The document summarizes the media technologies used during the construction, research, planning and evaluation stages of a coursework project. It describes using internet search engines like Google for research, YouTube to view and share videos, and Facebook to advertise content and contact artists. Software like Movie Studio Platinum, Photoshop and Prezi were used for video editing, photo editing and presentations. Hardware included cameras, lighting equipment, and computers. Evaluation methods involved blogs, presentations, audio and video recordings.
Final Cut Express, Cubase, GarageBand, and Photoshop were the most useful digital technologies for creating the film. Final Cut Express allowed editing of visual and audio elements, layering footage, and adding titles and effects. Cubase was used to compose original music for the film. GarageBand created simple music for tests. Photoshop designed a professional poster by layering images and adding filters. Other software like Windows Movie Maker, iMovie, and Prezi were used for supplementary elements like video diaries, presentations, and scriptwriting. Overall digital technologies enabled creative work but also slowed some processes like long import times.
The document discusses how digital technologies were used at various stages of creating a film project. A Sony HDV camera was used to film high quality footage, though importing took a long time. A zoom recorder captured voiceovers but picked up too much background noise. iMovie and Windows Movie Maker were used for basic editing tasks, while Final Cut Express allowed complex layering, effects, and audio mixing. Cubase and Garageband were used for MIDI and sample-based music composition. Photoshop designed a professional poster. Online tools like YouTube, Blogger, Prezi, and Slideshare helped with research, scriptwriting, and presenting work.
The student used various new media technologies throughout the production process of their music video. Premiere Pro was used for planning, research, editing, and adding effects like color filters and lighting options. Photoshop was used to edit photos for the digipak and magazine advert by adding effects like desaturation and simulated smoke. A Samsung camera was used for close-ups instead of a DSLR, and was mounted on a tripod to reduce shaking. YouTube provided inspiration by allowing the student to analyze other indie music videos. The finished video was uploaded to YouTube and linked on their Tumblr blog, which was used to share research, planning, and the final project.
The document discusses various digital tools and online resources that were used to research and create a music video as part of a school coursework project. It describes how the group used the internet to research their music genre and record labels, iMovie and Final Cut Express to edit video clips and add special effects, Blogger to document their process, Celtx to create storyboards, photography equipment to take photos, Photoshop to edit photos, Facebook to communicate, mobile phones to arrange meetings, and YouTube to get ideas by viewing other music videos. The tools helped the group with planning, production, and keeping track of their progress for the coursework assignment.
The document discusses the various technologies and tools used during the construction, research, planning, and evaluation stages of a project. During construction, Canon DSLR cameras were used for photography and Photoshop was used to edit images for the digipak and poster. For research, the internet (Google), social media sites, and DSLR cameras were used. Planning involved using Paint Tool Sai, a Wacom tablet, and Sony Vegas to create a storyboard and animatic. Evaluation used iMacs, Photo Booth, Final Cut Pro, YouTube, and PowerPoint.
The group used various new media technologies at different stages of their project. In the planning stage, they used Blogger to document research and host surveys to gather audience feedback. They created storyboards using Storyboard That. For filming, they used Canon DSLR cameras, lighting, and microphones. In post-production, they edited footage using Final Cut Pro, created graphics using Fireworks and Photoshop, and hosted final videos on YouTube. They overcame various challenges throughout the process and learned how to effectively use technologies like cameras, microphones, and editing software.
Peter Fleetwood used a variety of presentation, editing, and design software and tools for his media project. For pre-production, he used Word for writing and PowerPoint for research and storyboarding. He communicated using Outlook and Gmail. Blogger hosted his work online. For presentations, he used Haiku Deck, Emaze, and Prezi. He edited video in Premiere and would have used After Effects for effects. He shared initial drafts on Vimeo and uploaded the final video to YouTube. For the CD cover design, he used Photoshop to design the digipack and poster cohesively.
The document discusses the use of various digital technologies for research, planning, construction, and evaluation of a media coursework project on drama films. It describes how the group used search engines like Google and YouTube, databases like IMDb and BFI, and blogs to conduct background research. Planning and organization was done using Blogger, WhatsApp, and Final Cut Express. Digital cameras, camcorders, and editing software like Final Cut Express and LiveType were used to construct video and graphic elements. Evaluation was conducted using Blogger, Photoshop, filmed presentations, text with images, and PowerPoint, taking advantage of the multimedia capabilities of digital technologies. Both advantages like ease of access to information, and disadvantages like an
Final Cut Express, Cubase, GarageBand, and Photoshop were the most useful digital technologies for creating the film. Final Cut Express allowed editing of visual and audio elements, layering footage, and adding titles and effects. Cubase was used to compose original music for the film. GarageBand created simple music for tests. Photoshop designed a professional poster by layering images and adding filters. Other software like Windows Movie Maker, iMovie, and Prezi were used for supplementary elements like video diaries, presentations, and scriptwriting. Overall digital technologies enabled creative work but also slowed some processes like long import times.
