Prodction of radio trailer
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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.
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4 editing screenshots
The document reflects on the editing process for a show. Transitions were used mainly for introductions of the presenter and analyst. The cutting tool helped shape the flow of the show. Audio levels needed adjusting in some areas as the sound was minimal. The ident was also adjusted to fit the show, though it initially had no sound after import which was later fixed.
Resources and equipment
The document outlines the resources and equipment that will be used for an upcoming production, including:
- A Nikon D3100 camera that the group is familiar with and has access to, though it has had focusing issues in the past requiring manual focus.
- A tripod that will hold the camera and allow for low and high angles, and can be attached to a dolly for smooth movement shots.
- Paterson lights that were initially tried but did not directly light the subject; the handle was useful but a different light with a shutter may focus the light better.
- A Konig-kn dolly that will attach to the tripod and camera to allow for smooth movement shots following the
Question 7
The preliminary exercise taught the filmmakers about different shots and continuity rules. In their final product, they applied techniques like match on action, shot-reverse shot within the 180 degree rule. Their 2 minute start shows the opening of the full film, applying techniques like flashbacks, match cuts, and shot-reverse shots to tell a linear story. They've gotten better at continuity and matching shots to create realistic scenes. A handheld tilt-down pan was used instead of a generic pan to add an unsettling feel.
We have the space you need
We pool content, photographs, videos, infographics and strategies to give your ideas a life. Small, Medium or Big creativity comes in all shapes and sizes and we have got it covered.
Evaluation question 7
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
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.
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.
Radio screenshots
The document summarizes the process of creating a radio trailer for a documentary. First, relevant sound clips were imported from the documentary to give listeners a taste and intrigue them. A pre-recorded voiceover with airing details was also added. Sound clips and voiceover were edited down to length and arranged structurally. Relevant documentary clips and voiceover with airing information were included to encourage viewership. An upbeat song was added as a sound bed to make the radio trailer entertaining for listeners.
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4 editing screenshots
The document reflects on the editing process for a show. Transitions were used mainly for introductions of the presenter and analyst. The cutting tool helped shape the flow of the show. Audio levels needed adjusting in some areas as the sound was minimal. The ident was also adjusted to fit the show, though it initially had no sound after import which was later fixed.
Resources and equipment
The document outlines the resources and equipment that will be used for an upcoming production, including:
- A Nikon D3100 camera that the group is familiar with and has access to, though it has had focusing issues in the past requiring manual focus.
- A tripod that will hold the camera and allow for low and high angles, and can be attached to a dolly for smooth movement shots.
- Paterson lights that were initially tried but did not directly light the subject; the handle was useful but a different light with a shutter may focus the light better.
- A Konig-kn dolly that will attach to the tripod and camera to allow for smooth movement shots following the
Question 7
The preliminary exercise taught the filmmakers about different shots and continuity rules. In their final product, they applied techniques like match on action, shot-reverse shot within the 180 degree rule. Their 2 minute start shows the opening of the full film, applying techniques like flashbacks, match cuts, and shot-reverse shots to tell a linear story. They've gotten better at continuity and matching shots to create realistic scenes. A handheld tilt-down pan was used instead of a generic pan to add an unsettling feel.
We have the space you need
We pool content, photographs, videos, infographics and strategies to give your ideas a life. Small, Medium or Big creativity comes in all shapes and sizes and we have got it covered.
Evaluation question 7
The student learned many new skills when progressing from their preliminary task to the full product. They improved at editing techniques in Final Cut, incorporating things like color correction and edge blur. Their camerawork advanced as they focused on shot types, angles, and following rules. Sound design expanded to include diegetic and non-diegetic elements. Matching shots became more precise. Titles were added. Overall, their skills grew tremendously in areas like editing, camerawork, and storytelling.
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.
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.
