The document discusses various aspects of creating a promotional video for Cheadle and Marple Sixth Form College. It begins by looking at existing promotional videos from other colleges for inspiration. The document then outlines an idea for the video, which is to create a flash mob dance routine involving college students. Later sections discuss various technical considerations for the video, including using short films, user generated content, viral marketing, different file formats, streaming methods, and ensuring compliance with digital rights management. The overall goal is to create an entertaining yet informative promotional video for the college.
The document discusses various aspects of creating a promotional video for Cheadle and Marple Sixth Form College. It begins by looking at existing promotional videos from Cheadle and Marple College as well as Stockport College. The author then proposes an idea for their own promotional video, which would involve creating a flash mob dance routine to promote the college. The document goes on to discuss various techniques that could be used in creating the video, such as short films, user generated content, viral marketing, and distributing the video online. It covers technical aspects like compression, file formats, streaming methods, and ensuring the video complies with digital rights management.
The document provides details about different types of briefs that can be used between clients and those creating promotional content. It discusses contractual briefs, which outline duties and requirements and must be signed by both parties. Negotiated briefs allow both sides to discuss and agree on elements. Formal briefs provide strict rules from the client. Commission briefs are used when content will be broadcast on TV and must follow channel guidelines. Competition briefs provide rules and guidelines for promotional content in competitions. Examples of contractual and producer contracts are also included to illustrate how briefs formalize agreements.
The media product is a music video for a local indie band called "The Edition". While most music videos in this genre include visuals that relate to the lyrics, the video only uses live footage of the band playing, challenging conventions. Some relationship is built through alternating shots that match prominent sounds. Feedback suggested adding more effects to make the video look more polished. A variety of media technologies were used in the planning, production and evaluation stages, including blogs for research and archiving, video editing software to add effects, and a mobile phone camera.
The document discusses creating a promotional video for Cheadle and Marple Sixth Form College. It will involve interviewing current students about their experiences and filming various aspects of college life and facilities. The goal is to attract more students by showing a relaxed atmosphere and wide range of subject options. Interviews will focus on positive feedback from students. The video will be kept short, around 2 minutes, to maintain audience interest, and include background music to set a happier mood. It will be shared on websites like YouTube and social media to spread awareness of the college.
Learn How to Drive a High Volume of Quality Visitors to Your Website With YouTube Videos
Learn How to Drive a High Volume of Quality Visitors to Your Website With YouTube Videos
Tips and Techniques From the PROS on YouTube Marketing so You Can. Get in on the Action Now and Leave Your Competitors in the Dust.
The student used various media technologies at each stage of their project. During research, they used Wikipedia, YouTube, Prezi, and Survey Monkey. For planning, they created mood boards using Google Images and communicated with their group via WhatsApp. Final Cut Pro X, Photoshop, and Wix were used for production of the music video, digipak, and website. For evaluation, the student chose to use Prezi, Slideshare, and their blog to present their work and provide evidence through images and video. They found learning from peers to be most effective for using new software like Final Cut Pro X. The internet provided a quick source of information but limited exploration at times.
The purpose of film trailers is to entice viewers to watch the full movie by showing exciting clips set to dramatic or upbeat music depending on the genre. Trailers have evolved from simple text overlays to sophisticated edits that build anticipation. A good example is the 2012 film Avengers trailer which shows intense footage and text to illustrate the anticipated release.
The document discusses two common aspect ratios used in digital images and video - 4:3 and 16:9. It explains that 4:3 was originally developed to match computer monitors but is now used more broadly. It also notes that 16:9 is the standard for HDTV and is gaining popularity in cameras that can shoot stills and HD video, making it ideal for televisions and widescreen displays.
The document discusses various aspects of creating a promotional video for Cheadle and Marple Sixth Form College. It begins by looking at existing promotional videos from Cheadle and Marple College as well as Stockport College. The author then proposes an idea for their own promotional video, which would involve creating a flash mob dance routine to promote the college. The document goes on to discuss various techniques that could be used in creating the video, such as short films, user generated content, viral marketing, and distributing the video online. It covers technical aspects like compression, file formats, streaming methods, and ensuring the video complies with digital rights management.
The document provides details about different types of briefs that can be used between clients and those creating promotional content. It discusses contractual briefs, which outline duties and requirements and must be signed by both parties. Negotiated briefs allow both sides to discuss and agree on elements. Formal briefs provide strict rules from the client. Commission briefs are used when content will be broadcast on TV and must follow channel guidelines. Competition briefs provide rules and guidelines for promotional content in competitions. Examples of contractual and producer contracts are also included to illustrate how briefs formalize agreements.
The media product is a music video for a local indie band called "The Edition". While most music videos in this genre include visuals that relate to the lyrics, the video only uses live footage of the band playing, challenging conventions. Some relationship is built through alternating shots that match prominent sounds. Feedback suggested adding more effects to make the video look more polished. A variety of media technologies were used in the planning, production and evaluation stages, including blogs for research and archiving, video editing software to add effects, and a mobile phone camera.
The document discusses creating a promotional video for Cheadle and Marple Sixth Form College. It will involve interviewing current students about their experiences and filming various aspects of college life and facilities. The goal is to attract more students by showing a relaxed atmosphere and wide range of subject options. Interviews will focus on positive feedback from students. The video will be kept short, around 2 minutes, to maintain audience interest, and include background music to set a happier mood. It will be shared on websites like YouTube and social media to spread awareness of the college.
Learn How to Drive a High Volume of Quality Visitors to Your Website With YouTube Videos
Learn How to Drive a High Volume of Quality Visitors to Your Website With YouTube Videos
Tips and Techniques From the PROS on YouTube Marketing so You Can. Get in on the Action Now and Leave Your Competitors in the Dust.
