Culture in a digital age production diary.pptxSebCook1
- The document outlines a filming schedule and plan to capture footage for a documentary project over 5 days before the deadline. Equipment needs like a DSLR camera, microphones, and tripods are listed. Interviews with subjects are scheduled on different days.
- Production issues arose like Ofsted visiting the college, requiring alternative equipment like a phone camera. Technical skills were developed in exporting footage, camera settings, and overcoming Premier Pro lagging. The first draft was produced but uploading issues required exporting to a new file.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work aspects are described like dividing roles for acting, filming, and editing clips. Storyboarding and issues with continuity between separately shot clips are also mentioned.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
The document outlines the equipment and resources needed to film a documentary, including two cameras, tripods, microphones, and SD cards. It discusses filming interviews in a studio for its black backdrop and lighting. Organizing included scheduling cast and crew and preparing questions in advance. Camera settings were 1080p at 24fps and 800 ISO. An issue with studio lights dimming over time was solved by readjusting them between shots.
Culture in a digital age production diary.pptxSebCook1
- The document outlines a filming schedule and plan to capture footage for a documentary project over 5 days before the deadline. Equipment needs like a DSLR camera, microphones, and tripods are listed. Interviews with subjects are scheduled on different days.
- Production issues arose like Ofsted visiting the college, requiring alternative equipment like a phone camera. Technical skills were developed in exporting footage, camera settings, and overcoming Premier Pro lagging. The first draft was produced but uploading issues required exporting to a new file.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work aspects are described like dividing roles for acting, filming, and editing clips. Storyboarding and issues with continuity between separately shot clips are also mentioned.
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
The document outlines the equipment and resources needed to film a documentary, including two cameras, tripods, microphones, and SD cards. It discusses filming interviews in a studio for its black backdrop and lighting. Organizing included scheduling cast and crew and preparing questions in advance. Camera settings were 1080p at 24fps and 800 ISO. An issue with studio lights dimming over time was solved by readjusting them between shots.
I collected equipment from my college, including a camera, tripod, and audio recorder, to film my short film at my college and house over one day. I set up the camera and ensured the settings were correct before beginning filming. I used a shot list and storyboard to stay organized while directing. Some shots needed to be refilmed for lighting or acting issues. I also rerecorded some audio to improve clarity. In editing, I uploaded the footage, renamed files, and organized them chronologically. I added transitions and effects to smooth the product. I exported the final film and uploaded it to share online. The razor tool in my editing software was especially helpful for separating clips.
I collected equipment from my college, including a camera, tripod, and audio recorder, to film my short film at my college and house over one day. I set up the camera and ensured the settings were correct before beginning filming. I used a shot list and storyboard to stay organized while directing. Some shots needed to be refilmed for lighting or acting issues. I also rerecorded some audio to improve clarity. In editing, I uploaded the footage, renamed files, and organized them chronologically. I added transitions and effects to smooth the product. I exported the final film and uploaded it to share online. The razor tool in my editing software was especially helpful for separating clips.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
William created a script and shot list to plan his production. He filmed scenes at a school dressed as a bank and acquired props. William encountered audio issues but used the original footage. Additional locations allowed him to complete filming. In post-production, William edited footage together in Premier Pro, colored footage, composed original music, and digitally changed a prop gun's color. Throughout the process, William reflected on challenges and solutions in bringing his vision to life.
William Thirlaway reflects on his film production process. He began by writing a script and shot list. For his shoot, he found locations like a school reception dressed as a bank. He bought props like police gear. The first location shoot went smoothly. However, he encountered audio recording issues and used the original footage audio. He finished shooting at other locations and added slow motion. For safety, he had high-vis vested people indicate a film shoot during a prop police chase sequence. Finally, he edited in Premier Pro, stitching footage, editing audio, coloring, and composing original music in GarageBand to complete his short film.
1. The document discusses the process of planning, shooting, and editing a short promotional video for Sunderland city. It describes assigning roles, researching locations, risk assessments, and collaborating footage.
2. When editing, the author backed up footage, sorted clips, added transitions between segments, worked on titles and text, added background music and voiceovers, and evaluated their skills and areas for improvement.
3. Overall the document provides a detailed overview of the pre-production, production and post-production process for a class project creating a promotional video about Sunderland city.