Radio screenshots
The document summarizes the process of creating a radio trailer for a documentary. First, relevant sound clips were imported from the documentary to give listeners a taste and intrigue them. A pre-recorded voiceover with airing details was also added. Sound clips and voiceover were edited down to length and arranged structurally. Relevant documentary clips and voiceover with airing information were included to encourage viewership. An upbeat song was added as a sound bed to make the radio trailer entertaining for listeners.
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
Q2
The document discusses how the student group created a coherent package across their documentary and ancillary texts. They prominently featured the documentary title "U-Trition" across all products to reinforce the healthy eating theme. For the print ad, they used a satirical image of fruit and vegetables going down an esophagus to represent taking control of one's diet. The radio trailer provided clips from interviews to intrigue listeners about themes while maintaining a friendly tone. Consistently featuring the title, scheduling, channel, and voiceover across products helped create a cohesive identity and branding for the documentary.
.
This document outlines the codes and conventions typically followed in print advertisements for documentaries aired on Channel 4. It notes that the title is usually in the bottom right corner below the time. The color scheme matches the main image or theme. The large main image is unobstructed by text. Websites may appear minimally in corners. Text placement depends on image framing but allows the image to be clearly visible. Images can be realistic or manipulated depending on themes. Slogans above the title reinforce the title and themes.
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.
Audience feedback
The document provides feedback from test audiences on different media products created by a group for their documentary. For the documentary itself, feedback was positive, praising the continuity, topic, interviews, and use of archival material, but noted some interviews were too long and the title sequence too slow. The radio trailer received mixed feedback, with the voice quality, structure, and sound bed rated poorly while clips, editing and voiceover were better. Most audience members said the print ad would make them want to watch, though some felt it lacked relevance. Overall, the feedback showed areas of strength and aspects still needing improvement for the different media.
Screenshots
The documentary editor added several elements to the film, including a stop motion intro sequence with sound, archived footage and voiceovers. Interviews from a nursery school teacher and researcher were incorporated along with cutaway shots and graphics designed in Photoshop. Vox pops from additional interviews were also included to provide various perspectives on the topic.
Print advert
Our print advert challenges some conventions while adhering to others. We used the BBC logo placement but included an educational background image rather than a blank space. While most BBC ads lack additional text, we included documentary details without a text backdrop like other channels to provide needed information within BBC conventions. The ad's darker colors and brighter central figure connote the documentary's theme, drawing on techniques from BBC and ITV ads but tailored to our needs.
Production Process of Radio Trailer
This document describes the process of creating a radio trailer by importing clips from interviews and a voiceover script into Premiere Pro. The creator zoomed in on clips to find precise cut points without jump cuts, and added the clips and voiceover segments to the timeline. Once all clips were cut and arranged, the radio trailer was exported as a video file.
Question
The document describes the various media technologies used at different stages of creating a documentary project. During the research stage, the creator used internet browsers, Google, news websites, YouTube, channel websites, Blogger, Scribd, and Slideshare to gather information. Footage was filmed using a Canon HD camera, shotgun microphone, and headphones. Editing was done in Final Cut Pro, adding titles, transitions, speed adjustments and managing audio levels. Garageband was used to create background music. The magazine spread was created in InDesign and the radio trailer was edited in Final Cut Pro. Evaluations used Prezi, Word, PowerPoint, YouTube and embedding.
How did you use media technologies in each stage of your media
Hannah Burgess used various media technologies in the construction, research, planning, and evaluation stages of her project. For construction of the trailer, poster, and magazine, she used a Canon EOS 550 DSLR camera, tripod, spotlights, and microphone. She edited the trailer in Final Cut Express and created soundtracks in GarageBand. The poster and magazine were designed in Adobe Photoshop Elements. Research involved websites like dafont and YouTube. Planning and evaluation included uploading work to YouTube and blogs for feedback, and using Prezi, surveys in Word, and graphs in Excel.
