Production diary problems along the way
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The document describes three main problems encountered during the planning and production of a music video: 1) Coming up with an idea took until January 2015, though early planning allowed more focus on production. Inspiration came from two lyric videos with similar narratives. 2) Some video shots were too long at nearly 50 seconds, when typical music videos use shots of 5 seconds or less. The shots were chopped up and flipped to seem more frantic. 3) Exporting was initially prevented because After Effects was trying to save to a nonexistent disk cache. Relinking footage in Premiere after adjustments allowed successful exporting.
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Similar to Production diary problems along the way
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The document provides details from Jack Munge's production log for his music video project. It describes his planning, preparation, filming, and editing process. Some key points:
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Final evaluation
1) The document describes the assignments for a course on creating a music video. The assignments included researching different music video styles, writing a proposal, filming the video, and editing the video.
2) For the first assignment, the author analyzed different music video styles and chose to do a narrative style video. They wrote a proposal and treatment outlining their video ideas.
3) The second assignment involved pre-production tasks like choosing a script, creating storyboards, and planning the filming. The author enjoyed filming the actual music video.
4) The third assignment focused on editing the video. The author created a basic edit and then a final edit, which they enjoyed the most. They discussed some challenges with
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture unique shots, but the initial editing did not fit the music well so additional filming was required.
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1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
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1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming locations and using a GoPro camera helped capture needed footage, but the initial editing did not fit the music well so additional filming was done.
3) Advanced editing techniques like reversing clips, changing speeds and opacity, and adjusting brightness helped create a unique video, though better planning of time and following a schedule could have improved the project.
Evaluation1
1) The document discusses the process of creating a music video for a class project, including pre-production research, filming, and editing.
2) Filming was challenging due to needing specific equipment and locations. Working with a partner made some shots easier.
3) Editing took a long time and required re-filming parts that did not match the music well. Advanced editing techniques like reversing clips and changing speeds were used to make the video unique.
Music Video Production Evaluation
The document provides an evaluation of the production process for a music video. It summarizes the strengths and weaknesses of the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. Key strengths included creating a storyboard and test reel that helped with planning, and using different shots and lighting. Key weaknesses were not analyzing enough similar music videos for inspiration, and not filming additional shots needed during editing. Based on peer feedback, the document agrees some shots could be slowed down or repeated less to improve flow.
Mv evaluation 2021
The document provides a summary of Emma's music video production process. It describes her research process, planning, time management, technical qualities of filming and editing, aesthetic qualities, intended audience, and feedback from peers. The research included watching behind-the-scenes videos of the band Why Don't We. Planning was impacted by changes to the filming schedule and locations. Random clips were edited together within a theme of a "fun day out." Peer feedback noted effective editing effects but suggested improving video quality and some glitch effects.
Fmp reflections
This document summarizes a student's work on their Final Major Project (FMP) over several weeks. It includes:
- Initial plans for a fashion magazine FMP were changed to a music video due to financial constraints.
- Time was spent redoing planning and research for the new music video project.
- Early filming included shots at a park of two characters on swings and a roundabout to portray them having fun.
- Footage was edited and color graded in Premiere Pro to brighten the darker clips.
- A script was written for an intro skit but it was unable to be filmed due to scheduling issues.
- A "confetti scene" was
Evaluation
This document provides questions for evaluating a music video project. It begins with general notes about using examples, illustrations, explaining processes, and assessing what worked and what could be improved.
It then asks about pre-production, noting plans, organization, and visual/organizational planning. For production, it asks about filming, equipment use, working with cast/crew, overcoming problems.
For post-production, it covers ingesting footage, editing sequences, syncing sound and image, color correction, and beat editing. It also asks about scheduling, planning different production parts, and using scheduling software.
Finally, it asks about individual performance in chosen roles and how they could be improved, and about
Music Video Evaluation
The student produced a solo music video project to the song "Waiting All Night" by Rudimental. Their final video included a mix of static shots and POV footage from action cameras to create a sense of excitement. While the overall concept and shot variety were strengths, weaknesses included inconsistent color correction between shots from different days and lower image quality of POV footage. The student felt they achieved their planned structure and atmosphere but encountered unexpected shots due to practical filming challenges.
Music video final evaluation
The document provides a detailed evaluation of the process of creating a music video from start to finish. It discusses the key stages of music video research and pre-production, pre-production, and production. For each stage, it describes the tasks completed, strengths and weaknesses, and lessons learned. Overall, the creator felt the process went smoothly due to diligent planning and teamwork, though obtaining the desired editing effects proved challenging. The final music video incorporated an original vintage-inspired style that enhanced the professional quality of the end product.
Mv production assignment evaluation form 2019
The document discusses the strengths and weaknesses of the student's music video project evaluation. For strengths, the student's research of other music videos helped with camera angles, effects, and pacing. Planning allowed consideration of multiple ideas and problems. However, weaknesses included limited research scope, lack of detail in planning, and insufficient time management. Peer feedback noted positives like shots and pacing matching the song, but suggested adding effects, varying shots, and having the actor lip sync lyrics. The student agreed more effects and different angles could have improved the video.