The document provides guidance for tracking the production process of a music video, including filming, editing, and post-production. It outlines sections to include details on the filming such as technical equipment used, logistical planning, personnel, and whether replanning was needed. For editing, it prompts including screenshots, statements, and explanations of the editing process including notable moments, decisions, and problems encountered and how they were addressed. The summary provides an overview of the key stages and documentation encouraged for a music video production.
The document provides guidance for tracking the music video production process through filming and editing. It outlines areas to document for filming such as technical, logistical, and personnel aspects, as well as planning. For editing, it instructs to record edit progress, decisions, and problems through screenshots, statements, and explanations. The goal is to explain the creative process and justify creative choices for assessment purposes.
The document provides a pre-production assessment for a digital media text project. It outlines the following:
- Locations will primarily be the student's house but may include York city center and Scarborough seafront. Permission is only needed from the student's parents.
- Equipment includes a camera, batteries, memory card booked from college. A GoPro may also be used.
- Facilities include editing software at college as it is not available at home.
- The student will be the sole crew member taking on directing, writing, camera operation, and acting roles. Friends may feature if other locations are used.
- Plans include story structure, shot lists, sound effects, thumbnails
The document summarizes the technologies and equipment used to create an opening movie scene, including a digital video camera, tripod, iPod Touch prop, Apple Mac computer, and iMovie editing software. The camera provided good filming quality and was easy to import footage to iMovie. The tripod helped keep the camera stable. iMovie was initially challenging but became easier with practice, allowing the creator to learn editing techniques like adding sound, arranging clips, adding text and transitions.
The document provides guidance for a music video assignment, including sections on idea generation, research, pre-production planning, and visual planning. The student has selected the song "Small Mercies" by Pixx for their video. Their concept involves depicting the stages of a relationship through changes in costumes and makeup as the singer lip syncs to the song. Location will be in their bedroom with a pop-up backdrop. Equipment needs include a video camera, tripod, and softbox light. One friend will assist with filming. Storyboards and concept boards will be created to plan shots and visualize the overall look and feel.
The document discusses what the author has learned about various technologies from creating a film project. They learned how to properly use a camera, including setting up a tripod and using specific shots. They also learned how to use a microphone, the importance of turning it on, and planning shots based on available natural lighting and using filters and a reflector. For audio, the author learned to use GarageBand to compose music for the film. They also became more experienced using Adobe Premiere Elements for editing, with tasks distributed among the group.
The document provides guidance for tracking the music video production process. It is broken into sections for filming and editing. In filming, the document prompts the user to explain what worked and didn't work during filming, including technical, logistical, personnel and planning aspects. It also prompts the user to discuss any necessary reshoots. The editing section prompts the user to record their edit progress, decisions, problems and include screenshots and explanations of their editing choices and workflow.
The document discusses the various technologies the author learned through constructing a media product. They learned how to use an SLR camera, Mac computer, and editing software like iMovie and Premiere Pro. YouTube was useful for researching film techniques. The author improved at skills like shot framing and planning an efficient filming schedule. Using a microphone and dead cat during recording was challenging but improved the narration. Maintaining a blog to organize work was a key learning, providing an efficient way to receive feedback and inspiration. Overall the author feels they have gained substantial knowledge of media technologies and skills over the first six months of their course.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the creator discusses technical issues using phone cameras instead of dedicated cameras. Locations worked well except a busy skatepark. Crew participated as planned except no one wanted to lip sync. Planning helped determine shot locations. Problems in editing included parts of the music cutting off and not having enough initial footage. Key lessons were learning to use editing software Premiere Pro, determining best camera angles, cutting to beats, music video conventions, and editing shot speed.
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
This document logs the production process for a music video. Filming was difficult due to limited resources, but studio shots using a single LED light turned out well. Most footage was captured on a phone camera. Editing was the most enjoyable part, involving color correction, cutting shots, and syncing footage to music. While finding help and locations posed challenges, opening box and color correction shots were successful. The producer learned skills like editing, lighting, music video fundamentals, syncing visuals to audio, and crafting narratives through visuals.
I collected equipment like a camera, tripod, and audio recorder to film my short film at two locations - York College and my house. I faced some difficulties with limited space in the house but was able to get all the shots I needed. In post-production, I uploaded the footage to my computer, organized it into a folder, and renamed the files in the correct sequence. I reviewed the footage and chose the best shots, adding transitions and sound effects to smooth out the final product before exporting it online.