Evaluation 4
In the research and planning stages of their documentary on social stereotypes, the student used various media technologies and non-technological methods. They watched the documentary "Supersize Me" as a class for research and to understand appropriate codes and conventions. They created a storyboard and visual draft during planning without technology. During production, they used social media like WhatsApp and Facebook to communicate and organize as a group. A Canon HD camera and tripod were used to film interviews, establishing shots, and footage from YouTube for research. Adobe Premier was used to edit the documentary, adding captions, color correcting footage, and using various transitions between clips. Sound levels were adjusted to be equal across clips.
How did you use media technologies in the construction and research, planning...
The document describes how various media technologies were used in constructing a documentary, radio piece, and advertisement, as well as for research and evaluation. Adobe Premier was used to edit audio and video for the documentary and produce the radio piece. Photoshop was used to create lower thirds, titles, and design the advertisement poster. Lightroom and Photoshop were used to edit photos. Blogger, Prezi, and Slideshare were used to share research, plans, and evaluations. A camera, tripod, clip mic, and voice recorder were used to film interviews and record narration.
Question 4 - Paige Coles
The student used various media technologies at different stages of their project on violent video games. During research, they used Google, YouTube, and mobile internet to search for existing works and information. They used Blogger to document their research and planning process by embedding videos, pictures, and documents. Microsoft Word and PowerPoint were used to create documents and presentations. For construction, they used a video camera to record footage which was edited in Final Cut Express along with sound editing tools. Adobe Photoshop and InDesign were used to create a double page spread and place images. Garage Band was used to make a song for the documentary and radio trailer. YouTube and SlideShare were utilized to evaluate the project by posting and embedding the
Question 4 - Paige Coles
The student used various media technologies at different stages of their project on violent video games. During research, they used Google, YouTube, and mobile internet to search for existing works and information. They used Blogger to document their research and planning process by embedding videos, pictures, and documents. Microsoft Word and PowerPoint were used to create documents, questionnaires, and presentations. For construction, they used a video recorder, Apple Mac, Final Cut Express, Photoshop, and InDesign to build a documentary, double page spread, and radio trailer. For evaluation, they posted their video on YouTube and embedded it in their blog, and used PowerPoint and SlideShare to create and share an evaluation presentation.
Question 4
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
A2 media evaluation part 7
The document describes the hardware and software used to create a documentary, magazine article, and radio trailer for a media coursework project. It discusses using a digital video camera, tripod, microphone, headphones, and Final Cut Express software to film, record audio, and edit footage for the documentary. It then explains using still images from the documentary footage, InDesign templates, and FinalCut Express to layout and produce the magazine article. For the radio trailer, it discusses using the microphone, headphones, and Final Cut Express to record and edit audio, and syncing it with music from the documentary.
Documentary Evaluation - Q4
The document discusses the various media technologies used during the production, research, planning and evaluation stages of creating a documentary and related media products. Adobe Premiere Pro, Photoshop and Lightroom were used for video and image editing and production. A Zoom recorder was used to record high quality narration. Blogger was used to document the individual work, and Prezi, Slideshare and Scribd were used to create and share presentations of the research.
Question4
The student used various new media technologies throughout the research, planning, and production stages of creating a film, poster, and viral advertisement. During research, the student used YouTube to analyze existing products and SlideShare to share research findings. Blogger was used to document research. Planning utilized Google Docs, Google Forms, and Google Maps. Production was aided by cameras, tripods, zoom recorders, Final Cut Express, GarageBand, and Photoshop. These technologies helped improve the quality and professionalism of the finished media products.
Megan Hemming Media Evaluation
The document provides feedback on a student's media studies coursework which included a TV documentary, radio trailer, and TV listings page. The feedback received was mixed, with the documentary receiving criticism around sound and editing, while the TV listings received praise with some minor suggested improvements. The student learned about using various media technologies like Final Cut Express, GarageBand, Photoshop and InDesign during production, and could have benefited from steadier camera work and improved microphone use for certain elements.