Mv process log form 2020
The document provides guidance for tracking the production process of a music video, including filming, editing, and post-production. It outlines sections to document the filming and editing processes, with prompts to record technical issues, logistical challenges, personnel management, planning processes, and editing decisions. For filming, the document discusses using external music playback and studio facilities, while phone camera quality and lack of tripod created difficulties. Logistically, location access and weather impacted the shoot. Personnel issues included an isolation period, but the crew otherwise worked well. Planning with storyboarding and shotlists helped, while props could have been better prepared. Editing successes included clip timing, color effects, and transitions, but crashes, overuse of effects,
6. evaluation mv 2018 (1)
The document provides an evaluation of the student's process for creating a music video, including research, planning, time management, and technical qualities. Some strengths highlighted include gaining insights from analyzing existing professional music videos, experimenting during the planning process, and the effective use of editing and effects to make the final video aesthetically pleasing despite some technical limitations with the camerawork. Weaknesses discussed include not analyzing enough source videos during research, potentially changing plans if the song or structure changed, and issues with focus in some of the raw footage. The student reflects on lessons learned and aspects that could be improved if given more time.
fmp evaluation
The document provides an evaluation of a production process project completed by Elisabeth Banks. It summarizes her research, planning, issues that occurred, and technical qualities of her music video and album cover. For her research, she analyzed production techniques, existing music videos, and conducted a questionnaire. Her planning included storyboards, structural breakdowns, and album cover designs. Issues included emotional stress from timing issues and technical problems with footage and transitions. Her finished products had strong editing, aesthetics, and audience appeal but could have been improved by making footage colors match the retro style more closely. She received peer feedback that praised elements like transitions but noted some clips were too long and colors could better reflect the filter.
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Questions 1 & 4
The document discusses the use of media technologies in the construction, research, planning and evaluation of a media production project. It describes how the student used the internet and blogging platform Blogger extensively for research, to upload work, and gain feedback. Survey Monkey was used to collect audience feedback. Adobe software like Premiere Pro and After Effects were used for video editing and effects. A Canon DSLR along with lighting equipment was used to film high quality footage. Overall, various technologies played a key role at every stage of the project.
Question 3
The document discusses feedback received from an audience on a music video and two related promotional products. A questionnaire with 10 questions was used to collect quantitative data on views of the video, digipak, and magazine ad. Interviews provided more in-depth qualitative feedback. Based on the feedback, adjustments could be made to the questionnaire to collect demographic info like gender and age range. Conducting prior research on the target audience of the music genre helped in creating products to appeal to that demographic.
Question 1
In what way does your media product use, develop or challenge forms and conventions of real media products?
Question 2
The combination of the music video, magazine advert, and digipak created for Maroon 5's song "Maps" is effective because they follow consistent brand guidelines. The guidelines include using the same font, color scheme, and incorporating lyric cards from the song. This creates a cohesive identity across all products. The magazine advert and digipak complement the music video by further promoting the album and song. Audience research was also conducted to ensure the video entertained the target demographic through various camera techniques that make the viewer feel like part of the experience.
Digipak (3)
The document shows a hand with many 'V' symbols drawn on it, advertising Maroon 5's album featuring the number one single "Maps". Below is credits for the album, listing Ryan Tedder, Benny Blanco, Noel Zancanella, and Ammar Malik as producers and lyricists. It also thanks friends, family, and their label for support in producing their fifth album.
Shot list
This document provides a shot list for a music video production. It includes 14 shots ranging from close-ups to wide angle shots, with details on the camera angles, focus of each shot, and timing. The shots show an actor finding lyric cards around a kitchen and living room, looking through photos on the floor while tearing them up and attempting to put them back together, all capturing different emotions on her face.
How did you use media technologies in the construction and research (4)
Technology played a key role throughout the construction, research, planning, and evaluation stages of the student's coursework. A blog was used to upload work in various formats and allow for easy navigation and revision. Google, YouTube, and Wikipedia were heavily used for research. Surveys and social media enabled audience feedback. A DSLR camera was used to film footage, utilizing manual settings and lighting techniques. Adobe software like Premiere Pro and After Effects were used to edit footage and add stabilization. InDesign was used to design final packaged products consistently.
How did you use media technologies in the construction and research (4)
Technology played a key role throughout the construction, research, planning, and evaluation stages of the student's coursework. A blog was used to upload work in various formats and allow for easy navigation and revision. Google, YouTube, and Wikipedia were heavily used for research. Surveys and social media enabled audience feedback. A DSLR camera was used to film footage, experimenting with manual settings. Adobe software was used to edit videos and create final packaged products. Overall, various technologies were crucial at every stage of the process.
Rushes Log
This document contains a rushes log for a music video production for the song "Maps" by Maroon 5. It lists 18 video clips documenting various shots of an actress interacting with photos, lyrics, and a scrapbook. Many of the clips were slowed down or had effects applied to match the pace of the song. The log describes the content and usage of each video clip in the production.