The student used various media technologies at each stage of their project. During research, they used Wikipedia, YouTube, Prezi, and Survey Monkey. For planning, they created mood boards using Google Images and communicated with their group via WhatsApp. Final Cut Pro X, Photoshop, and Wix were used for production of the music video, digipak, and website. For evaluation, the student chose to use Prezi, Slideshare, and their blog to present their work and provide evidence through images and video. They found learning from peers to be most effective for using new software like Final Cut Pro X. The internet provided a quick source of information but limited exploration at times.
The purpose of film trailers is to entice viewers to watch the full movie by showing exciting clips set to dramatic or upbeat music depending on the genre. Trailers have evolved from simple text overlays to sophisticated edits that build anticipation. A good example is the 2012 film Avengers trailer which shows intense footage and text to illustrate the anticipated release.
The document discusses two common aspect ratios used in digital images and video - 4:3 and 16:9. It explains that 4:3 was originally developed to match computer monitors but is now used more broadly. It also notes that 16:9 is the standard for HDTV and is gaining popularity in cameras that can shoot stills and HD video, making it ideal for televisions and widescreen displays.
The document discusses the research, planning, and production of a music video. It describes using YouTube to research music videos by other artists and find inspiration. The creator emailed Sony Music for permission to use a song in the video. Adobe Premiere Pro was used for editing the video. Ipiccy and Wix were used to create posters and a website for the project. Facebook and WhatsApp helped the team communicate and stay organized.
However, YouTube.com, like many Web 2.0, sites is much more than a site allowing individuals to share video clips. It is a place for public commentary, a place where people can review the latest and greatest info products, a place where people can network and share common interests, goals, and opportunities.
Discussion and email exchange with Michael Griffin about using video in the English language classroom. First appeared in the KOTESOL publication - The English Connection.
The document provides information about using the video sharing website YouTube. It begins with a brief history of YouTube, noting it was founded in 2005 and purchased by Google in 2006. It then discusses how to register for a YouTube account, which requires providing a username, password, email and other personal details. Registering allows users to upload videos in addition to viewing them. The document suggests being creative to help get videos featured and noticed by other users. It provides tips on using YouTube to promote a business or website to its large global audience.
Crushing it with_youtube (1) Digital marketing 2021 {Financial freedom}NilRoy8
Talking your YouTube business to the next level.. inside this ebook,you will discover the topics about how to become a part of the YouTube legacy for FREE ,,How to make your own videos for YouTube, Valuable tips on how to optimize these videos for effectiveness,. Instructions on opening your YouTube account and maximizing results by using the best tools and so much more..
The document discusses different options for promoting a video to recruit students for Cheadle College's extended creative media level 3 course. It analyzes the pros and cons of various advertising methods, including:
- Existing college promotional videos that describe lessons but don't show student work, which could better persuade prospective students.
- Viral email marketing, which could spread quickly but risks recipients ignoring or deleting messages without sharing.
- Social media sites like Facebook and YouTube, which allow free video uploads but require users to actively search for the content.
- DVDs, which allow viewing at each student's convenience and are affordable to produce, but not everyone has DVD player access.
Clara-Johnson considers several platforms for sharing her animated video work, including YouTube, Twitch, and Vimeo. While YouTube offers a large audience, her work could get lost among many other videos. Vimeo targets a more creative audience who may provide useful feedback. Film festivals and conferences could also connect her with industry professionals to review her work. In conclusion, she decides to post her video to YouTube and Vimeo initially, while developing her website portfolio to seek feedback from professionals at events.
- The document discusses how the media producer used new media technologies during the construction, research, planning, and evaluation stages of their project.
- During construction, they used a Panasonic camera to film and Adobe Premiere Pro to edit, researching techniques online. For research, they relied on YouTube and Google searches.
- Planning was done through blogging on Blogger. Evaluation involved gathering feedback on Facebook and Twitter, though some noted issues with properly viewing the work on YouTube.
- Areas for improvement include backing up work, better planning through storyboards, and requesting help from others.
CRUSHING IT WITH YOUTUBE - Taking Your YouTube Business To The Next Level!VAST ONLINE TRAFFIC™
CONTENT
Introduction....................................................................................................................... 5
When Did It All Begin?........................................................................................... 8
How To Become A Part Of The Legacy ............................................................. 9
Part I – The History of YouTube........................................................................... 11
Who Uses YouTube?.............................................................................................. 12
Moving Forward...................................................................................................... 12
Part II – Using YouTube.......................................................................................... 14
Registration.............................................................................................................. 14
Confirmation ............................................................................................................ 16
Getting Your Video Featured ............................................................................. 16
Using TestTube........................................................................................................ 16
Making Your First Video....................................................................................... 17
Part III – Optimizing Your Videos ....................................................................... 19
Making Vidoes With Your Camcorder............................................................. 21
Time To Upload ....................................................................................................... 22
Part IV - How to Drive Traffic to Your Site by Posting Videos on
YouTube………………………………………………………………….………….…23
Frequently Asked Questions .................................................................................. 28
Conclusions................................................................................................................... 32
This document provides information about the applicant's educational background and goals for studying filmmaking. It includes:
1) Details of the applicant's college studies in Creative Media where they discovered a passion for filmmaking, producing their first short film and documentary.
2) Their application to various universities, ultimately choosing Greenwich for its welcoming campus and environment.
3) Their interest in directing and producing films that can positively impact audiences, and desire to develop professional skills through challenging projects at university.
4) Experience working part-time in a bakery to gain work ethic and a passion for storytelling, along with trips taken to film festivals to expand their knowledge of the industry.
The document summarizes the learning process and technological skills acquired from creating a short film opening sequence for a romantic comedy genre media product. Key points covered include:
- Learning camera techniques like different shot types, keeping the camera steady, and dealing with environmental factors.
- Mastering editing software like Pinnacle and Adobe Elements to composite shots and create the final product.
- Gaining experience with online tools like blogs for presenting work and dealing with different file types and uploads.
- Improving organizational skills in coordinating actors, costumes, props and other production elements.