The document discusses how digital technologies were used at various stages of creating a film project. A Sony HDV camera was used to film high quality footage, though importing took a long time. A zoom recorder captured voiceovers but picked up too much background noise. iMovie and Windows Movie Maker were used for basic editing tasks, while Final Cut Express allowed complex layering, effects, and audio mixing. Cubase and Garageband were used for MIDI and sample-based music composition. Photoshop designed a professional poster. Online tools like YouTube, Blogger, Prezi, and Slideshare helped with research, scriptwriting, and presenting work.
The student used various new media technologies throughout the production process of their music video. Premiere Pro was used for planning, research, editing, and adding effects like color filters and lighting options. Photoshop was used to edit photos for the digipak and magazine advert by adding effects like desaturation and simulated smoke. A Samsung camera was used for close-ups instead of a DSLR, and was mounted on a tripod to reduce shaking. YouTube provided inspiration by allowing the student to analyze other indie music videos. The finished video was uploaded to YouTube and linked on their Tumblr blog, which was used to share research, planning, and the final project.
The document discusses various digital tools and online resources that were used to research and create a music video as part of a school coursework project. It describes how the group used the internet to research their music genre and record labels, iMovie and Final Cut Express to edit video clips and add special effects, Blogger to document their process, Celtx to create storyboards, photography equipment to take photos, Photoshop to edit photos, Facebook to communicate, mobile phones to arrange meetings, and YouTube to get ideas by viewing other music videos. The tools helped the group with planning, production, and keeping track of their progress for the coursework assignment.
The document discusses the various technologies and tools used during the construction, research, planning, and evaluation stages of a project. During construction, Canon DSLR cameras were used for photography and Photoshop was used to edit images for the digipak and poster. For research, the internet (Google), social media sites, and DSLR cameras were used. Planning involved using Paint Tool Sai, a Wacom tablet, and Sony Vegas to create a storyboard and animatic. Evaluation used iMacs, Photo Booth, Final Cut Pro, YouTube, and PowerPoint.
The group used various new media technologies at different stages of their project. In the planning stage, they used Blogger to document research and host surveys to gather audience feedback. They created storyboards using Storyboard That. For filming, they used Canon DSLR cameras, lighting, and microphones. In post-production, they edited footage using Final Cut Pro, created graphics using Fireworks and Photoshop, and hosted final videos on YouTube. They overcame various challenges throughout the process and learned how to effectively use technologies like cameras, microphones, and editing software.
Peter Fleetwood used a variety of presentation, editing, and design software and tools for his media project. For pre-production, he used Word for writing and PowerPoint for research and storyboarding. He communicated using Outlook and Gmail. Blogger hosted his work online. For presentations, he used Haiku Deck, Emaze, and Prezi. He edited video in Premiere and would have used After Effects for effects. He shared initial drafts on Vimeo and uploaded the final video to YouTube. For the CD cover design, he used Photoshop to design the digipack and poster cohesively.
The document discusses the use of various digital technologies for research, planning, construction, and evaluation of a media coursework project on drama films. It describes how the group used search engines like Google and YouTube, databases like IMDb and BFI, and blogs to conduct background research. Planning and organization was done using Blogger, WhatsApp, and Final Cut Express. Digital cameras, camcorders, and editing software like Final Cut Express and LiveType were used to construct video and graphic elements. Evaluation was conducted using Blogger, Photoshop, filmed presentations, text with images, and PowerPoint, taking advantage of the multimedia capabilities of digital technologies. Both advantages like ease of access to information, and disadvantages like an
The student used a range of media technologies throughout the process of completing their music video coursework, including for research, planning, construction, editing, evaluation, and presentation. Some of the key programs and websites used were YouTube, Google, Microsoft Movie Maker, Photoshop, InDesign, Blogger, SlideShare, and social media like YouTube and Twitter to gather feedback. The student encountered some issues with file sharing and program access, but was able to overcome these by completing work at home or staying late at school.
The document discusses various technologies the student learned while constructing a media production project. They learned how to use editing software like Final Cut Pro and Logic Pro to edit video and create soundtracks. They used Blogger to plan and share their work. Motion was used to create titles by exploring different fonts and behaviors. Filming was done using DSLR cameras with techniques like varying shot types and camera angles. Overall the student feels they gained skills in key software and production areas but would benefit from more experience and equipment for future projects.