The document summarizes the production process for a music video. It describes the filming process, which took place in the college studio using one camera. Technical aspects like using a green screen and lip syncing are discussed. Logistically, the original outdoor plans were changed to just using the studio due to weather and costs. The cast worked professionally. In editing, the creator learned skills like adding backgrounds but felt the overall video could have been better with more locations in filming or transitions in editing. Main lessons were to have better backup plans, use editing software more, and focus on quality over complexity.
I collected equipment from my college, including a camera, tripod, and audio recorder, to film my short film at my college and house over one day. I set up the camera and ensured the settings were correct before beginning filming. I used a shot list and storyboard to stay organized while directing. Some shots needed to be refilmed for lighting or acting issues. I also rerecorded some audio to improve clarity. In editing, I uploaded the footage, renamed files, and organized them chronologically. I added transitions and effects to smooth the product. I exported the final film and uploaded it to share online. The razor tool in my editing software was especially helpful for separating clips.
I collected equipment from my college, including a camera, tripod, and audio recorder, to film my short film at my college and house over one day. I set up the camera and ensured the settings were correct before beginning filming. I used a shot list and storyboard to stay organized while directing. Some shots needed to be refilmed for lighting or acting issues. I also rerecorded some audio to improve clarity. In editing, I uploaded the footage, renamed files, and organized them chronologically. I added transitions and effects to smooth the product. I exported the final film and uploaded it to share online. The razor tool in my editing software was especially helpful for separating clips.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the student explains shooting green screen footage, live action footage at various college locations, and machinima footage in Halo 5. Technical, logistical, and personnel aspects are addressed. For editing in Premiere Pro, the student describes importing footage, editing scenes together with the music, adding transitions, and exporting the final video. Screenshots illustrate the editing workspace and footage used.
William created a script and shot list to plan his production. He filmed scenes at a school dressed as a bank and acquired props. William encountered audio issues but used the original footage. Additional locations allowed him to complete filming. In post-production, William edited footage together in Premier Pro, colored footage, composed original music, and digitally changed a prop gun's color. Throughout the process, William reflected on challenges and solutions in bringing his vision to life.
William Thirlaway reflects on his film production process. He began by writing a script and shot list. For his shoot, he found locations like a school reception dressed as a bank. He bought props like police gear. The first location shoot went smoothly. However, he encountered audio recording issues and used the original footage audio. He finished shooting at other locations and added slow motion. For safety, he had high-vis vested people indicate a film shoot during a prop police chase sequence. Finally, he edited in Premier Pro, stitching footage, editing audio, coloring, and composing original music in GarageBand to complete his short film.
1. The document discusses the process of planning, shooting, and editing a short promotional video for Sunderland city. It describes assigning roles, researching locations, risk assessments, and collaborating footage.
2. When editing, the author backed up footage, sorted clips, added transitions between segments, worked on titles and text, added background music and voiceovers, and evaluated their skills and areas for improvement.
3. Overall the document provides a detailed overview of the pre-production, production and post-production process for a class project creating a promotional video about Sunderland city.
The document provides guidance for tracking the production process of a music video, including filming, editing, and post-production. It outlines sections to include details on the filming such as technical equipment used, logistical planning, personnel, and whether replanning was needed. For editing, it prompts including screenshots, statements, and explanations of the editing process including notable moments, decisions, and problems encountered and how they were addressed. The summary provides an overview of the key stages and documentation encouraged for a music video production.
The document provides guidance for tracking the music video production process through filming and editing. It outlines areas to document for filming such as technical, logistical, and personnel aspects, as well as planning. For editing, it instructs to record edit progress, decisions, and problems through screenshots, statements, and explanations. The goal is to explain the creative process and justify creative choices for assessment purposes.
The document provides a pre-production assessment for a digital media text project. It outlines the following:
- Locations will primarily be the student's house but may include York city center and Scarborough seafront. Permission is only needed from the student's parents.
- Equipment includes a camera, batteries, memory card booked from college. A GoPro may also be used.
- Facilities include editing software at college as it is not available at home.