The document proposes creating a promotional video for an A-Level ICT course at Cheadle and Marple Sixth Form College. The video needs to engage and persuade audiences to take the course. Existing promotional videos from local colleges will be reviewed for techniques to make the video exciting using fast cuts, bright colors, and possibly a song. The video will be distributed on the college website, social media sites like YouTube, and may also be included on a CD-ROM.
This document provides an evaluation of a student media project. It discusses various aspects of the project, including how it used or challenged conventions of documentary films. The student incorporated conventions like music, titles, and limited voiceover. Feedback indicated the film was too long and had some technical issues. New media technologies helped with construction, research, and planning, though deeper research and improved planning could have strengthened the project.
1) The document discusses creating a promotional video for Cheadle and Marple Sixth Form College to attract more students.
2) Research showed that successful college promotional videos featured positive student interviews discussing enjoyable experiences and good facilities.
3) The proposed video will follow this approach, with short, entertaining interviews of students discussing subjects, teachers, and extracurricular activities to encourage prospective students in under 2 minutes.
This proposal outlines a promotional video for a creative media course at a sixth form college. The video will showcase the fun and engaging aspects of the course, including interviews with current and past students about their experiences and career paths. Filming on location at the college will help promote the facilities and environment. Equipment needs like cameras, tripods, and editing software are identified. The video will be shared online through YouTube and social media to reach potential students. Confidentiality of all information and ideas exchanged between the client and production team is assured.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An overview of the planned content for the video, including filming students walking around campus and in a classroom.
- The target audience is current college students and year 11 students interested in creative media courses.
- The resources needed include a video camera, computers for editing, and permission to film on campus.
- The roles and responsibilities of the group members in filming and editing the video are discussed.
Our target audience is students aged 16-20 looking to attend Cheadle Campus college. We will create an advertisement with a comedic element to attract students and make the college seem fun. The video will focus on aspects students enjoy like public transport, showcase a wide range of subjects open to both genders, and emphasize the college's diverse offerings and central location to attract more viewers than other college promotional videos.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An outline of the video's content which will show a typical day including a lesson and student interview.
- The target audience is current and prospective college students interested in creative media.
- The resources needed are a video camera, computers for editing, and permission to film on campus.
- The roles of the group in filming and editing the video are outlined.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An outline of the video's content which will show a typical day including a lesson and student interview.
- The target audience is current and prospective college students interested in creative media.
- The resources needed are a video camera, computers for editing, and permission to film on campus.
- The roles of the group in filming and editing the video are outlined.
The document provides details for creating a promotional video for Cheadle & Marple Sixth Form College's Creative Media course. It outlines that the target audience is potential students and parents and lists what should be included in the video such as course information, facilities, and student/tutor interviews. It also discusses legal, ethical, budget, personnel, resource, and time considerations that must be taken into account when producing the video. The college has allocated £4000 and a 2 week timeframe for filming to be completed by early February.
The document provides details for a video to be produced advertising Cheadle & Marple Sixth Form College and their Creative Media course. The target audience is potential students and parents. The video should include an overview of the course, interviews with students and tutors, footage around the college facilities, and legal/ethnic considerations to represent all cultures and genders. The budget is £4000 and the timeline is 2 weeks for filming in late January to early February. Resources needed include cameras, tripods, and editing software.
The documentary is about different types of bullying occurring in schools. It focuses on the borough of Redbridge and was created as a social action project. Questionnaires were used to gather information about bullying in the community. The documentary was filmed at a local school, King Solomon, and focuses on the issue of bullying to bring awareness and help those affected. Interviews with teachers, parents, and students were conducted to provide different perspectives on bullying.
The document discusses the research, planning, and production of a music video. It describes using YouTube to research music videos by other artists and find inspiration. The creator emailed Sony Music for permission to use a song in the video. Adobe Premiere Pro was used for editing the video. Ipiccy and Wix were used to create posters and a website for the project. Facebook and WhatsApp helped the team communicate and stay organized.
However, YouTube.com, like many Web 2.0, sites is much more than a site allowing individuals to share video clips. It is a place for public commentary, a place where people can review the latest and greatest info products, a place where people can network and share common interests, goals, and opportunities.
Discussion and email exchange with Michael Griffin about using video in the English language classroom. First appeared in the KOTESOL publication - The English Connection.
The document provides information about using the video sharing website YouTube. It begins with a brief history of YouTube, noting it was founded in 2005 and purchased by Google in 2006. It then discusses how to register for a YouTube account, which requires providing a username, password, email and other personal details. Registering allows users to upload videos in addition to viewing them. The document suggests being creative to help get videos featured and noticed by other users. It provides tips on using YouTube to promote a business or website to its large global audience.
Crushing it with_youtube (1) Digital marketing 2021 {Financial freedom}NilRoy8
Talking your YouTube business to the next level.. inside this ebook,you will discover the topics about how to become a part of the YouTube legacy for FREE ,,How to make your own videos for YouTube, Valuable tips on how to optimize these videos for effectiveness,. Instructions on opening your YouTube account and maximizing results by using the best tools and so much more..
The document discusses different options for promoting a video to recruit students for Cheadle College's extended creative media level 3 course. It analyzes the pros and cons of various advertising methods, including:
- Existing college promotional videos that describe lessons but don't show student work, which could better persuade prospective students.
- Viral email marketing, which could spread quickly but risks recipients ignoring or deleting messages without sharing.
- Social media sites like Facebook and YouTube, which allow free video uploads but require users to actively search for the content.
- DVDs, which allow viewing at each student's convenience and are affordable to produce, but not everyone has DVD player access.
Clara-Johnson considers several platforms for sharing her animated video work, including YouTube, Twitch, and Vimeo. While YouTube offers a large audience, her work could get lost among many other videos. Vimeo targets a more creative audience who may provide useful feedback. Film festivals and conferences could also connect her with industry professionals to review her work. In conclusion, she decides to post her video to YouTube and Vimeo initially, while developing her website portfolio to seek feedback from professionals at events.
