Preliminary task
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Our group designed a logo for their documentary "Through the Lens" using Photoshop to adapt an image from Google to black and white. Connor was interviewed for the documentary with a classroom background as he is a student talking about phones. Various archive footage was imported and edited into the documentary to reflect questions. The documentary also features interviews with a student and older working professional discussing their experiences with phones and how they have changed over time.
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The document discusses evaluation functions and objectives of documentaries, including informing audiences, using real settings to add authenticity, and answering all audience questions by the end. It also discusses narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's beginning-middle-end structure, and quest narratives. Forms and conventions for real-life documentaries are examined, along with reasons for following or breaking conventions. The document concludes by discussing how audience feedback will be obtained, including focus groups, questionnaires, and using new technologies like Facebook and YouTube.
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The document discusses the functions and conventions of documentaries, including informing audiences, using archived footage as evidence, and using voiceovers and music to narrate and set mood. It also discusses various narrative theories that can apply to documentaries, such as Propp's character roles, Todorov's three-step structure of equilibrium, disequilibrium and new equilibrium, and the quest narrative theory. The document provides examples of how these theories are demonstrated in documentaries. It also discusses the use of mise-en-scene, characters, camera work, editing, forms and music in documentaries.
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Question one
Our media product follows many conventions of television documentaries. We used simple cuts between interviews and b-roll footage to avoid distracting the audience. We also included zooms of still images to make the footage more engaging. When interviewing subjects, we removed the questions and edited it to make it seem like they were telling a story. Graphics included the subject's name and relevance in consistent, easy-to-read text. We used a serious, standard male voiceover and focused on only one topic to maintain a single, non-linear narrative structure. The title sequence and music helped set the tone by depicting fearful reactions and relating to spiders. Both the radio trailer and newspaper advert followed conventions by providing scheduling details, enticing
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- Feedback from peers was gathered and helped improve aspects of the documentary and ancillary tasks like making the advertisement more aligned with Channel 4's style.
- New media technologies like the internet, YouTube, Photoshop, and video/audio equipment were used in researching, planning, and constructing the documentary and ancillary tasks. Old print media was also examined for stylistic influences.
Question 3 final
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Question 2 - Nathan Pugsley
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The document describes the results of a pilot questionnaire given to a small group to help improve a documentary project. Key findings include:
- Respondents preferred a balance of interviews and cinematography.
- A majority voted for an open ending over a conclusive one.
- Industry professionals should be interviewed more than casual people.
- Respondents voted against including narration in the presentation style.
- Suggestions are made to provide more context for questions in future questionnaires to make them less confusing.
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Question 3
The document discusses test screenings and market research in the film industry. It provides details on focus groups, which are formal screenings that collect detailed audience responses through surveys and interviews. The document also discusses different types of market research, including primary research conducted directly and secondary research analyzing existing information. It describes how the filmmakers used feedback from test screenings and comments on YouTube to improve aspects of their film project like the music, sound effects, and poster. The feedback helped them enhance the suspense, drama, and eye-catching nature of their marketing materials to effectively promote the thriller genre of their film.
Evaluation Q4
The document describes the various media technologies and software used at different stages of creating a documentary project. In the planning stage, online research was conducted using Google, YouTube, and social media. Information was organized in PowerPoint and uploaded to a blog. Footage was filmed using cameras and microphones, and edited together in Adobe Premiere Pro. Photoshop was used to enhance images. The final products, including a double-page magazine spread, were presented on the blog using tools like PowerPoint, Prezi, and SoundCloud.
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The film is from the point of view of a young iPhone who goes on a journey of self-discovery by learning from other electronic devices like a book, Nintendo DS, computer, and iPod. These characters teach the iPhone about how humans forget about technology over time. The film uses both live action filming and stop motion to tell the story in an unconventional way. Audience feedback helped the filmmakers improve areas like unclear titles and muffled sound. The film aims to educate and entertain audiences by showing a new perspective on technology and how society is changing.