- The student will be the sole crew member taking on directing, writing, camera operation, and acting roles. Friends may feature if other locations are used.
- Plans include story structure, shot lists, sound effects, thumbnails
The document summarizes the technologies and equipment used to create an opening movie scene, including a digital video camera, tripod, iPod Touch prop, Apple Mac computer, and iMovie editing software. The camera provided good filming quality and was easy to import footage to iMovie. The tripod helped keep the camera stable. iMovie was initially challenging but became easier with practice, allowing the creator to learn editing techniques like adding sound, arranging clips, adding text and transitions.
The document provides guidance for a music video assignment, including sections on idea generation, research, pre-production planning, and visual planning. The student has selected the song "Small Mercies" by Pixx for their video. Their concept involves depicting the stages of a relationship through changes in costumes and makeup as the singer lip syncs to the song. Location will be in their bedroom with a pop-up backdrop. Equipment needs include a video camera, tripod, and softbox light. One friend will assist with filming. Storyboards and concept boards will be created to plan shots and visualize the overall look and feel.
The document discusses what the author has learned about various technologies from creating a film project. They learned how to properly use a camera, including setting up a tripod and using specific shots. They also learned how to use a microphone, the importance of turning it on, and planning shots based on available natural lighting and using filters and a reflector. For audio, the author learned to use GarageBand to compose music for the film. They also became more experienced using Adobe Premiere Elements for editing, with tasks distributed among the group.
The document provides guidance for tracking the music video production process. It is broken into sections for filming and editing. In filming, the document prompts the user to explain what worked and didn't work during filming, including technical, logistical, personnel and planning aspects. It also prompts the user to discuss any necessary reshoots. The editing section prompts the user to record their edit progress, decisions, problems and include screenshots and explanations of their editing choices and workflow.
The document discusses the various technologies the author learned through constructing a media product. They learned how to use an SLR camera, Mac computer, and editing software like iMovie and Premiere Pro. YouTube was useful for researching film techniques. The author improved at skills like shot framing and planning an efficient filming schedule. Using a microphone and dead cat during recording was challenging but improved the narration. Maintaining a blog to organize work was a key learning, providing an efficient way to receive feedback and inspiration. Overall the author feels they have gained substantial knowledge of media technologies and skills over the first six months of their course.
The document provides guidance for tracking the production process of a music video. It outlines sections for filming and editing. For filming, the creator discusses technical issues using phone cameras instead of dedicated cameras. Locations worked well except a busy skatepark. Crew participated as planned except no one wanted to lip sync. Planning helped determine shot locations. Problems in editing included parts of the music cutting off and not having enough initial footage. Key lessons were learning to use editing software Premiere Pro, determining best camera angles, cutting to beats, music video conventions, and editing shot speed.
The filmmakers decided to film as much as possible in one night. They charged the camera battery before setting up the camera on a tripod to ensure it would not turn off during shooting. They filmed the scenes without flashbacks first since the main character would be in the same state of mind and clothing. The camera and tripod from the college were used to get clear, professional footage without unnecessary shaking. No studio lighting or microphone were used to keep the scenes looking natural. Some practice takes helped them get used to filming before shooting the first real scenes. The only initial problem was the tripod slipping, but this was fixed by securing the clips. Pre-production and storyboarding helped the filming go smoothly by knowing what shots were
This document logs the production process for a music video. Filming was difficult due to limited resources, but studio shots using a single LED light turned out well. Most footage was captured on a phone camera. Editing was the most enjoyable part, involving color correction, cutting shots, and syncing footage to music. While finding help and locations posed challenges, opening box and color correction shots were successful. The producer learned skills like editing, lighting, music video fundamentals, syncing visuals to audio, and crafting narratives through visuals.
I collected equipment like a camera, tripod, and audio recorder to film my short film at two locations - York College and my house. I faced some difficulties with limited space in the house but was able to get all the shots I needed. In post-production, I uploaded the footage to my computer, organized it into a folder, and renamed the files in the correct sequence. I reviewed the footage and chose the best shots, adding transitions and sound effects to smooth out the final product before exporting it online.
The document summarizes the production process for a music video. It describes the filming process, which took place in the college studio using one camera. Technical aspects like using a green screen and lip syncing are discussed. Logistically, the original outdoor plans were changed to just using the studio due to weather and costs. The cast worked professionally. In editing, the creator learned skills like adding backgrounds but felt the overall video could have been better with more locations in filming or transitions in editing. Main lessons were to have better backup plans, use editing software more, and focus on quality over complexity.