- The document discusses how the media producer used new media technologies during the construction, research, planning, and evaluation stages of their project.
- During construction, they used a Panasonic camera to film and Adobe Premiere Pro to edit, researching techniques online. For research, they relied on YouTube and Google searches.
- Planning was done through blogging on Blogger. Evaluation involved gathering feedback on Facebook and Twitter, though some noted issues with properly viewing the work on YouTube.
- Areas for improvement include backing up work, better planning through storyboards, and requesting help from others.
CRUSHING IT WITH YOUTUBE - Taking Your YouTube Business To The Next Level!VAST ONLINE TRAFFIC™
CONTENT
Introduction....................................................................................................................... 5
When Did It All Begin?........................................................................................... 8
How To Become A Part Of The Legacy ............................................................. 9
Part I – The History of YouTube........................................................................... 11
Who Uses YouTube?.............................................................................................. 12
Moving Forward...................................................................................................... 12
Part II – Using YouTube.......................................................................................... 14
Registration.............................................................................................................. 14
Confirmation ............................................................................................................ 16
Getting Your Video Featured ............................................................................. 16
Using TestTube........................................................................................................ 16
Making Your First Video....................................................................................... 17
Part III – Optimizing Your Videos ....................................................................... 19
Making Vidoes With Your Camcorder............................................................. 21
Time To Upload ....................................................................................................... 22
Part IV - How to Drive Traffic to Your Site by Posting Videos on
YouTube………………………………………………………………….………….…23
Frequently Asked Questions .................................................................................. 28
Conclusions................................................................................................................... 32
This document provides information about the applicant's educational background and goals for studying filmmaking. It includes:
1) Details of the applicant's college studies in Creative Media where they discovered a passion for filmmaking, producing their first short film and documentary.
2) Their application to various universities, ultimately choosing Greenwich for its welcoming campus and environment.
3) Their interest in directing and producing films that can positively impact audiences, and desire to develop professional skills through challenging projects at university.
4) Experience working part-time in a bakery to gain work ethic and a passion for storytelling, along with trips taken to film festivals to expand their knowledge of the industry.
The document summarizes the learning process and technological skills acquired from creating a short film opening sequence for a romantic comedy genre media product. Key points covered include:
- Learning camera techniques like different shot types, keeping the camera steady, and dealing with environmental factors.
- Mastering editing software like Pinnacle and Adobe Elements to composite shots and create the final product.
- Gaining experience with online tools like blogs for presenting work and dealing with different file types and uploads.
- Improving organizational skills in coordinating actors, costumes, props and other production elements.
The document proposes creating a promotional video for an A-Level ICT course at Cheadle and Marple Sixth Form College. The video needs to engage and persuade audiences to take the course. Existing promotional videos from local colleges will be reviewed for techniques to make the video exciting using fast cuts, bright colors, and possibly a song. The video will be distributed on the college website, social media sites like YouTube, and may also be included on a CD-ROM.
This document provides an evaluation of a student media project. It discusses various aspects of the project, including how it used or challenged conventions of documentary films. The student incorporated conventions like music, titles, and limited voiceover. Feedback indicated the film was too long and had some technical issues. New media technologies helped with construction, research, and planning, though deeper research and improved planning could have strengthened the project.
1) The document discusses creating a promotional video for Cheadle and Marple Sixth Form College to attract more students.
2) Research showed that successful college promotional videos featured positive student interviews discussing enjoyable experiences and good facilities.
3) The proposed video will follow this approach, with short, entertaining interviews of students discussing subjects, teachers, and extracurricular activities to encourage prospective students in under 2 minutes.
This proposal outlines a promotional video for a creative media course at a sixth form college. The video will showcase the fun and engaging aspects of the course, including interviews with current and past students about their experiences and career paths. Filming on location at the college will help promote the facilities and environment. Equipment needs like cameras, tripods, and editing software are identified. The video will be shared online through YouTube and social media to reach potential students. Confidentiality of all information and ideas exchanged between the client and production team is assured.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An overview of the planned content for the video, including filming students walking around campus and in a classroom.
- The target audience is current college students and year 11 students interested in creative media courses.
- The resources needed include a video camera, computers for editing, and permission to film on campus.
- The roles and responsibilities of the group members in filming and editing the video are discussed.
Our target audience is students aged 16-20 looking to attend Cheadle Campus college. We will create an advertisement with a comedic element to attract students and make the college seem fun. The video will focus on aspects students enjoy like public transport, showcase a wide range of subjects open to both genders, and emphasize the college's diverse offerings and central location to attract more viewers than other college promotional videos.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An outline of the video's content which will show a typical day including a lesson and student interview.
- The target audience is current and prospective college students interested in creative media.
- The resources needed are a video camera, computers for editing, and permission to film on campus.
- The roles of the group in filming and editing the video are outlined.
The document outlines a group's proposal for a promotional video for a creative media course. It includes:
- An outline of the video's content which will show a typical day including a lesson and student interview.
- The target audience is current and prospective college students interested in creative media.
- The resources needed are a video camera, computers for editing, and permission to film on campus.
- The roles of the group in filming and editing the video are outlined.
The document provides details for creating a promotional video for Cheadle & Marple Sixth Form College's Creative Media course. It outlines that the target audience is potential students and parents and lists what should be included in the video such as course information, facilities, and student/tutor interviews. It also discusses legal, ethical, budget, personnel, resource, and time considerations that must be taken into account when producing the video. The college has allocated £4000 and a 2 week timeframe for filming to be completed by early February.
The document provides details for a video to be produced advertising Cheadle & Marple Sixth Form College and their Creative Media course. The target audience is potential students and parents. The video should include an overview of the course, interviews with students and tutors, footage around the college facilities, and legal/ethnic considerations to represent all cultures and genders. The budget is £4000 and the timeline is 2 weeks for filming in late January to early February. Resources needed include cameras, tripods, and editing software.