Evaluation
The film is from the point of view of a young iPhone who goes on a journey of self-discovery by talking to other electronic devices like a book, Nintendo DS, computer, and iPod. These characters teach the iPhone about how humans forget about technology over time. The film uses both live action filming and stop motion to tell the story in a unconventional way compared to other films in this genre. Audience feedback helped the filmmakers improve areas like unclear titles and muffled sound. The film aims to educate and entertain audiences by showing a new perspective on technology and how society uses it.
Last three questions
The student learned a lot about filmmaking techniques from their preliminary task to the full product. They received useful feedback on their preliminary task that helped them focus on important elements like camera angles and shot timing for the full product. They also learned skills like achieving match-on-action and not breaking the 180 degree rule. While the preliminary task was less professional, it helped them understand what was needed for a good grade and to plan the full product more effectively.
Q 4 completed technology
The document discusses how YouTube and other technologies were used in the research, planning, and production of a film trailer. YouTube provided access to existing trailers that served as inspiration and examples of techniques to replicate, such as shot length, pacing, and use of color/lighting. A phone was used to communicate between group members, access scripts online, and provide lighting during filming. Photoshop allowed editing of photos for ancillary tasks and adding effects like lighting adjustments. Final Cut Pro enabled precise editing of video clips for the trailer. Overall, these technologies supported analyzing professional examples, planning, communication, and creating polished final products.
Question 4- Technology
The document summarizes the various media technologies used at different stages of creating a documentary project. In the planning stage, research was done using Google to search online and YouTube to watch example documentaries. Adobe Premier Pro was used to edit video footage and audio. A video camera, microphone, tripod, digital camera, mobile phones, Microsoft Excel, Word, PowerPoint, and Adobe Photoshop were also utilized at various stages of construction, research, and evaluation. Without access to the internet and these technologies, completing the project would have been impossible.
Evaluation 4
Laura used various media technologies throughout the research, planning, construction, and evaluation stages of her music video project.
For research, she used the internet (YouTube, Spotify) to analyze trends in the acoustic pop genre and gather demographic data on the target artist and audience. She filmed interviews with Canon XA10 camera and edited them with Movie Studio Platinum.
For construction of the video, Laura used the Canon XA10 camera with tripod and some handheld shots. She downloaded the song from YouTube and edited the video together with transitions, filters, and slow motion effects in Movie Studio Platinum.
For ancillary tasks like the album cover and poster, Laura took photos on her phone and
Evaluation technology question
The document discusses various technologies used in creating a student film project. It describes using an iMac to research and edit the final video using Final Cut Pro. A Macbook was used to find pictures online and screenshot locations from Google Maps. Final Cut Pro was used to edit video, including importing media, adding voiceovers and music, and editing color and brightness. iPhones were used for communication via WhatsApp, taking photos, and recording voice memos. A Nikon camera was used to film scenes and take still images. Social media like SurveyMonkey, BlogSpot, YouTube, Twitter and Facebook were utilized for research, sharing work, and gathering feedback.
Evaluation media a2
The student received feedback from classmates who had completed the same coursework, as well as from social media platforms like Facebook and YouTube. Overall, the feedback indicated that the video was very effective at conveying the intended heavy rock genre through conventions and costumes. However, there were also issues with inconsistent camera quality between shots due to different resolutions, shaky camerawork that was sometimes excessive, and too many repetitive band shots due to a lack of narrative elements. The student learned they need to ensure consistent camera settings, use a tripod to reduce shaking, and include more narrative shots to fill space instead of repetitive band footage.
FK8703 EVAL5
The document discusses how the filmmaker addressed and attracted their target audience through various methods of gathering feedback during the filmmaking process. Feedback was gathered from the target audience on Facebook and through Q&A sessions, which resulted in changes like re-recording dialogue to remove background noise, shortening a scene, and adding transitions. Additional feedback was gathered from peers and professionals on Twitter and in Skype calls, addressing things like the credits, sound design, and ensuring the genre was thriller. This iterative process of feedback helped strengthen the final film.
editing process.pptx
The document describes Jennifer Finnigan's documentary editing process. She began by finding an opening from the BBC to set the tone and importing it into Premiere Pro. She then found court case clips on serial killers to include, which she downloaded and separated the audio and video. Interviews were also recorded and imported. The editing process involved adjusting brightness, adding titles, and including a photo montage with cross dissolves. Further edits on interviews included playing with hues, saturation and contrast. Written questions were included during transitions between interviews for clarity. Finally, news stories about murders from social media were downloaded and added to the timeline.