The student used a wide range of media technologies throughout their research, planning, construction, and evaluation of a music video project. For research, they used Wikipedia to learn about the artist, YouTube for inspiration and ideas, and Google to research other artists. They created the music video using a digital camera and tripod for filming. They edited the video using movie editing software. They created ancillary tasks like CD covers and photos using Photoshop, Illustrator, Paint, and InDesign. They communicated using email and messaging apps. They published their work using Blogger.
The document describes the various media technologies used by the author at different stages of creating a music video project.
In the planning and research stages, the author used Blogger to document research and gather feedback. PowerPoint presentations were uploaded to SlideShare and embedded in blogs. Google was used for research on filming locations, transitions, and travel times. YouTube hosted draft videos and allowed embedding in blogs.
During filming, the author used a Nikon DSLR camera, macro and zoom lenses, and a tripod. Fairy lights were added for backdrop lighting.
Final Cut Pro was used for editing, organizing footage, adding effects and transitions. Photoshop refined photos for digipaks and magazines.
When planning, researching, constructing, and evaluating their documentary, the student used several media technologies. They used Microsoft Word to plan ideas and create questionnaires. They conducted online research using websites and YouTube. Footage was recorded using a Sony camera and edited in Adobe Premiere, which was used to add effects, transitions, and create an advertisement. Photoshop was used to design graphics and posters. Evaluation involved PowerPoint, Word, and collecting audience feedback using an iPhone. Blogger published all work.
The document discusses the use of various equipment and technologies in creating a film project. It describes how a tripod was used to achieve different camera angles, and how a camera allowed filming of shots and the ability to focus and delete clips. A Mac computer was used for editing in Final Cut Pro, including overlapping music, adjusting lighting, and more. A phone was used to film text message scenes between characters. An iPad recorded voiceovers that were transferred to the Mac. Other technologies discussed include YouTube for research, Google Images for character inspiration, GarageBand for original music, and iStock for licensed music.
The document summarizes the various technologies used by the author throughout their coursework. This includes using the internet for research, Wikipedia for genre definitions, YouTube to analyze music videos, Microsoft Word for note-taking, a phone to take photos as evidence, and WordPress as their blog site. Editing software like Adobe Premiere Elements was used to edit a music video. Various websites were utilized to present work creatively, such as Makebeliefscomix for comic strips and Prezi for presentations. Photoshop and Quark were used to design ancillary tasks like a digipak and poster. The author concludes that this wide range of technologies allowed them to create high quality, professional work appealing to their target audience
4. How did you use new media technologies in the construction and research, p...RajdeepVirk
The document discusses the use of various new media technologies in creating, researching, planning, and evaluating a movie trailer, magazine cover, and poster. Google was used for general research on movie plots, symbols, and analyzing other similar media texts. YouTube provided inspiration from other trailers and ideas for shots and sounds. SlideShare, Prezi, and databases allowed for analyzing media texts and planning ideas. Blogger documented the process. Filming equipment like cameras, microphones, and lights were used to capture footage. Adobe Premier and Photoshop allowed for editing videos and images by adding effects and cropping out flaws. Various technologies like Prezi, blogs, and SlideShares were used to evaluate the projects.
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
The document discusses the various technologies used to construct a film opening, including apps, equipment, websites for research and production. It describes learning to use equipment like cameras, tripods, and editing software while gaining skills in researching information online and presenting findings. Through creating accounts and contributing content, the filmmakers' relationship with technologies changed as they became proficient media producers by filming, editing, and constructing their own horror film opening.
The document discusses the use of various equipment and technologies in creating a film project. It describes how a tripod was used to film shots from different heights, and how the camera was used to film shots either zoomed in or out. It also discusses using a Mac computer for editing in Final Cut Pro, a phone to film text message scenes, and an iPad to record voiceovers. It provides details on learning how to use each piece of equipment and the software, including overcoming challenges faced.
The student used various media technologies at different stages of their project. During research and planning, they relied heavily on Moodle to access course materials and templates. PowerPoint was used for initial presentations and gathering feedback. Google, YouTube, and Prezi supported research of case studies and inspiration. Communication between group members was done through Hotmail, WhatsApp, and group chats. When constructing their film, they used a Canon DSLR camera, tripod, dolly, microphone, and learned filming techniques. Final Cut Pro was used for editing, with challenges in lighting and lost audio. Photoshop supported poster creation, learning tools like cropping and layering. InDesign, Illustrator, and Blogger also contributed
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting and mysterious. Free Sound.org provided copyright-free music to enhance the film. The group spent time choosing scary music and sound effects. Live Type was used to design the production logo by experimenting with fonts and effects. The camera was initially difficult to use properly but after reshooting without zoom, the footage looked more professional
The document discusses the media technologies used at different stages of creating a film project. A Canon camera was used for high quality HD filming. A tripod helped keep the camera still for shots while handheld filming was used for point-of-view shots. Adobe Premiere Pro was used for editing, including adding effects like black and white, cropping clips, and reversing clip speed. Adobe Photoshop was used to design the film poster and magazine spread, allowing images and text to be blended, filtered, positioned and resized. Google was used for research on film genres, posters, and locations scouting using Street View. YouTube provided music which was downloaded for the soundtrack. Evaluation was done in Premiere Pro
The document summarizes the various new media technologies used at different stages of a film production project. Video cameras, tapes, small cameras, fire wires, computers, headphones, memory sticks, tripods, YouTube, Photoshop, Adobe Premiere Pro, Microsoft PowerPoint, Microsoft Publisher, Slideshare, and WordPress were all utilized for filming, editing, planning, research, and evaluation. Functions like importing footage, editing effects, uploading files, and creating blogs were enabled through these technologies.