Media year 2 evaluation question 4
The document discusses various media technologies used during the construction, research, planning and evaluation stages of a project. Specifically, it mentions using a Sony camera, tripod, clip-on microphone, Dell desktop computer, Adobe Premiere and Photoshop software, online resources like Dafont, Brusheezy and YouTube, and a radio studio. These technologies were used for filming interviews and b-roll footage, storing and editing video, creating promotional materials, conducting research, and recording audio.
Question 4
During the research, planning, construction, and evaluation stages of creating a documentary, the student used various media technologies. DVDs, 4OD, YouTube, and laptops were used for initial research. Websites like BBC, Channel 4, and TV Choice helped decide the target channel. Microsoft Word, PowerPoint, and Prezi aided planning. Equipment like video cameras and Final Cut Pro were vital for filming and editing. GarageBand was used to create background music. Adobe InDesign assisted with the double page spread. The documentary, radio trail, and other materials were published to Blogger, YouTube, SoundCloud, and embedded using technologies like Scribd and SlideShare.
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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
Q2
The document discusses how the student group created a coherent package across their documentary and ancillary texts. They prominently featured the documentary title "U-Trition" across all products to reinforce the healthy eating theme. For the print ad, they used a satirical image of fruit and vegetables going down an esophagus to represent taking control of one's diet. The radio trailer provided clips from interviews to intrigue listeners about themes while maintaining a friendly tone. Consistently featuring the title, scheduling, channel, and voiceover across products helped create a cohesive identity and branding for the documentary.
.
This document outlines the codes and conventions typically followed in print advertisements for documentaries aired on Channel 4. It notes that the title is usually in the bottom right corner below the time. The color scheme matches the main image or theme. The large main image is unobstructed by text. Websites may appear minimally in corners. Text placement depends on image framing but allows the image to be clearly visible. Images can be realistic or manipulated depending on themes. Slogans above the title reinforce the title and themes.
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.
Audience feedback
The document provides feedback from test audiences on different media products created by a group for their documentary. For the documentary itself, feedback was positive, praising the continuity, topic, interviews, and use of archival material, but noted some interviews were too long and the title sequence too slow. The radio trailer received mixed feedback, with the voice quality, structure, and sound bed rated poorly while clips, editing and voiceover were better. Most audience members said the print ad would make them want to watch, though some felt it lacked relevance. Overall, the feedback showed areas of strength and aspects still needing improvement for the different media.
Screenshots
The documentary editor added several elements to the film, including a stop motion intro sequence with sound, archived footage and voiceovers. Interviews from a nursery school teacher and researcher were incorporated along with cutaway shots and graphics designed in Photoshop. Vox pops from additional interviews were also included to provide various perspectives on the topic.
Print advert
Our print advert challenges some conventions while adhering to others. We used the BBC logo placement but included an educational background image rather than a blank space. While most BBC ads lack additional text, we included documentary details without a text backdrop like other channels to provide needed information within BBC conventions. The ad's darker colors and brighter central figure connote the documentary's theme, drawing on techniques from BBC and ITV ads but tailored to our needs.
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Production Process of Radio Trailer
This document describes the process of creating a radio trailer by importing clips from interviews and a voiceover script into Premiere Pro. The creator zoomed in on clips to find precise cut points without jump cuts, and added the clips and voiceover segments to the timeline. Once all clips were cut and arranged, the radio trailer was exported as a video file.
Question
The document describes the various media technologies used at different stages of creating a documentary project. During the research stage, the creator used internet browsers, Google, news websites, YouTube, channel websites, Blogger, Scribd, and Slideshare to gather information. Footage was filmed using a Canon HD camera, shotgun microphone, and headphones. Editing was done in Final Cut Pro, adding titles, transitions, speed adjustments and managing audio levels. Garageband was used to create background music. The magazine spread was created in InDesign and the radio trailer was edited in Final Cut Pro. Evaluations used Prezi, Word, PowerPoint, YouTube and embedding.