Similar to prodtion diary final ultima.pptxoiu8edrfgrh (20)
My skills and career aspirations.pdfsdfsLeonBraley
This document contains a SWOT analysis, career goals, skills assessment results, and details about additional training in photography software for the individual. Their short-term goal is to determine a career path, mid-term is to explore options, and long-term is to achieve a high position or fulfilling role in their chosen media-related field. A skills assessment showed strengths in teamwork, problem-solving and creativity, and opportunities to improve speaking and leadership. They completed Adobe Photoshop certification in 2023 to gain professional photo editing skills.
networking and work experiance .cacadcadcLeonBraley
Diego's Joint/Media Savvy - The author created a marketing promo for a bar during a week-long work experience, shooting a TikTok video and photo series promoting drinks. They gained experience working to deadlines.
New Enterprise Studios - During a voluntary week-long placement, the author learned practical low-budget filmmaking techniques and helped with set building. They created a short film and participated in a podcast about the industry.
Networking - The author attended talks on building a media business and the industry's future in the region. They gained first-hand industry knowledge and insight.
UCAS is a charity that simplifies the university application process in the UK. It uses a point-based system to assess qualifications and allows students to apply to multiple courses through a single application. Three academic options are considered: 1) A radio, audio and podcasting course at Sunderland University that provides industry equipment and connections; 2) A journalism and media course at Newcastle University with study abroad opportunities; 3) A 1-year media production course at Sunderland focused on film and television with industry-standard facilities. Overall, the student feels undecided about long-term goals and university may not be the best option, but if they attend, the media production course at Sunderland is most appealing due to practical skills and industry opportunities.
A good CV should have a clear, readable format with no more than two fonts. It should include your name, email, address, and phone number for contact information. Personal details like marital status, age, race, or religion should be avoided to prevent discrimination. A part-time job CV example is presented that includes education history and interests but mistakenly lists the author's date of birth. A final creative media CV draft improves on the previous by including a profile, work experience highlights, references, and using a more professional format with clear columns and colors.
personal statement powerpoint lalalalalaLeonBraley
The document provides guidance on writing an effective personal statement. It recommends including achievements and how you will contribute as an employee. The statement should show clear interest in the role and exclude irrelevant information. Key points should be linked coherently to demonstrate how qualifications match the job. The document advises against exaggerating abilities, copying others, and poor spelling or grammar.
Client research final .pptxtsdhdhdddghggLeonBraley
Sunderland culture is a charity based in Sunderland that aims to improve the city's culture and public image. It renovates local venues like The Fire Station pub/music venue to attract more musicians and tourists. Sunderland culture also organizes educational and artistic events for children. Its campaigns have been successful, as three new hotels were recently built in Sunderland thanks to increased investment and tourism. The audience for Sunderland culture's projects is everyone, both within Sunderland and elsewhere, as it works to promote Sunderland and bring in more visitors.
Sunderland culture is a charity based in Sunderland that aims to improve the city's culture and public image. It renovates local venues like The Fire Station pub/music venue to attract more musicians and tourists. Sunderland culture also organizes educational and artistic events for children. Its campaigns have been successful, as three new hotels were recently built in Sunderland due to increased tourism. The audience for Sunderland culture's projects is everyone, both within Sunderland and elsewhere, to promote the city nationally.
This document outlines a pitch for a documentary about Sunderland AFC football club and its culture over the past 20-30 years. The proposed documentary would focus on both the successes and failures of the club during this era, and examine how the ups and downs have impacted the city and its supporters. Interviews with fans would discuss their memories, opinions on the club's future prospects, and the relationship between Sunderland and its city. The pitch addresses the intended audience, production considerations, inspiration sources, audience research findings, and demographics/psychographics of the target viewers.
This document discusses a project and client, provides initial thoughts, and notes the deadline and potential constraints. It appears to be an internal briefing on a new assignment, outlining key details like the client, initial impressions, and important due dates or limitations to keep in mind for completing the work.