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting. Free Sound.org provided copyright-free music to enhance the film. The group's camera was important but complications led to reshoots without zoom to improve professionalism.
The document discusses the new media technologies used during the different stages of a music video project. WordPress and YouTube were used in the planning stage to blog about progress, listen to song choices, and upload rough cuts. A Sony camera, tripod, and hot light were used to film production footage. Premiere Pro was used to edit the video, adding effects like overlays and color corrections. Photoshop created promotional materials like a digipak and ad, using tools like fonts, opacity, and lens flares. PowerPoint and Prezi were utilized to evaluate the project through presentations, with Prezi allowing embedding of videos and images.
Q4: How did you use new media technologies in the construction and research,...AbbieLoosemore
The document discusses the tools and techniques used to create a music video. Wordpress and Prezi were used to document research and present ideas. A Sony video camera, tripod, and hot light were used to film scenes. Adobe Premiere Pro was used to edit the video and add effects like mirroring and color correction. Photoshop was used to design album artwork, starting with scanned images that were layered and had colors adjusted to match the video's theme and style.
The document discusses various technologies used during the research, planning, and production of a media project, including:
- A blog to share work and embed videos.
- Final Cut Pro 7 and Final Cut Pro X for video editing.
- GarageBand for creating music and sound effects.
- Motion for creating titles and animations.
- Prezi and SlideShare for online presentations.
- A mobile phone for communication and a HD camera for high quality footage.
The document discusses various digital tools and online resources that were used to research and create a music video project. It describes how the internet was used to research the genre and record labels. iMovie and Final Cut Express were used to edit video clips and add split screens. Blogger documented the research. Celtx created storyboards. A video camera filmed footage. Photoshop edited photos for packaging. Facebook arranged meetings. Mobile phones communicated plans. YouTube found examples of other music videos.
The document discusses how various new media technologies were used at different stages of planning and creating a film trailer project.
In the planning stages, the internet was used for research by analyzing successful trailers and finding appropriate music and sounds. Survey Monkey was also used to gather audience feedback.
Blogger was used to upload and organize all research and planning in one place. Prezi helped collect initial ideas creatively. SlideShare was used to upload presentations when Blogger couldn't support PowerPoint.
Photoshop tools like cropping, brightness/contrast, duplicate layers, and lasso were used to manipulate images for the poster and magazine cover.
Video equipment like microphones, cameras, lights, and
The student used a range of media technologies throughout the process of completing their music video coursework, including for research, planning, construction, editing, evaluation, and presentation. Some of the key programs and websites used were YouTube, Google, Microsoft Movie Maker, Photoshop, InDesign, Blogger, SlideShare, and social media like YouTube and Twitter to gather feedback. The student encountered some issues with file sharing and program access, but was able to overcome these by completing work at home or staying late at school.
The document discusses various technologies the student learned while constructing a media production project. They learned how to use editing software like Final Cut Pro and Logic Pro to edit video and create soundtracks. They used Blogger to plan and share their work. Motion was used to create titles by exploring different fonts and behaviors. Filming was done using DSLR cameras with techniques like varying shot types and camera angles. Overall the student feels they gained skills in key software and production areas but would benefit from more experience and equipment for future projects.
The student used a wide range of media technologies throughout their research, planning, construction, and evaluation of a music video project. For research, they used Wikipedia to learn about the artist, YouTube for inspiration and ideas, and Google to research other artists. They created the music video using a digital camera and tripod for filming. They edited the video using movie editing software. They created ancillary tasks like CD covers and photos using Photoshop, Illustrator, Paint, and InDesign. They communicated using email and messaging apps. They published their work using Blogger.
The document describes the various media technologies used by the author at different stages of creating a music video project.
In the planning and research stages, the author used Blogger to document research and gather feedback. PowerPoint presentations were uploaded to SlideShare and embedded in blogs. Google was used for research on filming locations, transitions, and travel times. YouTube hosted draft videos and allowed embedding in blogs.