Culture Eval.pptx
The documentary produced by the student follows codes and conventions of the genre. It begins with an introduction and quote, then cuts to an interview shot with subtitles. Various clips from different decades are included on different topics, with a voiceover to provide context. The structure of clips and voiceover continues for subsequent topics. At the end, pros and cons of online activism appear on screen alongside the narration. The student reflected that thorough planning, feedback, and technical skills improved their work, and that their idea remained consistent from conception to completion.
Evaluation!!
Through constructing her media piece, Jessica learned several important lessons. She learned that lighting, location scouting, continuity checking, and practice with editing software are all crucial aspects of production. Mistakes made provided learning experiences, such as realizing locations look different on camera than in person. Overall, the process taught her many skills that can be applied to future media projects.
Evaluation!!
Jessica learned several lessons through constructing her media studies final piece. She learned about the importance of lighting, location scouting, managing time, and researching genre conventions. Some specific lessons included double checking camera settings between shots, practicing editing software, and allowing more time for all elements like finding music. Overall the process helped her gain skills for future media productions.
Evaluation preliminary task
The student's class provided feedback on a documentary the student and their group produced. The class felt that aspects that went well included: including a range of interviews from different generations; the fitting background music; and the use of archive material to provide context. However, the class also suggested some areas for improvement. These included making archive images clearer; including props related to the topic in interviews; ensuring clear audio quality in interviews; improving the flow of interview footage; and sometimes playing interview audio over archive material for better flow. The student learned aspects that worked well and areas that could be strengthened further in future documentaries.
Media question4
The document discusses the various media technologies used at different stages of creating a documentary on male grooming. In the research and planning stage, the internet was used to research content and formulate interview questions. Word and Excel were used to construct questionnaires. A DV camera, tripod, and microphone were used to film interviews. Adobe Premiere was used to edit footage and add effects like crosscutting interviews. PowerPoint, Prezi, and Glogster were used to present evaluations and blog entries on the process. A blogger was used to upload all work completed.
Screenshots
Group 6 created a documentary on mobile phones by importing 3 video clips and editing them together with music and images in their video timeline. They cut the music to fit the clips, changed the volume for effects, cut parts of clips to remove breaks, added titles and text for names using editing tools, and included related archive footage and images to illustrate points discussed in the interviews. They aimed to keep the documentary under 2 minutes by linking pieces together with effects and finishing with credits over final music.
Screenshots
Group 6 created a documentary on mobile phones by importing 3 video clips and editing them together with music and images in their video timeline. They cut the music to fit the clips, changed the volume for effects, cut parts of clips to remove breaks, added titles and text for names using editing tools, and included related archive footage and images to illustrate points discussed in the interviews. They aimed to keep the documentary under 2 minutes by linking pieces together with effects and finishing with credits over final music.
Media evaluation complete 1.30 am!!
Through constructing their media piece, the student learned several important lessons. They learned that lighting, location scouting, and editing software skills are essential. They also learned to allow more time for certain steps like finding music. For future projects, the student would do more location test shoots, manage their time better with a schedule, and do additional research on film genres and conventions. Overall, the process helped the student improve their media production skills and identify mistakes to avoid in the future.
Similar to Preliminary task (20)
More from Tajmina Ali
Documentary process production
The documentary was created using Premiere Pro CS6 software. Clips and images were imported and organized, and the title sequence was created using precise cuts with the razor tool while zooming in for accuracy. Filters and effects like fading were added using techniques learned from YouTube to create contrast and drama. Audio was recorded separately and integrated by dragging tracks below the video clips. Photoshop was used to edit images, which were then inserted and sequenced in Premiere Pro. The razor and zoom tools helped structure the documentary by removing unnecessary parts and focusing the audience's attention on key elements.