The documentary is about different types of bullying occurring in schools. It focuses on the borough of Redbridge and was created as a social action project. Questionnaires were used to gather information about bullying in the community. The documentary was filmed at a local school, King Solomon, and focuses on the issue of bullying to bring awareness and help those affected. Interviews with teachers, parents, and students were conducted to provide different perspectives on bullying.
Inspiration, Employment and Higher Education In Media.pptxElliotDaroczy
The document discusses various options for inspiration, employment, and higher education in media. It describes how YouTube and various YouTube creators have inspired the author in their media career. It also explores potential higher education options like university degrees and apprenticeships, as well as the possibility of making a living from YouTube through Google AdSense. While opportunities exist through further education or jobs, the author expresses a preference for creating their own media content.
The document provides background on the student's music video project. The video is about a boy who feels lost and uses "la la la" to block out the world. He is verbally abused by his sister.
The student used conventions like long shots, close-ups, and jump cuts in the video. However, it challenges conventions by not having a cliche love story and being shot from a young boy's perspective. The video represents the social issue of verbal abuse.
The student created a consistent brand across the video, digital packaging, and webpage using similar fonts, colors, and images. The video would engage audiences aged 11-30 by its relatable message. It would be distributed on social media and
Our media product received feedback from audiences that helped us improve. Initially, the video's message was unclear and shots were too similar, losing viewers' interest. Later feedback praised the video's clear message, strong camerawork, and comical approach challenging stereotypes. Surveys showed most found the DigiPaks professionally complemented the video. The hijab-wearing woman with post-it notes referencing 9/11 stood out as portraying labels still attached to individuals. Audiences felt the editing was sharp and the video provided education for all, not just our intended target audience.
The document provides an evaluation of a music video created by Charlotte English for her A2 Media course. It discusses the planning process, including researching conventions of pop music videos. The original idea involved drug/alcohol scenes but these were difficult to film, so the concept changed to focus more on the relationship between the couple. Feedback was gathered from audiences on drafts to improve the narrative clarity and performance shots. Technologies like YouTube, Blogger, iMovie and Photoshop were used to construct, research, plan and evaluate the project. The final music video and accompanying materials like the album cover were well-received by audiences for following conventions of the genre.
The document discusses different inspirations in media that have influenced the author. It first discusses how social media can inspire people by sharing stories and ideas. It then explains how media can influence individuals both directly through persuasive information and indirectly through influencing social norms. The author discusses how YouTube inspired them to create their own videos and get involved in content creation by watching other creators. Specifically, they discuss how a YouTuber named ArcaKnight inspired them through his unboxing videos and message of perseverance. Finally, the author discusses how animation/storytime genres currently inspire them to write scripts about personal experiences and opinions and create their own unique videos.
The document summarizes a student's media coursework project to create a teen comedy opening scene. The student's group chose teen comedy as the genre after considering other options like horror or drama. They conducted research on other teen films and created profiles of their target audience. Their opening scene featured the main characters Mark, Jayesh and the author with Krishan operating the camera. They collected feedback from teen viewers on their preliminary and final scenes.
Media technologies played a key role in the construction of the music video and ancillary texts. YouTube and Google were used extensively for research and inspiration. Microsoft Word, Excel, and Blogger supported planning, tracking progress, and sharing work. A digital camera and flip cam were used to film footage. Imovie, After Effects, and Photoshop were the main programs used to edit footage, images, and construct the final products. Audience feedback on social media helped with evaluation and further improvements.
Teachers use the internet to share resources and document student experiences such as blogs tracking compositions. YouTube gives everyone access to instructional dance videos, inspiring people to take up dancing after years away. A comment on a hip hop dance video showed how a woman in Sweden was inspired to start dancing again by watching a group from England, showing how dance connects people across borders through online videos.
Charlotte created a music video for her A2 coursework that challenged conventions of real music videos. Originally, the video was going to include drug and alcohol scenes shot in clubs, but those ideas were changed due to difficulties filming in locations. The final video included fast scene transitions and shots repeated like real music videos. Blogger and YouTube were used to save work and get feedback. The website promoting the artist used Dreamweaver and matched layouts of existing pop artist sites. Some lyrics were linked to visuals to fuel emotion, though links were less obvious than lyrics.
The group created a viral video advertising campaign for Red Bull by filming themselves scaring friends and strangers wearing scary masks. They aimed to elicit entertaining reactions for viewers. They purposefully did not include direct references to Red Bull in the video to attract more viewers curious about the purpose. They shared the video on Facebook to leverage their collective social networks spanning different countries. They also shared it on Twitter using a hashtag and retweets from influencers. YouTube was the primary hosting site for the video. The goal was for organic sharing of the amusing video to promote Red Bull without overt advertising.
The document outlines a plan to create a promotional video for a college creative media course. It will include interviews with students and teachers about what the course offers and their opinions of it, as well as footage of the facilities and students working. The video will have background music and be edited together with footage of the college, interviews, and student work. Considerations around copyright, confidentiality, and avoiding offensive content will be made. The target audience is 16-18 year olds interested in creative media or college. A cameraman, sound person, and editor will be needed, and the college will provide equipment and resources.
Leeanne Hibbert created an assets table to catalog all media used in a promotional video for a college creative media course. The table lists each asset's file name and type, a description of how it will be used in the video, its source, and permissions. Assets include interviews and footage produced by the group, as well as images from the college website to showcase facilities like classrooms, libraries, and cafeterias. Soundtracks from YouTube will also be used to provide background music. The video will use short clips and slides of these materials to demonstrate the experience and resources available to students in the creative media program.
The meeting discussed the pitch that was presented to the client, which included proposed content and style for a promotional video. The client provided feedback on the budget, timeline, and production stages. He was pleased with the presentation and ideas, and looks forward to the final video product.