How did you use media technologies in each stage of your media
Hannah Burgess used various media technologies in the construction, research, planning, and evaluation stages of her project. For construction of the trailer, poster, and magazine, she used a Canon EOS 550 DSLR camera, tripod, spotlights, and microphone. She edited the trailer in Final Cut Express and created soundtracks in GarageBand. The poster and magazine were designed in Adobe Photoshop Elements. Research involved websites like dafont and YouTube. Planning and evaluation included uploading work to YouTube and blogs for feedback, and using Prezi, surveys in Word, and graphs in Excel.
Evaluation 4
In the research and planning stages of their documentary on social stereotypes, the student used various media technologies and non-technological methods. They watched the documentary "Supersize Me" as a class for research and to understand appropriate codes and conventions. They created a storyboard and visual draft during planning without technology. During production, they used social media like WhatsApp and Facebook to communicate and organize as a group. A Canon HD camera and tripod were used to film interviews, establishing shots, and footage from YouTube for research. Adobe Premier was used to edit the documentary, adding captions, color correcting footage, and using various transitions between clips. Sound levels were adjusted to be equal across clips.
How did you use media technologies in the construction and research, planning...
The document describes how various media technologies were used in constructing a documentary, radio piece, and advertisement, as well as for research and evaluation. Adobe Premier was used to edit audio and video for the documentary and produce the radio piece. Photoshop was used to create lower thirds, titles, and design the advertisement poster. Lightroom and Photoshop were used to edit photos. Blogger, Prezi, and Slideshare were used to share research, plans, and evaluations. A camera, tripod, clip mic, and voice recorder were used to film interviews and record narration.
Question 4 - Paige Coles
The student used various media technologies at different stages of their project on violent video games. During research, they used Google, YouTube, and mobile internet to search for existing works and information. They used Blogger to document their research and planning process by embedding videos, pictures, and documents. Microsoft Word and PowerPoint were used to create documents and presentations. For construction, they used a video camera to record footage which was edited in Final Cut Express along with sound editing tools. Adobe Photoshop and InDesign were used to create a double page spread and place images. Garage Band was used to make a song for the documentary and radio trailer. YouTube and SlideShare were utilized to evaluate the project by posting and embedding the
Question 4 - Paige Coles
The student used various media technologies at different stages of their project on violent video games. During research, they used Google, YouTube, and mobile internet to search for existing works and information. They used Blogger to document their research and planning process by embedding videos, pictures, and documents. Microsoft Word and PowerPoint were used to create documents, questionnaires, and presentations. For construction, they used a video recorder, Apple Mac, Final Cut Express, Photoshop, and InDesign to build a documentary, double page spread, and radio trailer. For evaluation, they posted their video on YouTube and embedded it in their blog, and used PowerPoint and SlideShare to create and share an evaluation presentation.
Question 4
The research and planning for the documentary highly impacted the outcome. Various media technologies were used during the planning process, including researching other documentaries, brainstorming ideas, and conducting online research. During filming, cameras, microphones, headphones, and computers were used to capture high quality footage and audio. The editing process involved organizing footage, selecting clips, adding transitions, editing sound levels, and adding titles, text, and visual effects. The documentary was then exported for final review.
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The document describes the hardware and software used to create a documentary, magazine article, and radio trailer for a media coursework project. It discusses using a digital video camera, tripod, microphone, headphones, and Final Cut Express software to film, record audio, and edit footage for the documentary. It then explains using still images from the documentary footage, InDesign templates, and FinalCut Express to layout and produce the magazine article. For the radio trailer, it discusses using the microphone, headphones, and Final Cut Express to record and edit audio, and syncing it with music from the documentary.
Documentary Evaluation - Q4
The document discusses the various media technologies used during the production, research, planning and evaluation stages of creating a documentary and related media products. Adobe Premiere Pro, Photoshop and Lightroom were used for video and image editing and production. A Zoom recorder was used to record high quality narration. Blogger was used to document the individual work, and Prezi, Slideshare and Scribd were used to create and share presentations of the research.