Documentary process production
The documentary was created using Premiere Pro CS6 software. Clips and images were imported and organized, and the title sequence was created using precise cuts with the razor tool while zooming in for accuracy. Text was added, filters were used to add effects to clips in the title sequence, and fade effects were added in After Effects to transition between clips. Audio tracks were recorded and applied, and the razor tool was used to edit audio clips. Images created in Photoshop were also inserted alongside voiceovers. The timeline allowed stacking and rearranging of elements, and hiding/removing clips helped isolate important audio.
Prodction of radio trailer
The document describes the process of creating a radio trailer by exporting video footage and an audio voiceover from documentary raw footage on a healthy eating theme. Editing tools like zoom and razor were used to cut the audio track into specific sentence segments to fit the script, and cut the footage to what was needed. All the edited audio and footage pieces were then dragged into place to assemble the radio trailer, transforming it from the raw materials.
Evaluation question 3
The document summarizes audience feedback from testing various promotional materials for a documentary about food and diets. 11 out of 12 people found the documentary informative and would recommend it. The documentary effectively used conventions like voiceovers, interviews, and archive footage. Most feedback was positive, praising the entertaining and realistic content. However, some suggested the archive material was distracting and interviews too long. Overall, the testing showed the documentary was well-received and effectively promoted its topic.
Radio advert
This radio advertisement promotes a television program about food and the body, highlighting that while many people desire a "perfect" body, achieving that ideal image shown on television shows is difficult and not everyone succeeds due to junk food temptations and obesity being a growing problem. The one-hour special aims to shed light on how food actually affects the body and what people's relationships are with different foods.
Script
Britain has high rates of overweight and obesity due to fast food and processed foods being widely available and promoted. As a result, people feel pressure to achieve certain body types from the media. Many now prefer quick, easy convenience foods over taking the time to cook fresh meals from basic ingredients like vegetables and meat. While fruits and vegetables provide important vitamins and minerals as healthy substitutes for meat, about half of British adults are overweight and nearly one-fifth are obese. Some supermarkets offer lower prices than competitors on store brand products. Eating fruits high in natural sugars like bananas or apples before working out can boost energy levels as a healthier sugar option compared to other sources. Fitness magazines now include specific meal plans and workout routines
Script
Britain has high rates of overweight and obesity due to fast food and processed foods being widely available and promoted. Social media has influenced people's views of needing a "bikini body" or to "get ripped." Many people prefer quick, easy convenience foods over cooking meals with fresh vegetables and meats. While fruits and vegetables provide important vitamins and minerals, about half of British adults are overweight and nearly 20% are obese. Discount supermarkets like Aldi and Morrisons have lower prices than major chains like Tesco and Sainsbury's on commonly bought items, though the other stores dispute this claim. Eating fruits high in natural sugars like bananas or apples can provide energy for workouts as a healthier sugar option compared
Formal proposal
The documentary proposal outlines a mixed-style documentary on dieting and weight loss that will contrast healthy and poor diets. It will air on BBC2 in prime time to target 18-40 year olds. Primary research like interviews with dietitians and a person who lost weight will be combined with secondary sources such as YouTube clips and historical diet methods. The goal is to sensitively inform the audience about diet and lifestyle choices.
Documentary research
This document contains the results of a survey about producing a documentary on gymnastics. The survey results show that most people watch documentaries in the evening and enjoy sports and food documentaries. They also indicate that more people like gymnastics than dislike it, and that acrobatic gymnastics is the most popular gymnastic discipline. Based on these findings, the document concludes that a documentary on gymnastics would appeal to the public, especially if it focused on acrobatic gymnastics and aired in the evening.
Preliminary task
This 3-sentence summary provides an overview of the key elements and purpose of the document:
The document discusses the production of a documentary on smartphone use, showing the logo created for the project, interviews with students conducted on a classroom background and with questions edited for pacing, and archive footage included to illustrate points and show how phones have changed over time with interviews from people of different ages and backgrounds.
Codes and conventions of a documentary
This document outlines the key codes and conventions used in documentary filmmaking. It discusses the role of the voiceover in narrating the themes and facts, the use of different camera shots like close-ups and establishing shots to build relationships with viewers and set the scene, and the inclusion of archive materials like photographs and footage to provide historical context relevant to the topic. It also mentions that documentaries typically have a single narrative structure, focus on specific themes, and use location, clothing, lighting, graphics, and sound design choices to further immerse viewers in the story being told.
