripod, with Chloe and Matt taking the bus for transport. Scenes will feature a bathtub and sink and require a voiceover recorded on Synergy software along with suitable background music.
Pp production plan_template
This production plan is for a stop motion Kit Kat advert to be filmed by Daniel Hopkins at his house for client Zip Associates. It will require a Nikon or Canon camera mounted on a tripod to film the stop motion segment in high quality, and will feature Daniel as the sole actor across various rooms of his house. Post-production will involve adding music and a voiceover, while props will include a DAB radio, toy dinosaur, and multiple Kit Kats.
Question 4
Adobe Premiere Pro was used to edit video and audio for the documentary, radio ad, and question videos. Photoshop was used to edit the print ad to maintain image quality without pixelation. An SLR camera took photos for the print ad and was used as a prop in the documentary. A video camera recorded all clips, providing stable footage with its stand. The radio room provided high-quality audio recording with soundproofing and equipment. Prezi and PowerPoint were used for presentations.
Question 4
The document discusses the technologies used in creating a film. It describes learning how to use a camera, including zoom functions, importing/exporting footage, attaching it to a tripod, and managing lighting. Phones were used for communication during filming but did not play a major role. Adobe Premiere Pro was used for editing, where one team member had experience and taught the others basic tools. Royalty-free music was found on a website and fitted well where placed. Feedback on Facebook and YouTube has been positive about the story and creepy atmosphere.
Question 4 technologies
The document discusses the technologies used in creating a film. It describes learning how to use a camera, including zoom functions, importing/exporting footage, attaching it to a tripod, and managing lighting. Phones were used for communication during filming but did not play a major role. Adobe Premiere Pro was used for editing, where one team member had experience and taught the others basic tools. Royalty-free music was found on a website and fitted well where placed. Feedback on Facebook and YouTube has been positive about the story and creepy atmosphere.
Question 6
The document discusses the technologies used in creating a film. It describes learning how to use a camera, including zoom functions, importing/exporting footage, attaching it to a tripod, and managing lighting. Phones were used for communication during filming but did not play a major role. Adobe Premiere Pro was used for editing, where one team member had experience and taught the others basic tools. Royalty-free music was found on a website and fitted well where placed. Feedback on Facebook and YouTube has been positive about the story and creepy atmosphere.
Q7) looking back at your prelim task
The document discusses the progression of the author's skills in using Adobe Premiere from initial tasks to their final film opening project. Their first task involved adding video effects to an animal dancing video. Subsequent tasks included editing film sequences to match timings and filming original content. For their preliminary task, they learned to vary transition lengths. The author notes that planning is most important, as for their final project they conducted research to select an audience and ensure their film met content criteria.
Question7title
The student learned more from creating a full film opening compared to the preliminary task. For the full opening, they conducted more in-depth research online and on film openings. They created more detailed storyboards and plans that included timing, shots, and sound. The student improved their filming skills like using camera supports and settings properly. They incorporated more shots, props, sound effects, and music to make it seem more like a real film clip. For editing, the student learned how to add effects, transitions, text, and blend in music, rather than just knowing the basic input and output functions.
Db5 Production Review
1) The document describes various advertising projects and tasks the author completed for a class, including creating a video advertisement, print advertisement, and radio advertisement.
2) For the video advertisement, the author was placed in a group and they filmed an advertisement for Lucozade at a gym. They faced challenges with the location and delays in filming.
3) For the print advertisement, the author took photos of a model running on a treadmill drinking Lucozade to feature in the ad in Photoshop.
4) For the radio advertisement, the author wrote a script about a police officer stopping a driver to ask about the new Volkswagen Golf and recorded it with another student.