During filming, the author used a Nikon DSLR camera, macro and zoom lenses, and a tripod. Fairy lights were added for backdrop lighting.
Final Cut Pro was used for editing, organizing footage, adding effects and transitions. Photoshop refined photos for digipaks and magazines.
When planning, researching, constructing, and evaluating their documentary, the student used several media technologies. They used Microsoft Word to plan ideas and create questionnaires. They conducted online research using websites and YouTube. Footage was recorded using a Sony camera and edited in Adobe Premiere, which was used to add effects, transitions, and create an advertisement. Photoshop was used to design graphics and posters. Evaluation involved PowerPoint, Word, and collecting audience feedback using an iPhone. Blogger published all work.
The document discusses the use of various equipment and technologies in creating a film project. It describes how a tripod was used to achieve different camera angles, and how a camera allowed filming of shots and the ability to focus and delete clips. A Mac computer was used for editing in Final Cut Pro, including overlapping music, adjusting lighting, and more. A phone was used to film text message scenes between characters. An iPad recorded voiceovers that were transferred to the Mac. Other technologies discussed include YouTube for research, Google Images for character inspiration, GarageBand for original music, and iStock for licensed music.
The document summarizes the various technologies used by the author throughout their coursework. This includes using the internet for research, Wikipedia for genre definitions, YouTube to analyze music videos, Microsoft Word for note-taking, a phone to take photos as evidence, and WordPress as their blog site. Editing software like Adobe Premiere Elements was used to edit a music video. Various websites were utilized to present work creatively, such as Makebeliefscomix for comic strips and Prezi for presentations. Photoshop and Quark were used to design ancillary tasks like a digipak and poster. The author concludes that this wide range of technologies allowed them to create high quality, professional work appealing to their target audience
4. How did you use new media technologies in the construction and research, p...RajdeepVirk
The document discusses the use of various new media technologies in creating, researching, planning, and evaluating a movie trailer, magazine cover, and poster. Google was used for general research on movie plots, symbols, and analyzing other similar media texts. YouTube provided inspiration from other trailers and ideas for shots and sounds. SlideShare, Prezi, and databases allowed for analyzing media texts and planning ideas. Blogger documented the process. Filming equipment like cameras, microphones, and lights were used to capture footage. Adobe Premier and Photoshop allowed for editing videos and images by adding effects and cropping out flaws. Various technologies like Prezi, blogs, and SlideShares were used to evaluate the projects.
The document summarizes the camera, editing software, lighting equipment, and sound equipment used to produce a film. It describes:
- The Canon 70D DSLR camera with 18-50mm lens used for shooting, and manually adjusting settings like white balance.
- Using Final Cut Pro X software to edit clips together smoothly, add effects, color grade, and sync sound during post-production.
- Patterson studio lights as the main lighting, softened with soft boxes and modified with reflectors and gels to achieve desired lighting effects.
- Using both a H4n recorder with boom pole for mobility, and a Rode microphone attached to the camera for cleaner sound with less wind noise.
The document discusses the various technologies used to construct a film opening, including apps, equipment, websites for research and production. It describes learning to use equipment like cameras, tripods, and editing software while gaining skills in researching information online and presenting findings. Through creating accounts and contributing content, the filmmakers' relationship with technologies changed as they became proficient media producers by filming, editing, and constructing their own horror film opening.
The document discusses the use of various equipment and technologies in creating a film project. It describes how a tripod was used to film shots from different heights, and how the camera was used to film shots either zoomed in or out. It also discusses using a Mac computer for editing in Final Cut Pro, a phone to film text message scenes, and an iPad to record voiceovers. It provides details on learning how to use each piece of equipment and the software, including overcoming challenges faced.
The student used various media technologies at different stages of their project. During research and planning, they relied heavily on Moodle to access course materials and templates. PowerPoint was used for initial presentations and gathering feedback. Google, YouTube, and Prezi supported research of case studies and inspiration. Communication between group members was done through Hotmail, WhatsApp, and group chats. When constructing their film, they used a Canon DSLR camera, tripod, dolly, microphone, and learned filming techniques. Final Cut Pro was used for editing, with challenges in lighting and lost audio. Photoshop supported poster creation, learning tools like cropping and layering. InDesign, Illustrator, and Blogger also contributed
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting and mysterious. Free Sound.org provided copyright-free music to enhance the film. The group spent time choosing scary music and sound effects. Live Type was used to design the production logo by experimenting with fonts and effects. The camera was initially difficult to use properly but after reshooting without zoom, the footage looked more professional
The document discusses the media technologies used at different stages of creating a film project. A Canon camera was used for high quality HD filming. A tripod helped keep the camera still for shots while handheld filming was used for point-of-view shots. Adobe Premiere Pro was used for editing, including adding effects like black and white, cropping clips, and reversing clip speed. Adobe Photoshop was used to design the film poster and magazine spread, allowing images and text to be blended, filtered, positioned and resized. Google was used for research on film genres, posters, and locations scouting using Street View. YouTube provided music which was downloaded for the soundtrack. Evaluation was done in Premiere Pro
The document summarizes the various new media technologies used at different stages of a film production project. Video cameras, tapes, small cameras, fire wires, computers, headphones, memory sticks, tripods, YouTube, Photoshop, Adobe Premiere Pro, Microsoft PowerPoint, Microsoft Publisher, Slideshare, and WordPress were all utilized for filming, editing, planning, research, and evaluation. Functions like importing footage, editing effects, uploading files, and creating blogs were enabled through these technologies.