Leeanne Hibbert called a meeting to discuss a creative media client proposal. They assigned sections of the proposal to discuss and compile into a single document: Leeanne would cover the content outline, target audience, and resources; Lewis Bradley would discuss the cast and crew and team; and Heather Lomas would address specialists, budget, and project schedule. With responsibilities assigned, there was no further business to discuss.
The agenda outlines a 30 minute creative media team meeting to be held on January 8th, 2013 at 12:00 pm. The meeting was called by Leeanne Hibbert to discuss a proposal and decide who will discuss each section. Any other business will also be discussed.
The agenda outlines a 30 minute meeting of the Creative Media team on October 23rd 2012 called by Leeanne Hibbert. The meeting will discuss the client brief, develop a team action plan, and address any other business.
The document provides information about a promotional video being created by Leeanne Hibbert, Heather Lomas, and Lewis Bradley for a creative media course. It includes sections on the proposal, project schedule, target audience, budget, personnel requirements, their team, and two storyboard pages. The group plans to film around the college ICT rooms and a creative media lesson, interview a current student, and show images of the college grounds to promote the course for future and present students.
Leeanne Hibbert considers several options for exporting her final promotional video:
1. Uploading it to websites like YouTube or the college website to make it widely accessible to the public.
2. Exporting it as a DVD so that people can take it home and watch more in-depth, and teachers can give it to prospective students.
3. Exporting it as a .MOV file since it is compatible with common media players on different computers and devices.
4. Choosing not to compress the file to avoid reducing video quality and making the promotional content seem unappealing or unprofessional.
5. Exporting as a Windows Media Player file since many computers already have the necessary
The document provides instructions for using various buttons and features in Premiere Elements for video editing. It describes the edit button for adding effects like transitions, titles, and text. It explains that the project button stores all imported media and the timeline is used to arrange media and control what is seen. It also mentions buttons for playback, sharing exports, adding text, zooming the timeline, and guidelines for placing different file types.
The document summarizes Leeanne Hibbert's evaluation of a promotional video she created for the Creative Media course at Cheadle campus. It discusses how she followed the client's brief, addressed the target audience, used appropriate technical qualities like effects and transitions, and resolved issues like low audio volume. Feedback was positive and highlighted some opportunities for improvement. Overall, Leeanne is pleased with the professional final product and feels it successfully promoted the course while adhering to constraints and managing the project workload.
The document provides step-by-step instructions for creating a promotional video in Adobe Premiere Elements. It describes importing various media files like video clips, images, and audio, then organizing the assets on the timeline. Transitions, titles, and audio adjustments are added. The video is then exported as an MPG file and is 1 minute and 47 seconds long, promoting the Creative Media course at Cheadle College.
Questionare about final promotional videoleeanne123
The document is a questionnaire about a promotional video for a creative media course at Cheadle campus. It asks whether the video was fit for purpose, if it had the right amount of transitions and effects, how it could be improved, if it made the viewer want to know more or study the course, what was enjoyed about the video, what was not liked, and if the music suited the video. The questionnaire seeks feedback on various technical and qualitative aspects of the promotional video.
Leeanne Hibbert
Date: March 15, 2022
Location: Central Park, New York City
We arrived at Central Park around 9am to begin shooting our nature documentary. The weather was sunny but cold, around 30 degrees Fahrenheit. We started our shoot by the pond area, filming various bird species like ducks, geese, and swans. After about an hour there, we moved to a more wooded area to film some deer and other wildlife. We got some great footage of a family of deer, including a fawn. We wrapped up shooting around noon and headed back to the studio to begin editing. It was a very productive morning!
The agenda outlines a 15 minute client meeting called by Leeanne Hibbert, Heather Lomas and Lewis Bradley on February 1st, 2013. Attendees include LB, HL and JI. The agenda items are to hand over the final video, discuss the original intentions, and receive feedback from the clients.
Leeanne Hibbert called a meeting to discuss the final creative media video. The video creator handed over the final exported video after months of planning and production. Some parts were changed from the original plan by adding title pages to provide more insight into the creative media course and Cheadle College. The client was pleased with the effort put into the video and commented positively on an interview with a student and the inclusion of logos, which made the video look professional and official.
The agenda is for a client presentation on January 31st 2013 called by Roger Sears. Leeanne Hibbert will present storyboards, share ideas and timings, and get feedback from the clients.
This document is a shot log for a video project documenting Cheadle College. It describes 15 shots or clips taken, including footage of the entrance, refectory, ICT suite, and interviews with a student. Still images were also captured of various areas around campus. Of the items recorded, some footage and audio was deemed not suitable for use in the final video due to background disturbances or a student appearing nervous during an interview. The third take of the student interview was selected for use in the final video.
This document is a shot log for a video project documenting Cheadle College. It describes 15 shots or clips taken, including footage of the entrance, refectory, ICT suite, and interviews with a student. Still images were also captured of various areas around campus. Of the items recorded, some footage and audio was deemed not suitable for use in the final video due to background disturbances or a student appearing nervous during an interview. The third take of the student interview was selected for use in the final video.
Leeanne Hibbert discusses technical considerations for her promotional movie file. She will save the file as a .MOV format, which is compatible with Windows Media Player and allows good quality playback. The exact file size is unknown until completion, but she wants it to be a reasonable size for quick loading without annoying viewers. Compression can reduce file size but may lower image quality; she will ensure adequate quality. By default, the video can be viewed in Windows Media Player and on other Windows PCs, but may take longer to load on other formats like Apple computers.
This storyboard template outlines the unit number, student names, and center number for a video project. It includes sketches of shots planned for the welcome message, introduction, and footage of the quad, refectory, and ICT department with different angles. Throughout the video, various transitions will be used between pages and background music will play, though the specific music has not been chosen yet.