Evaluation Question 6
The document discusses the strengths and weaknesses of the equipment used to film a movie project. Sony HD cameras provided high quality video but the fixed tripods made some shots difficult. No major issues were faced during filming. Final Cut Pro software was useful for editing, adding effects like blood and static. GarageBand was also used but some sounds were overused, so additional sounds were found online. Overall the equipment allowed the filmmakers to achieve their vision and create an isolated, tense atmosphere for the movie.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Question 7
The document discusses the progression made from the author's preliminary task to their final product. They learned that sound is key for setting atmosphere and provoking emotion in audiences. While their preliminary task lacked sound effects and music, their final product "After Hours" used diegetic sounds and a dramatic score to create tension. The author also notes improvements in camera equipment led to higher quality footage. Larger cameras allowed for better zoom, steadiness and memory capacity compared to the flip cam used originally. Finally, the author felt editing skills improved the most, allowing them to add effects, transitions and enhance color/quality in their final piece.
Question 2
The student created a poster, radio advertisement, and newspaper advertisement to promote their documentary. For the poster, they exported a still image from their documentary and edited it by adding stage lights to make it more abstract like Channel 4 posters. For the radio ad, they used audio clips and voiceovers from the documentary along with information about when it would air. The radio ad, poster, and newspaper ad all reference the documentary title and air time to link the promotional materials together.
Question 6 media
Jordan Bunning discusses the various technologies used to create an opening sequence for a film project. Blogger was used to document progress, and taught the importance of keeping track of the production process. YouTube provided research on other opening sequences to gather techniques, and also supplied royalty-free music, sound effects and stock footage. The editing software Serif MoviePlus X5 was used to trim clips, add transitions, and implement sound and titles. Sound design was crucial for immersion, and a voiceover with music was chosen over royalty-free sound effects. A Canon EOS 600D camera captured high quality HD video and audio that benefited the opening sequence.
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Libby evaluation question 6 and 7
The document discusses the technologies used to create an action zombie horror film opening. It describes using a digital camera and tripod for filming, and researching the genre online to understand conventions. iMovie was used to edit clips, add transitions, adjust sound and color, and create titles. Skills like organizing footage and explaining directorial visions to actors were developed. The summarizer learned to use iMovie more effectively for editing, applying more technical changes between the preliminary and final projects.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Radio advert evaluation
Charlie Rideout created a radio advertisement with Dom that ended up being too long, causing them to speed up the tempo which distorted the audio. They wanted a slow, chilled advertisement to fit the surfer stereotype but ended up with a fast, distorted clip. When editing, Charlie had to lower and raise volume levels to balance voices. After receiving feedback, they realized the advertisement was difficult to understand due to the fast tempo and loud background music.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. In the research stage, the group used the internet to research film conventions and theories, as well as movies through IMDB. They also used books and magazines from the school library. YouTube tutorials provided guidance on filming techniques. In planning, Photoshop was used to create storyboards, posters, and a movie review layout. A Canon 7D camera and Rode microphone were used for filming. Adobe Premiere Pro was the editing software, and Microsoft Office was used for evaluations.
Media pp
The document discusses the areas of improvement from the preliminary task to the full opening sequence project. It identifies improvements in film techniques, understanding the importance of an opening sequence, technology skills like editing, group work processes, time management, roles in production like editing and sound, and developing the project from a simple preliminary to a more complex opening sequence.
Pp production plan
This production plan is for a student film project titled "Adidas Basketball Advert" to be produced for Zip Associates. It will feature three actors - Chloe Whittle, Olivia Berry and Matthew Rogero - playing basketball in the Eccles College sports hall. The short film will require equipment like cameras, microphones and a tripod for shooting, and will be edited in Adobe Premiere with no additional post-production effects, music or voice-over needed.
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Question Three
The document discusses the software, hardware, and technical skills the author developed throughout creating a film production project. It describes using Adobe After Effects, Premiere Pro, Photoshop, and other programs, as well as an iMac, Macbook Pro, and other hardware. The author details challenges with learning new software like Photoshop and Wix but overcoming difficulties to be proud of the posters and trailers created. Room for improvement on the website is also noted.
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Este documento resume el reglamento estudiantil de la Universidad de Pamplona. Establece los derechos, deberes y procedimientos académicos que deben seguir los estudiantes. Incluye capítulos sobre admisión, matrícula, administración académica, evaluación, trabajo de grado, derechos y deberes estudiantiles, estímulos, disposiciones especiales, y el proceso disciplinario. El reglamento busca asegurar la calidad educativa y regular la permanencia de los estudiantes en la universidad.