Question4
The student used various new media technologies throughout the research, planning, and production stages of creating a film, poster, and viral advertisement. During research, the student used YouTube to analyze existing products and SlideShare to share research findings. Blogger was used to document research. Planning utilized Google Docs, Google Forms, and Google Maps. Production was aided by cameras, tripods, zoom recorders, Final Cut Express, GarageBand, and Photoshop. These technologies helped improve the quality and professionalism of the finished media products.
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The document provides feedback on a student's media studies coursework which included a TV documentary, radio trailer, and TV listings page. The feedback received was mixed, with the documentary receiving criticism around sound and editing, while the TV listings received praise with some minor suggested improvements. The student learned about using various media technologies like Final Cut Express, GarageBand, Photoshop and InDesign during production, and could have benefited from steadier camera work and improved microphone use for certain elements.
Media year 2 evaluation question 4
The document discusses various media technologies used during the construction, research, planning and evaluation stages of a project. Specifically, it mentions using a Sony camera, tripod, clip-on microphone, Dell desktop computer, Adobe Premiere and Photoshop software, online resources like Dafont, Brusheezy and YouTube, and a radio studio. These technologies were used for filming interviews and b-roll footage, storing and editing video, creating promotional materials, conducting research, and recording audio.
Question 4
During the research, planning, construction, and evaluation stages of creating a documentary, the student used various media technologies. DVDs, 4OD, YouTube, and laptops were used for initial research. Websites like BBC, Channel 4, and TV Choice helped decide the target channel. Microsoft Word, PowerPoint, and Prezi aided planning. Equipment like video cameras and Final Cut Pro were vital for filming and editing. GarageBand was used to create background music. Adobe InDesign assisted with the double page spread. The documentary, radio trail, and other materials were published to Blogger, YouTube, SoundCloud, and embedded using technologies like Scribd and SlideShare.
Question 4 - Paige Coles
The document discusses the various media technologies used at different stages of a project to create a documentary, double page spread, radio trailer, and song. During research, Google, YouTube, and mobile internet were used to find information. Blogger was used to document research and embed videos and images. Microsoft Word and PowerPoint were used to create documents and presentations. A video camera was used to record footage, and Final Cut Express was used to edit videos. Adobe Photoshop and InDesign were used to edit images and layout the double page spread. GarageBand was used to create an original song. YouTube and SlideShare were used to share and evaluate the final products.
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...mediastudiesfinearts
The document discusses how various media technologies were used at different stages of creating a short film project. Technologies like Blogger, YouTube, and Celtx were used in the planning, research, and construction stages to write scripts, storyboards, schedules, and update progress. Equipment like Canon and Rode cameras and microphones were used for filming to achieve high quality visuals and audio. Premier Pro software was used for editing raw footage and adding sound, color correction, and grading to produce the final video.Question 4
The student used various media technologies in the planning, research, and evaluation stages of creating a TV documentary. In planning, they researched camera equipment, editing software, and broadcasting channels. They conducted online research using sources like the BBC and The Guardian. Final Cut Express was used to edit filmed footage, add transitions/effects, and include a voiceover and music. Garage Band was used to compose background music. The documentary was evaluated through a questionnaire to the target audience about Channel 4.
Media evaluation powerpoint
The document describes a student's media studies coursework which involved creating a TV documentary, radio trailer, and TV listings page. It discusses how each piece used conventions of real media, feedback received, and the technologies used at different stages of production. The documentary received poor feedback on sound and editing. The radio trailer's main issue was volume levels. Positive feedback was received for the TV listings, with minor suggestions. Technologies like Final Cut Express, GarageBand, Photoshop and InDesign were used at various stages of research, planning, production and evaluation.
Evaluation 6 what have you learnt about technologies from the process of cons...