The document will focus on the history and future of Sunderland AFC football club from the late 1990s to present day and future, as other documentaries focus only on brief recent history or the entire history. It will be filmed at matches over 5 months, conducting fan interviews to discuss the club's struggles and current investment to rebuild success. The creator aims to tell the compelling story of the club in the 21st century in a unique way, inspired by football documentary storytelling on streaming services.
The document analyzes and reviews three short films - "other side of the box" which is a horror film about a mysterious box, "Kalley's last review" which is presented as a beauty product review but reveals a disturbing outcome, and "Crook$" a comedy about an attempted convenience store robbery. It discusses the films' plots, the techniques used for filming shots and scenes, how tension and fear are built, and how comedy is created through juxtaposition or unexpected comments. The analysis concludes the research provides useful lessons whether making a short film or documentary through understanding how to get good cinematic shots, build serious or comedic moments.
The documentary aims to explore how digital technology and the internet have impacted modern culture, specifically for 16-24 year olds. The documentary will be 10-15 minutes long and air on BBC 3, a channel known for reality shows and light-hearted documentaries about current culture. BBC 3 targets the 16-24 demographic and airs in the evenings when this age group is most likely to be watching. The goal is to get young viewers thinking about how digital technology shapes society.
1) The poster campaign features 3 posters promoting exercise using images of gym, football, and basketball to appeal to a younger audience. Primary colors and effects are used to draw attention.
2) The video advert tells a story of a boy who is unfit but finds happiness and improved fitness after joining friends to play football and later inspires another boy to join.
3) Different shot types are used including high angles to portray subjects as weaker initially and tracking shots of subjects walking towards the college building. The story aims to be motivational and relatable to the target demographic.
The document summarizes the filming of various scenes for a video project. It describes shooting scenes at a soccer field between two characters and capturing different angles of a walking scene to make it more interesting. It also discusses coordinating the timing of a actor running to catch a bus with the movement of the real bus to make it appear he was chasing it.
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This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
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The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
1. P R O D U C T I O N
D I A R Y
B 2 – S U N D E R L A N D D O C U M E N T A R Y
2. D E S I G N I N G T H E S E T
• The set I used to film my monologue sequence of the
documentary was built by my dad in his studio, he
constructed the walls and mounted the TV. I dressed
the set for my documentary however, it was important
to me that the backdrop was themed to suit the theme
of my documentary, so I chose to decorated with all my
Sunderland AFC memorabilia. I draped the flag and
scarves over the shelf, securing the scarf with tape and
kept the scarfs secure with a Styrofoam mannequin
head that I also dressed in a Sunderland themed
bucket hat. I also utilised the TV by streaming a picture
of the documentary’s thumbnail to it, I am pleased with
the way it looked and think it does a great job of
creating an environment for the video.
3. F I L M I N G T H E
M O N O L O G U E
• To film my monologue, I used my dad’s studio and camera set
up as well as his boom mic, which was positioned just out of
frame in this photo. This set up was helpful as it is exactly
how I pictured the set and cameras looking when I wrote the
script. I read the script from a teleprompter that was
positioned just underneath the camera, so I didn’t have to look
away to read the script. Filming my monologue was difficult as
I had to adjust to using a teleprompter for the first time; filming
the whole script took approximately 3 hours including brakes
and set-up. During filming, we had no technical issues
however physical exhaustion was certainly a problem to
overcome so to combat this I took regular breaks between
different sections of the script. This was the only day that I
shot any footage, and I am grateful that I managed to film
everything that I needed to in one day.
4. E Q U I P M E N T S E T
U P
• In the filming process I used different equipment to
create my documentary. Firstly, I used a canon DSLR
camera to film myself, I also attached a teleprompter to
the camera to make it easier to read the script. The
teleprompter was an app on an iPad which was placed
in a configuration such as the one on the right.
Afterwards I set up the lighting, rig, I used a bright
overhead light (such as the one on the right) to make
sure the shot wasn’t too dim, and my face was lit to the
proper lighting. This is the only equipment that I used
for the production part of my documentary.
DSLR camera with a teleprompter
Lighting rig similar to what I used
5. B E H I N D T H E
S C E N E S
• This is the only photo I
have from behind the
scenes, it is a picture
of the camera on
which I filmed my
documentary on. This
was taken during the
shoot by my dad, who
was the camera man
for me while I read out
the script.