This storyboard template outlines a video project for Creative Media students at a college. The 3-part storyboard includes an introductory logo, an interview with a Creative Media tutor walking from the main gate to the ICT room, and an ending logo with an interview of a Creative Media student and credits/contact information. Music will play throughout and the second slide will be sped up as a transition between scenes.
1. Heather Lomas Leeanne Hibbert Lewis Bradley
Promotional Videos
Considering we are going to be making our very own promotional video, we are starting this
assignment by watching different promotion type videos on YouTube. We are going to be looking at
adverts or college type videos just to get ideas for us.
Cheadle and Marple Promotional Videos
I have started by looking at what my own college had produced in there promotional videos as a few
were uploaded onto YouTube. One in particular which I looked at was named ‘Cheadle and Marple
Sixth Form College’. This video is advertising both the Cheadle and Marple campus and is talking
mainly about the different subjects you can take at the sixth forms and how they offer a wide range
of subjects that will suit anybody with any culture. I also like the fact that the video is actually being
taken around the college environment that they are speaking about and you can see what’s going on
behind the person speaking. Another point about this video is that they have used the same colour
scheme as what the actual Cheadle and Marple logo is. So the colours green and blue are added
quite a lot in these videos when it comes to the screen when there is writing on it informing you
about the college.
Other College Promotional Videos
A Stockport College promotional video
Also on YouTube I decided to look at other colleges promotional videos just to see how they
advertise their college. I came across one of Stockport colleges videos advertising there college, it is
named ‘Stockport College Music Video **Brand New for 2010!**’ it’s a very entertaining video and
you can tell has had effort and time put in to actually create it. Just a brief summary of the video its
some Stockport college students and teachers miming and dancing to the song ‘we are young’ and
going round the different rooms of the college, then a transition will appear and a black screen with
writing about the college comes up like things such as pass rates etc. then it goes back to the
students singing and dancing around the college. This video seems very fun and is almost like a
musical it makes you want to get involved with it, which is basically what the college is aiming to do
as if you enjoy this video and you do want to get involved then it’s like really your wanting to get
involved or attend the college. This does seem a lot more entertaining than Cheadle and Marple
promotional videos but if you were to want a more formal and educational video about college life
then Cheadle and Marple videos are the ones to watch as they are a lot more punctual and serious.
2. Heather Lomas Leeanne Hibbert Lewis Bradley
My Own Ideas
For my own promotional video for my college which is Cheadle and Marple, me and my group have
come up with an idea which I think will work very well and also be entertaining towards the target
audience which is of course students who are thinking of attending college or students who already
attend a college but are having second thoughts and wanting to move to a new one as they don’t
feel that college is the right one for them.
So the idea is we try to put on a flash mob together which will include our own college students (the
students who are willing to do this obviously). The idea was to say video a few rooms in college with
students in learning then lesson ends and it now goes to lunch time. Then the camera is filming the
square where people are sat down and walking around, then music starts this is when at this point
people are still sat down and then you see a particular group of people walking around, a few of
them then start dancing to the music all doing the same routine. Everyone’s eyes then look at the
dancers, and then a few more people join in the dance routine. Then once the song has ended the
dancers then all just walk of and act as normal students again. I am hoping we can get at least 10
people to learn a certain dance routine.
Applications
Short Films
In the beginning short films were what people went to the cinema for. Before developing into films
of around 90 minutes long these day’s short films aren’t very popular. These days now short films
are not as entertaining but in some cases such as music videos short films are collaborated within
the music. Short films vary in length from 2 minutes to around 7 – 10 minutes. By using a short film
within our video we will be extending the overall finishing time so that the promotional video is
longer. Other ways that we could use a short film within our video is using a technique that will keep
the viewers interested. Stockport College have used a technique of music by making a music video
all around college. They change some of the lyrics round so that the viewers can see how it relates to
the college.
Promotional Material
This is where certain materials such as photographs and videos get used to promote a specific thing.
For example, any previous photo’s that have been taken within college that may be on the college
website could be then used by a student to put into their project. This is what we will be doing. We
will be using a lot of promotional material within our video which will then turn out to be an even
more creative promotional piece for the college. Below in a few other points I have shown the
different ways we are going to be using to promote our video and gone into detail about why we’re
promoting the college this way and how effective it will be.
User Generated Content
3. Heather Lomas Leeanne Hibbert Lewis Bradley
User generated content is anything that is uploaded by someone to another source. For example this
can include uploading a photo to Facebook or any other social networking site. Many social
networking sites will contain some sort of user generated content in fact there will be user
generated content uploaded every day. Facebook was made in 2003 and has been a major success
ever since for user generated content. It was created for people to get in contact with each other
and show others what they are doing in life.
Viral Marketing
“Viral marketing is an idea that spreads--and an idea that while it is spreading actually helps
market your business or cause.”
I took the above extract from a page I found on Moodle. In a basic form viral marketing is when
something in particular gets put onto the web and then spreads across the world virally. For example
the Cadbury’s advert based on the gorilla playing the drums was a massive hit across the world.
Everyone can remember the advert and the hits on YouTube soon rocketed high. After putting the
video on YouTube it has 6, 912,572 views to this day. This is a massive amount of views as everyone
was researching into it and watching it for leisure. This was a good example of viral marketing as the
Cadbury’s product was selling all across the world.
Advertising
When it comes to advertising the college video we will have to take into account the best ways of
getting feedback and the most views of our product. Advertising includes how we publish the video
to the public, parents and potential students. This can include putting the video on in local schools to
advertise the college. We could also put the video on YouTube which will draw students in as they
research into colleges. Another way would be to put the video on the college website also for
parents to see as well as students. As you can see many ways of advertising include going online with
the video, uploading it to the web as the web is the most successful way of researching these days so
having our video on there will keep the college up to date showing it online, this will also keep the
college in mind for any students that view the video and website.