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Question7title
The student learned more from creating a full film opening compared to the preliminary task. For the full opening, they conducted more in-depth research online and on film openings. They created more detailed storyboards and plans that included timing, shots, and sound. The student improved their filming skills like using camera supports and settings properly. They incorporated more shots, props, sound effects, and music to make it seem more like a real film clip. For editing, the student learned how to add effects, transitions, text, and blend in music, rather than just knowing the basic input and output functions.
Db5 Production Review
1) The document describes various advertising projects and tasks the author completed for a class, including creating a video advertisement, print advertisement, and radio advertisement.
2) For the video advertisement, the author was placed in a group and they filmed an advertisement for Lucozade at a gym. They faced challenges with the location and delays in filming.
3) For the print advertisement, the author took photos of a model running on a treadmill drinking Lucozade to feature in the ad in Photoshop.
4) For the radio advertisement, the author wrote a script about a police officer stopping a driver to ask about the new Volkswagen Golf and recorded it with another student.
Evaluation Question 6
The document discusses the strengths and weaknesses of the equipment used to film a movie project. Sony HD cameras provided high quality video but the fixed tripods made some shots difficult. No major issues were faced during filming. Final Cut Pro software was useful for editing, adding effects like blood and static. GarageBand was also used but some sounds were overused, so additional sounds were found online. Overall the equipment allowed the filmmakers to achieve their vision and create an isolated, tense atmosphere for the movie.
Media studies powerpoint
- The group is pleased with their final film product, feeling it looks very professional with a range of shots.
- They chose to make a film opening sequence over a music magazine. They scouted a location and divided roles - one as camera operator, three as actors.
- To make the film seem more like a British film, they studied films like "Kidulthood" and "28 Days Later" for clothing styles and kept the costumes natural looking.
Media studies powerpoint fin
1) The group is pleased with their final film product, feeling it looks very professional with a range of shots.
2) They chose to make a film opening sequence over a music magazine. They scouted locations and divided roles, with the author as camera operator.
3) Though there are some negatives like poor lighting in a few shots and unclear ending, the author feels the film is realistic with a good range of shots and editing, fast-paced music, and different lighting.
Question 7
The document discusses the progression made from the author's preliminary task to their final product. They learned that sound is key for setting atmosphere and provoking emotion in audiences. While their preliminary task lacked sound effects and music, their final product "After Hours" used diegetic sounds and a dramatic score to create tension. The author also notes improvements in camera equipment led to higher quality footage. Larger cameras allowed for better zoom, steadiness and memory capacity compared to the flip cam used originally. Finally, the author felt editing skills improved the most, allowing them to add effects, transitions and enhance color/quality in their final piece.
Question 2
The student created a poster, radio advertisement, and newspaper advertisement to promote their documentary. For the poster, they exported a still image from their documentary and edited it by adding stage lights to make it more abstract like Channel 4 posters. For the radio ad, they used audio clips and voiceovers from the documentary along with information about when it would air. The radio ad, poster, and newspaper ad all reference the documentary title and air time to link the promotional materials together.
Question 6 media
Jordan Bunning discusses the various technologies used to create an opening sequence for a film project. Blogger was used to document progress, and taught the importance of keeping track of the production process. YouTube provided research on other opening sequences to gather techniques, and also supplied royalty-free music, sound effects and stock footage. The editing software Serif MoviePlus X5 was used to trim clips, add transitions, and implement sound and titles. Sound design was crucial for immersion, and a voiceover with music was chosen over royalty-free sound effects. A Canon EOS 600D camera captured high quality HD video and audio that benefited the opening sequence.
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Libby evaluation question 6 and 7
The document discusses the technologies used to create an action zombie horror film opening. It describes using a digital camera and tripod for filming, and researching the genre online to understand conventions. iMovie was used to edit clips, add transitions, adjust sound and color, and create titles. Skills like organizing footage and explaining directorial visions to actors were developed. The summarizer learned to use iMovie more effectively for editing, applying more technical changes between the preliminary and final projects.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Radio advert evaluation
Charlie Rideout created a radio advertisement with Dom that ended up being too long, causing them to speed up the tempo which distorted the audio. They wanted a slow, chilled advertisement to fit the surfer stereotype but ended up with a fast, distorted clip. When editing, Charlie had to lower and raise volume levels to balance voices. After receiving feedback, they realized the advertisement was difficult to understand due to the fast tempo and loud background music.