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting. Free Sound.org provided copyright-free music to enhance the film. The group's camera was important but complications led to reshoots without zoom to improve professionalism.
The document discusses the new media technologies used during the different stages of a music video project. WordPress and YouTube were used in the planning stage to blog about progress, listen to song choices, and upload rough cuts. A Sony camera, tripod, and hot light were used to film production footage. Premiere Pro was used to edit the video, adding effects like overlays and color corrections. Photoshop created promotional materials like a digipak and ad, using tools like fonts, opacity, and lens flares. PowerPoint and Prezi were utilized to evaluate the project through presentations, with Prezi allowing embedding of videos and images.
Q4: How did you use new media technologies in the construction and research,...AbbieLoosemore
The document discusses the tools and techniques used to create a music video. Wordpress and Prezi were used to document research and present ideas. A Sony video camera, tripod, and hot light were used to film scenes. Adobe Premiere Pro was used to edit the video and add effects like mirroring and color correction. Photoshop was used to design album artwork, starting with scanned images that were layered and had colors adjusted to match the video's theme and style.
The document discusses various technologies used during the research, planning, and production of a media project, including:
- A blog to share work and embed videos.
- Final Cut Pro 7 and Final Cut Pro X for video editing.
- GarageBand for creating music and sound effects.
- Motion for creating titles and animations.
- Prezi and SlideShare for online presentations.
- A mobile phone for communication and a HD camera for high quality footage.
The document discusses various digital tools and online resources that were used to research and create a music video project. It describes how the internet was used to research the genre and record labels. iMovie and Final Cut Express were used to edit video clips and add split screens. Blogger documented the research. Celtx created storyboards. A video camera filmed footage. Photoshop edited photos for packaging. Facebook arranged meetings. Mobile phones communicated plans. YouTube found examples of other music videos.
The document discusses how various new media technologies were used at different stages of planning and creating a film trailer project.
In the planning stages, the internet was used for research by analyzing successful trailers and finding appropriate music and sounds. Survey Monkey was also used to gather audience feedback.
Blogger was used to upload and organize all research and planning in one place. Prezi helped collect initial ideas creatively. SlideShare was used to upload presentations when Blogger couldn't support PowerPoint.
Photoshop tools like cropping, brightness/contrast, duplicate layers, and lasso were used to manipulate images for the poster and magazine cover.
Video equipment like microphones, cameras, lights, and
The document discusses editing, sound, camera, and social media use for a film project. It summarizes that Final Cut Express was used for editing to import clips, trim unwanted portions, and adjust audio levels. Freesound.org provided free sound effects and music without copyright issues. A Sony HD 1000 camera improved video quality over their preliminary camera and was easy to use professionally. YouTube was already familiar for uploading final projects, while Facebook gathered feedback from friends and a survey and Blogger organized research, though Tumblr was also previously used.
This document discusses the use of new media technologies in the production of a short film. It describes the hardware, software, and websites used in the planning, research, construction, and evaluation stages. The filmmakers used cameras, voice recorders, and editing software like Adobe Premiere Pro and Photoshop. They created a blog on Blogger to document their process and used social media and Google Forms to gather feedback through questionnaires. YouTube was utilized for research, sharing work, and gathering audience responses.
The document discusses the technologies used during the different stages of creating a film opening project. During the research and planning stage, the individual used software like Blogger, Slideshare, Prezi, Word, and PowerPoint to present research and planning, as well as YouTube and IMBD to conduct research. Hardware like cameras were used to film interviews. During construction, various hardware like cameras, microphones, and computers were used along with software like Movie Studio Platinum for editing and Photoshop for titles and logos. The evaluation stage involved using software like Prezi, PowerPoint, Word, Emaze, Blogger and Slideshare to analyze the project, with Emaze being the most difficult to learn.