The document discusses the technologies used to film an opening sequence. A Canon camcorder, tripod, and light reflector were used to capture quality footage. The tripod helped keep the camcorder steady and allowed high and low angle shots. The light reflector helped manipulate lighting on subjects. GarageBand software was used to create soundtrack music by manipulating loops. Final Cut Pro allowed editing clips, adding effects, and positioning credits. Websites like Google Images provided inspiration for shots, and Blogger hosted planning and research. Overall, these technologies were essential pillars for constructing and producing the film.
Evaluation Question 4
The document discusses the various media technologies and tools used at different stages of creating a music video, including mobiles, blogs, Google, YouTube, Microsoft Office, cameras, editing software, lighting, and more. Mobiles were used for communication, research, and documentation. Blogs and YouTube were used to share work and gather feedback. Software like Premier Pro, Photoshop, and Excel helped with editing, design, and analysis. Cameras and lighting equipment were necessary for filming. Evaluation involved further sharing on social media and collecting audience responses.
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How did you use media technologies in each stage of your media
How did you use media technologies in each stage of your media
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How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
Evaluation 6 what have you learnt about technologies from the process of cons...
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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. 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.
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.
Preliminary task
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.
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.
Content analysis
This document summarizes the design choices made for a magazine contents page. The heading "INSIDE" draws attention to the title in a bold, modern font. The central image uses bright colors to attract readers and leaves them curious about the featured article. As with most music magazines, the logo appears on the right side for recognition. The color scheme is simple, using only red, black, and white like rock music. Section headings like "REGULARS" and "BANDLIST" stand out in bold to inform readers of the magazine's contents. Headlines use black and white for easy reading and clearly indicate sections. An index lists featured bands and artists. Columns organize the content into sections.
Content analysis
This document summarizes the design choices made for a magazine contents page. The heading "INSIDE" draws attention to the title in a bold, modern font. The central image uses bright colors to attract readers and leaves them curious about the featured article. As with most music magazines, the logo appears on the right side for branding. The color scheme is simple, using only red, black, and white like rock music. Section headings like "REGULARS" and "BANDLIST" stand out boldly. Each headline uses black and white for easy reading and clearly indicates the content. An index lists bands and artists featured. Columns help organize the content into sections.
Content analysis
This document summarizes the design choices made for a magazine contents page. The heading "INSIDE" draws attention to the title in a bold, modern font. The central image uses bright colors to attract readers and leave them curious. The logo is placed on the right side for recognizability. The color scheme is simple, using only red, black, and white like rock music. Section headings like "REGULARS" and "BANDLIST" stand out boldly. Headlines use black and white for easy reading and clarity on where to look. Columns are used to section the content as is typical in magazines.
New analysis
The document discusses the design elements of a rock music magazine. It notes that the magazine uses a red color scheme to stand out on shelves and appeal to its target audience of rock music fans. Key elements like the masthead, coverline, and buzzwords use bold, bright colors and fonts to attract readers' attention and encourage them to purchase the magazine. The central images and text are designed to engage readers by featuring exclusive artist interviews and content related to music genres like rock.
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- 1. Radio Trailer Production Whenwe decidedto create our radiotrailerwe exportedsome videosfrom our raw documentary footage anduseda voice over,whichwe createdto anchor our theme of dietary/eatinghealthy. These are the footage and the audiotrack that we had exported;theyfitted inwithour radiotrailer.
- 2. We usedthe zoomtool to zoomintothe audiotrack whichwasthe script.We neededtocutit downto the specificstopof the sentence so usedwe the razor tool.This helpedus pickwhere tostart of the sentence andwhatwe wantedtoendto fit intothe scriptof the radiotrailer.This processappliedthroughout the whole radiotrailer because itwasa verysimple stepto create our radio trailer. Thisapplied to the footage neededtoo. Thisprocesswas required throughoutthe whole radiotrailer
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