How did you use media technologies in the
The document discusses the various media technologies used at different stages of creating a short film. In the research stage, the group used the internet to research film conventions and theories, as well as movies through IMDB. They also used books and magazines from the school library. YouTube tutorials provided guidance on filming techniques. In planning, Photoshop was used to create storyboards, posters, and a movie review layout. A Canon 7D camera and Rode microphone were used for filming. Adobe Premiere Pro was the editing software, and Microsoft Office was used for evaluations.
Media pp
The document discusses the areas of improvement from the preliminary task to the full opening sequence project. It identifies improvements in film techniques, understanding the importance of an opening sequence, technology skills like editing, group work processes, time management, roles in production like editing and sound, and developing the project from a simple preliminary to a more complex opening sequence.
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Question 7 looking back at your preliminary task,what do you feel you have l...
Question 7 looking back at your preliminary task,what do you feel you have l...
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Alfie has completed his first year of a media course where he enjoyed projects involving filming and editing music videos the most. His weakest areas were assignments with more written work. His biggest success was filming, directing, and editing his own music video for his final project. While time management was his biggest challenge, he feels his editing skills have greatly improved. In his second year, Alfie aims to specialize in filming and editing techniques.
Final evaluation presentation pt 2
The document describes the various media technologies used to create a documentary. A digital video recorder and tripod were used to film original footage, though most filming was handheld for convenience. iMovie software was used to edit the footage, but it provided limited effects. Archive footage was gathered from Jamie Oliver programs under fair use guidelines. Photos were found online and two mock images of Oliver were created in Photoshop. A professional microphone setup recorded clear voiceovers. Interviews had background noise issues. The process involved planning, filming, research, narration recording, and extensive editing. Advertisements for the documentary on newspaper and radio were also created.
Production plan
This production plan outlines the requirements for a SONY Headphones advertisement. It will be filmed by Skye Nel at her home using a camera and tripod, with only herself and actor Tom Ross needed for the crew. One actor, Tom Ross, will be needed. Transportation is only required to get to Skye's house. Props needed include a bedroom setup with bed, pillows, dovet and side table, as well as the SONY Headphones. Post-production will involve adding the song "Daft Punk - Get Lucky" to the footage.
Jeremy Barton's resume
Jeremy Barton is seeking a position that allows him to advance his skills and knowledge of sound engineering, design, and education. He has 14 years of experience in these fields, including work producing music, designing sound for events, and teaching sound concepts to children. He is proficient in many audio software programs and has experience with spatial audio systems.
Final Evaluation
The document summarizes the process of creating a documentary video project from start to finish. It describes completing paperwork, conducting interviews, recording a band, and addressing issues that came up during production and post-production. Overall, the process went smoothly though some audio issues required multiple drafts to fix. The project helped improve the author's video editing and sound editing skills.
Jason Clee Resume
Jason Clee is a freelance audio, grip, camera, and editor based in Collegeville, PA with over 10 years of experience working on set for TV shows, films, and commercials. He has extensive skills in audio mixing, camera operation, and editing with programs like Final Cut. Some of his notable credits include American Diner Revival, House Hunters, and Dr. Oz. He is proficient with audio equipment brands like Sound Devices and Lectrosonics.
Paul Allen CV
Paul James Allen is a final year university student studying television and radio with over four years of experience in TV and radio production. He has experience producing and presenting the Salford Geeks Podcast, working as the technical director for That's TV Manchester, and producing, directing, editing and camera operating for the NHS short film "Equality and Diversity". Allen is skilled in television and radio studio productions, camera operating, editing, and broadcast equipment. He is currently pursuing a BA in Television and Radio at the University of Salford.