World Wide Web
The World Wide Web is important in this day and age as everyone goes on it. The Web is a very
useful tool as it instantly gives you the answer you are looking for. Since the World Wide Web has
been made public there is no need to go looking for books with the answers you need. There are
many different advantages of the internet and this is why it is used every day all around the world.
Technology such as the internet has even progressed onto portable devices such as mobile phones,
music players and laptops. Of course when I say that everyone uses it there are in some cases when
people do not have the facilities to be able to connect to the internet. Places with such a
disadvantage like this will not be able to progress into the future of technology like most places we
know such as Japan. The World Wide Web is important to know about for our video as the video will
be published to the internet on sites such as YouTube. By putting it on YouTube we will need to
know all about the internet and what the issues are with it. The only issues with the internet are
internet trolls and privacy. Internet trolls are people who hide behind the internet to abuse and
upset users that in some extreme cases can cause the users victim to do something drastic. Issues of
4. Heather Lomas Leeanne Hibbert Lewis Bradley
privacy are most known on Facebook where people hide behind a fake account. By hiding behind a
fake account many criminals such as paedophiles can get in contact with the younger generation and
stalkers can also get in contact with someone without realising. Facebook is a prime target for this
and internet trolling as it is often in the news and in the papers. Facebook is the social network to be
on in this day and age so you never know who could really be adding you. Overall having our video
published to the internet will be good for us as we can get all the feedback we need whether it is
positive or negative to help us progress in the future.
CDs
CD’s also known as Compact Discs are used in everyday life more and more. These days compact
discs are all the more useful when it comes to advertising having a CD means you can watch it
anywhere. CD’s used to be very popular a few years ago before the craze of smartphones and
portable music devices came out. There used to be the day of Walkman’s which portable CD players
that ran off batteries. These were very popular and still kept the demand for CDs on the rise. In 2001
the IPod came out. This was a portable music device which cancelled out all the necessities of
carrying CDs with you and spare batteries. This meant that CD’s went down in the music world but
also was on the rise when it came to computers. Computer used to have floppy disc slots. The floppy
disc did everything a CD can do now but they were out of date for this decade. CD’s are now more
popular for Computers and games consoles, which is why we are going to be using a CD within our
project. By using a CD we will be able to put our video onto a disc so therefore we always have a
backup in case it is deleted but also we can send CD’s out to promote our given course.
Presentations
When it comes to presentations our whole promotional video will be a presentation for the
college to show students and others that Cheadle & Marple College is a great college to go
to and fits everyone’s needs. To show this in a presentation we will be showing all the
information needed to know about a chosen course but also what the college itself has to
offer, such as the facilities. Furthermore with using presentations within our promotional
video, we will be showing out video through a presentation on interactive whiteboards and
on computers around the college open evenings. As well as this we need to make sure the
video is made in a presentation format to be used to promote the college.
Compression
Compression will be very important when we have finished the filming as we will need to
compress all the filming down to make the file size smaller. We will need to make the file
sixe smaller because the larger the file size is the longer the video will take to start playing. if
we were to leave the video the same size when we have finished the filming it will have to
buffer for ages and would be very slow at loading for anyone to watch the video.
Digital file formats
Throughout making the video we will be using a few different types for digital file formats,
the main file format that we will be using is mov. We will be using mov because it is a quick
5. Heather Lomas Leeanne Hibbert Lewis Bradley
time movie file, which is an apple software product. Quick time movie files are a very
common file. Mov functions frequently as both as a sharing file but its quality enough to use
as a source video inside of an editing program. But the only thing with using mov is that we
will have to make sure that we compress the video as much as we can so that the mov file
will work as well as it can.
Streaming methods
For the video that we are making we will be using windows media player which is a
progression streaming method. One of the reasons that we will be using this method is
because the video us going on to YouTube and that is the streaming method that we need
to use in order to put the video on. It is easy to tell the different between different
streaming methods, for example as I said before YouTube use the progression method
which will buffer the video when it is playing.
The screen shot to the right is off
BBC I player which is showing that
is buffering before the video will
play which is different to you tube
because it buffers the whole video
before its starts playing. When we
put our video on to you tube we
would have used the progression
streaming method and the video
will buffer as it playing.
Data transfer rate
Data transfer rate is the rate that data is transferred between devices which are sometimes
referred as throughput. Data transfer rate will be important when we need to add music to
out video because we will need to down load it off the internet and change it to MP3 format
so that is when we will be looking at how fast the transfer rate is. For example when we
move files on the computer to a different folder or to a pen drive you will often get a box
come up which will tell you how long it will take to move the files that is when the
downloading is taking place. Below is an example of what I was just saying where I have
copied a file from a different folder and pasted it in to a new folder and it is telling me how
long it will take for me to move the file.
6. Heather Lomas Leeanne Hibbert Lewis Bradley
We will get the same type of box come up when we will be downloading the music of the
internet which will tell us how long it will take to down load the file.
Media players
When we are making the video we will be using widow’s player,
but there are several other different types of media players.
Adobe flash player is also a popular media player which will play
files on the internet that have been created in flash. When flash
player was created it could only play to display 2‐dimensional
vector animations, but has also become popular for creating Rich
Internet Applications and streaming audio and video. Quick time is
another popular media player that has been developed by apple
but it can play many file formats like digital video, media clips,
animation text and music. It is also available for windows operating
systems.
Digital rights management systems.
DRM, which stands for digital rights management systems which is important to know when
making and type of video so that we know the copy right rules and that the digital content is
correct for out video. DRM help to protect the copyrights of electronic media, which include
music and movies too. For example the apple iTunes store uses DMR system to limit the
number of computers that songs can be played on. Each audio file downloaded from the
iTunes music store includes information about the owner of the file and how many times
the file has been transferred. The protected files will not play on computers that have not
been authorized to play the music. DRM will help publishers limit the illegal propagation of
copyrighted works. This can be accomplished by using digital watermarks or proprietary file
encryption on the media they distribute.