Location Recce
This document provides production details for a music video being filmed at various London locations. It discusses:
1) Filming at Haydon School which offers a variety of indoor locations like a green screen room and drama studio for different visual styles.
2) Obtaining helicopter footage over London and along the River Thames to depict themes of being lost and confusion.
3) Incorporating footage of a model reminiscing over photos with friends, shot at a friend's house and the school's drama studio for simplistic settings.
4) Facing some issues filming in London due to timing and winter light, so shooting more at the convenient and accessible locations available at the school.
Mock rewrite
Zoe Ramsdale-Clark discusses the role of digital technology and creativity in producing her foundation and advanced portfolios over two years. She used the internet for research, Adobe InDesign to design a music magazine, and Adobe Premiere and YouTube tutorials to edit her music video. A Canon DSLR camera was used to take photos for the magazine and film footage for the video, allowing creative decisions based on her target audience.
Filming and editing schedule (3)
This document outlines the filming and editing schedule for a project from October through February. It details various planning tasks in October, multiple attempts at filming in November that were unsuccessful or needed retakes, and the importing and initial editing of footage in December. Further filming was done in January, and editing continued through February.
Updated Call Sheet
Zoe Ramsdale-Clark is producing a music video shoot that will take place on 29/01/15 and 05/02/15 after school in the drama studio/black box at Haydon School. The shoot will feature director and camera operator Zoe and actor Mary Medrana. Equipment needed includes a Canon 550D DSLR camera, steadicam, and lighting. The initial shoot will attempt to film the entire video or get enough footage to start editing. Additional filming was deemed necessary on 05/02/15 to reshoot some blurry shots and ensure enough footage is captured.
Product research
This document summarizes and analyzes the packaging and promotional materials for several music albums.
The first section examines digipaks for albums by Rihanna and Katy Perry. Both feature provocative images of the artists that may not be suitable for younger audiences, despite Perry appealing to wider demographics. Color schemes and imagery carry symbolic meanings that relate to the music.
The next section analyzes magazine advertisements. One for Stereophonics features a moody image reflecting their album's theme. Green Day's ad uses punk-inspired colors and imagery to promote their single from "American Idiot." Both ads effectively promote the artists and albums through consistent branding.
Overall, the document discusses how packaging
Music labels
The Universal Music Group is the largest music producer in the world, headquartered in Santa Monica. It owns labels like Interscope, Capitol, and Republic and represents artists such as Taylor Swift, Rihanna, and U2. Sony Music Entertainment is an American music corporation owned by Sony Corporation of America, founded in 1929. It owns labels like Columbia, Epic, and RCA and artists include Justin Timberlake, Shakira, and Pitbull. Warner Music Group is also known as Warner Music, the largest American-owned music conglomerate worldwide, owning labels like Atlantic Records and representing artists such as Bruno Mars and Ed Sheeran.
General conventions of a music video
Codes and conventions in music videos are the techniques used to construct meaning and connect with audiences. There are two main types - technical techniques related to filming and editing, and symbolic techniques related to meaning conveyed by colors, costumes, etc. Common conventions include lip syncing, using bright colors in pop videos and darker tones in rock, narrative storylines that relate to lyrics, and authentic-looking solo or group performances. The visual director chooses shots, angles, and other elements suited to the genre, artist, and song.
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How did you use media technologies in the construction and research (4)
How did you use media technologies in the construction and research (4)
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Production diary problems along the way
- 2. Ideas One of the main struggles that I faced was coming up with an idea for my video. Even though we started the process to create the product in the July of last year, I struggled to come up with a fixed idea, only really deciding in January 2015. Even though this may seem quite late, one of the benefits of this was it enabled me to complete the majority of the planning and research tasks prior to the filming of the video, enabling me to spend more time concentrating on the production and editing of the video once that was decided. There were two YouTube videos that I found that really inspired the idea of my music video. One was a lyric video to Little Talks by Of Monster and Men, the other was the official music video to Vance Joy’s Riptide, they both had a similar narrative and I felt that this sort of idea would be quite easy to replicate.
- 3. Editing Issues Once I had edited together the footage I had gained during the filming of my music video, my media teacher said that some of the shots that I had were far too long, with a typical music video having shots of no longer than approximately 5 seconds, however, some of mine were nearing 50 seconds. They way in which I was able to overcome this problem was using the razor tool and chopping up the shots so that they were in smaller pieces, and then I flipped them so that it looked like it was more frantic and filmed at different angles. It did make the video look like I had filmed it with a couple of cameras from different directions. Varying the angle the camera is positioned at does make the video seem more exciting.
- 4. Exporting the Video When I went into school on the 30th March during the Easter Holidays to finish off my coursework that I did not have the software at home for, I was having problems with the exporting of my music video. The problem that I faced was that the After Effects document that I had where I had stabilised the footage and adjusted the speed, was trying to save itself to a disk cache which did not exist on the computer, this was preventing me from fully exporting the music video. After making the adjustments, I had to relink the footage in Premiere to the After Effects document, and then I had no problems with exporting.