Final Evaluation
The document summarizes the student's work on creating a documentary about "Culture in the Digital Age" for a class project. It describes the various stages of production, including research, pre-production paperwork, conducting and recording interviews, filming a band, and the post-production and editing process. It details some technical issues encountered along the way with equipment and sound quality. Overall, the student learned new skills in video and sound editing, successfully completed the documentary on time, and feels it achieved the goals of being informative and appealing to the target audience.
Evaluation+question+4
The student used various media technologies throughout the stages of planning, filming, and editing their music video coursework project. They used two cameras - a Canon HD camera and SLR camera - to film over two to three days. During post-production, they edited the video footage using Adobe Premiere and incorporated stop motion animation sequences created on their Mac computer. Overall, the project allowed the student to develop their media studies skills and experiment with an independent music video production.
Question 4
Using Adobe Premier Pro, the student edited a radio trailer and 5 minute documentary extract, allowing them to create professional-looking media texts following conventions. Adobe Photoshop was used to design an effective print advert combining an image with a slogan. Equipment included video cameras, a tripod, still camera and microphone, though some issues arose. Internet resources supported research and outreach while blogs presented the work. In conclusion, various technologies enabled the production of professional media products.
Question 4
Using Adobe Premier Pro, the student edited a radio trailer and 5 minute documentary extract, allowing them to create professional-looking media texts following conventions. Adobe Photoshop was used to design an effective print advert combining an image with a slogan. Equipment like video cameras and a microphone presented some issues, but problems with shaky camerawork were addressed through repeated filming. Various software allowed research, communication, audience feedback, and creative presentation of work for evaluation.
Evaluation+question+4
1) The document discusses the student's experience producing a music video for their A-Level Media Studies coursework project.
2) The student worked in a group to film over 2-3 days using two cameras, and learned how to properly handle equipment and ensure good footage.
3) In post-production, the student edited the video together on Adobe Premiere and added special effects inspired by other music videos, while also creating promotional materials like a website and album cover.
Evaluation presentation
The document discusses the student's music video project for the song "Party Rock Anthem" by LMFAO. The student used typical conventions of music videos like dance scenes but challenged conventions by setting the video in ordinary, everyday locations rather than glamorous settings, to make the main character seem more like an ordinary person. The feedback on the project was mostly positive, with audiences finding the video comical as intended. The student used various media technologies in creating the project, including Adobe Photoshop for the album cover and poster, Adobe Premiere for editing, and a video camera and tripod to capture footage.
Ryan Law Media CV 21.03,16
Ryan Law is a 24-year-old graduate seeking full or part time employment in video production, specifically with cameras and lighting. He has a BA (Hons) in Television and Radio from the University of Salford and relevant experience through coursework and projects. His experience includes work as an assistant camera operator on a documentary in South Africa, runner on cycling video shoots, and studio camera operator on an educational game show.
Question 4, final.
The document discusses the use of new media technologies in the research, planning, construction, and evaluation stages of a film project. It describes using the internet for research on film genres and influences. Planning involved video questionnaires filmed on a camera and tripod and uploaded to Final Cut. A blog was used to share ideas. A phone camera documented props and locations. Scripting software and a camera with tripod were used to film scenes, though the camera had focusing issues. Final Cut was used to edit footage and add effects. SoundCloud and YouTube found music. A voice recorder captured audio. Photoshop designed the poster. A questionnaire on Google Docs gathered audience feedback on YouTube. Digital technologies enabled creative development throughout the project.
Question 4.
The document discusses the use of new media technologies in the research, planning, construction, and evaluation stages of a film project. It describes using the internet for research on film genres and influences. Planning involved video questionnaires filmed on a camera and tripod and uploaded to Final Cut. A blog was used to share ideas. A phone camera documented props and locations. Scripting software and a camera with tripod were used to film scenes, though the camera had some focusing issues. Final Cut was used to edit footage and add effects. SoundCloud and YouTube were used to find music. A voice recorder captured audio. Photoshop designed the film poster. A questionnaire on Google Docs gathered audience feedback on YouTube. Digital technologies enabled creative development
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Ha4 objects of desire brief production plan mac cosmetics
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