The document discusses various technologies used to construct a product for a course evaluation, including Adobe Photoshop, Adobe Premiere, Blogger, a radio studio, digital cameras, a DV camera and tripod, Prezzi, Glogster, SlideShare, and Excel. Photoshop was used to edit images for a print ad, Premiere helped edit video footage for a documentary and radio spot, and Blogger stored work files and uploads. Other equipment like cameras, microphones, and a tripod helped capture high quality audio and video footage. Presentation tools like Prezzi, Glogster, and SlideShare allowed engaging presentations of work online. Excel helped tally and visualize results.
Technology was used throughout all stages of creating a music video, including planning, production, and evaluation. Blogger was used as a diary to document the process. Google was used for research and identifying conventions. YouTube was also used for research by viewing existing music videos and analyzing conventions. A DSLR camera was used to film footage and photography. Final Cut Pro was used to edit the video together, add transitions, and incorporate effects. Photoshop was used to design print materials like the CD cover.
The document discusses various software, tools, and technologies used to create a music video for a school coursework project on the indie rock genre. It describes using the internet for research, iMovie and Final Cut Express for video editing, Celtx for storyboarding, Photoshop for photo editing, and YouTube for researching other music videos. A video camera was used to film footage and a DSLR to take promotional photos. Communication tools like Facebook, email, and mobile phones helped coordinate the group. The finished video included conventions of the genre like guitar and drums, close-ups, and split screens.
The student used various new media technologies throughout the research, planning, construction, and evaluation stages of their project. During research and planning, they used different presentation software like PowerPoint and Prezi to present findings. They also used the internet for research, SurveyMonkey to create a survey, and a scanner to digitize storyboards. For construction, they utilized a DSLR camera, GoPro, drone, lighting, and Photoshop. Editing software like Premiere Pro was used to edit the animatic and final music video. Similar technologies like Premiere Pro and a DSLR were employed for the evaluation stage to discuss and present reflections on the project.
Evaluation of my production work - Part 4 bekah7212
We used various new media technologies throughout the planning, research, and evaluation stages of our project. During planning and research, we used the internet to analyze other successful products, research film sounds on websites like SoundCloud, and create surveys using Survey Monkey. We used Blogger to upload and organize all our research and plans in one place. Prezi helped us collect initial ideas creatively. SlideShare allowed us to embed our PowerPoint presentation when Blogger couldn't upload it directly. In evaluation, we used SlideShare to break down sections, Prezi for its creative transitions of text, images, and videos, and Blogger to collate our work and evaluation together.
Evaluation4 - evaluation of production workbekah7212
We used various new media technologies throughout the planning, research, and evaluation stages of our project.
During planning and research, we used the internet to analyze other successful products, research film sounds on websites like SoundCloud and YouTube, and use Survey Monkey to gather input from our target audience. We used Blogger to upload and organize all our research and planning work. Prezi helped us collect initial ideas, and SlideShare allowed us to share our PowerPoint presentation after uploading it from Blogger. For evaluation, we used SlideShare to break down sections via PowerPoint, Prezi for its creative transitions of text, images, and videos, and Blogger to collate all our work in one place for easy referencing
We used various new media technologies throughout the planning, research, and evaluation stages of our project.
During planning and research, we used the internet to analyze other successful products, research film sounds on websites like SoundCloud, and conduct surveys using Survey Monkey. We used Blogger to upload and organize all our research and plans. Prezi helped collect initial ideas, and SlideShare allowed us to embed a PowerPoint into our Blogger when Blogger couldn't upload PowerPoint directly. For evaluation, we used SlideShare to break down sections through PowerPoint, Prezi for its creative transitions between sections, and Blogger to collate the entire evaluation alongside our other work.
The document lists various equipment and digital tools used for a student film project. A camera, video camera, blackberry, tripod, laptop, USB drive, Final Cut Pro, Prezzi, and Photoshop were used to capture footage and images, edit videos, store and transport files, and design promotional materials. Websites like Bubbl, SlideShare, YouTube, Twitter, Facebook, Blogger, Google, Scribd, and SoundCloud were utilized for brainstorming, presentations, publishing content, research, and gathering audio. Microsoft programs such as PowerPoint and Word were also employed to create documents and presentations.
This document summarizes the use of various digital tools throughout the planning, production, and evaluation stages of a group music video project. Blogger was used as a collaborative workspace to share research, ideas, schedules, and for communication. Survey Monkey was used to create and distribute an audience questionnaire. Adobe Premiere Pro was used for video editing and linking clips to music. Adobe Photoshop was used for image editing and design work. After Effects was used for color grading video. A DSLR camera was used for photography and videography to enable various creative techniques.