Tv scheduling
The document summarizes TV scheduling into 6 segments with targeted audiences:
1) Children's TV/breakfast shows for children
2) News targeted at adults
3) Daytime TV targeting housewives and the unemployed
4) Children's and school programming in the afternoon
5) Early evening entertainment for families
6) Adult shows in the evening.
Popular genres included sports, drama, reality TV, soaps and news. Channels aim to target a wide variety of audiences to fill airtime and save money through reruns. The watershed is after 9pm for adult-oriented programming.
Tv scheduling part 2
This document discusses various techniques for TV scheduling and time management. It describes the watershed period after 9pm for adult programming, using pre-echo and inheritance to place shows before and after popular ones like soaps to gain viewers. Other techniques include hammocking between two popular shows, theming around topics, bridging with ads to keep viewers, and stacking similar shows to sweep viewers through a block of programming.
Audience redearch
The document contains the results of audience feedback surveys conducted on various elements of a magazine created by the author.
For the front cover, 7 out of 10 people said the strongest part was the color scheme. For the content page, 5 out of 10 people said the strongest part was the column layout. For the double-page spread, 7 out of 10 people chose the black and white photograph as the strongest part.
All 10 people agreed that the author's use of color scheme represented the genre of rock and roll. They also agreed that the person interviewed for the magazine and the overall suitability of the magazine's features were appropriate for the target audience.
Audience redearch
The document contains the results of audience feedback surveys given to 10 people for various elements of a magazine about rock music.
For the gender questionnaire, 6 respondents were male and 4 were female. For the front cover, 3 people liked the masthead, 3 liked the color scheme, and 4 liked the main image.
For the content page, 50% liked the main girl band image. For the double page spread, the majority liked the black and white main image. For the cover, 5 people would change the coverlines and 4 the strapline.
For the content page title, 60% would change it. For the article, the majority said it needed changing. 100% thought the regular features and interview
Front cover final
The document discusses a final product of a content page. It appears to be a brief description or status update regarding the completion of a content page for a website, application, or other digital product. In 3 sentences or less, the summary provides a high-level overview of the purpose and status of the original document.
Front cover final
The document describes a final product as a double page spread. It contains two facing pages that are intended to be viewed and read together as a single unit. The double page spread format allows for visual elements and text to be presented across both pages to tell a complete story or convey full information in a concise yet impactful manner.
Front cover final
This document appears to be the front cover of another work. However, no other context or information is provided on this single page. The front cover alone does not contain enough substantive information to summarize beyond stating that it is simply the front cover of an unspecified work.
Content analysis
The document discusses design elements for a magazine contents page, including:
1) The title uses a bold, black font to draw attention and directly address readers to look inside.
2) The central image uses bright colors to be the dominant visual, leaving readers curious to learn more.
3) Standard magazine elements like the logo on the right side and color scheme of red, black, and white help with recognition and intrigue readers.
4) Bold, capitalized subheadings mimic rock genre conventions to stand out from the page.
More from Tajmina Ali (20)
Preliminary task
- 2. Sketch
- 3. Evidence of creating documentary
- 4. Here is the logo our group had design using Photoshop by using an image from Google, adapting it to black and white which allowed it the title to stand out ‘Through the lens’.
- 5. Here is Connor being interviewed, using a classroom background which anchors him being a student talking about phones. He is on the left hand side as this follows the codes and conventions of a documentary.
- 6. These archive footage were imported then added as a cutaway into our documentary by editing they reflect the questions.
- 7. Connor is asked more questions, by editing we applied a slow cut from question to question as it gives time to the audience to understand.
- 8. Archive footage of a group of friends using their phones
- 9. This is the next interview for our documentary the mise-en- scene reflects a student atmosphere, this connotes her age.
- 10. The position of the interviewee has changed as this follows the code and conventions of a documentary. The mise-en-scene reflects the genre of the documentary but showing the changes of phone.
- 11. Archive footage which is a video clip of how people text.
- 12. The position of the interviewee changes again, this shows a working background portraying an older age being interviewed in contrast to a student. She is talking about her past with phones and how everything has changed.
- 13. This shows that our group created this documentary together.