The document discusses the technologies used during various stages of creating a music video project. It describes using Survey Monkey to conduct research on audience preferences. Prezi and SlideShare were used to present plans and storyboards, while Blogger published the planning process. Final Cut Pro was used to edit audition videos and planning videos. Hardware included phones to photograph auditions, a Sony movie camera for filming discussions and auditions, and a MacBook for planning. Final Cut Pro and YouTube tutorials helped with editing the music video. Phones supplemented filming, while PowerPoint was used for magazine and digital packaging designs. Evaluations discussed the project using a laptop and iPhone 8 to record, with Word used to plan discussion points and Final Cut Pro to
The student used various technologies at different stages of their project. In the construction stage, they used Canon DSLR cameras to take photos for packaging and magazine covers, learning new techniques like manual focus. For post-production, they initially used iMovie but switched to Final Cut Pro for its additional editing tools. They used effects, speed changes, and cross-cutting. For research, they used online sources like Google, artist websites, and social media to understand the target artist's style and fans. They interviewed fans and presented findings using tools like Prezi. In planning, they created a digital storyboard using Paint Tool Sai and planned shots by editing images into an animatic in Sony Vegas.
The document discusses how various new media technologies were used at different stages of producing a music video project. Premiere Pro was used for editing video clips, adding effects like color filters and corrections, and creating an animatic storyboard. Photoshop was used to design a digipak cover and magazine ad by desaturating images, adding smoke effects, and customizing thumbnails. A Samsung camera was used for most filming due to its ability to focus and adjust to lighting, while a DSLR was used for focus groups. YouTube and Tumblr were used to research music video styles, distribute the final video, and create a coursework blog.
The document discusses the technologies used at various stages of a film production project. In the construction stage, Canon DSLR cameras were used for primary photography and photo shoots. iMac computers and editing software like iMovie and Final Cut Pro were used for editing. Effects, cutting, lighting and transitions were manipulated in Final Cut Pro. Online research was conducted using Google to research the artist Paloma Faith and understand her audience. A Wacom drawing tablet and Paint Tool Sai were used to create a digital storyboard, which was then edited into an animatic using Sony Vegas. This helped visualize and plan the film shoot.
The document discusses the various new media technologies used at different stages of creating a music video. Camcorders, tripods, and cameras were used to shoot footage of the artist. Google was used for research and planning. YouTube was used to view other music videos, upload videos, and share work. Blogger allowed work to be uploaded and presented online. SlideShare let powerpoints be shared. Email enabled communication. USB drives stored and transferred files. Adobe Premier Pro was used to edit footage and add effects to produce the final video. Photoshop designed promotional materials like advertisements.
The document lists various equipment and digital tools used for a film production project. The main equipment includes a camera, video camera, blackberry, tripod, and laptop. Software such as Final Cut Pro, Photoshop, PowerPoint, and Word are used for editing footage, designing posters and logos, and creating documents. Websites like YouTube, Twitter, Facebook, and Blogger are utilized for uploading and promoting the finished film, conducting research, and maintaining communication between group members. A USB is used to back up work in case of technical issues. The equipment and tools enable capturing footage and images, editing the production, presenting work, and collaborating on the project.
The document provides a shot list for a film scene taking place in a park on the 10th day. It describes a series of long shots, mid shots, and panning shots showing a female character, Alice, waiting for and talking to a male character, Tom, while being watched by her ex, Lewis. Their discussion is interrupted when Lewis approaches and a fight breaks out between the two male characters, with Alice caught in the middle observing.
The shooting schedule is for a music video titled "On My Own" by Yasmin. On the first shoot day, October 24th, there will be three scenes filmed at Market Rasen Train Station. The first scene is a long shot of the character Alice walking towards the railway crossing. The second scene is a panning shot of Alice walking across the railway tracks. The third scene is a close up shot of Alice singing the second verse of the song.
The shooting schedule is for a party scene music video on October 19th. It will include 4 shots: a long shot of characters dancing in a hall, a two shot of a male and female dancing, a close up of the female looking sad and lonely, and a long shot of the male and female walking away from each other in different directions. The main characters are Lewis and Alice.
The risk assessment identifies hazards at a train station scene for a film shoot, including trip/fall from wires on the floor (Severity 2), death from not checking train signals before crossing tracks (Severity 2), and equipment breaking from not holding it properly (Severity 1). Measures taken to prevent injury include watching for floor wires, looking at signals, and properly holding equipment. Khem Slawson and Rachael Halstead are responsible for safety with 3 people at risk.
The risk assessment identifies hazards at a school party including tripping over wires, falling on stairs, hearing loss from loud music, and equipment breaking when carried up and down stairs. Measures have been taken to prevent injuries like monitoring wires on the floor, watching steps and holding the rail, controlling music volume, and securely holding equipment during stair transport. Khem Slawson and Rachael Halstead are responsible for safety actions and oversight of around 2 people at risk.
The student learned about various technologies through constructing their media product. They used YouTube easily to find a film opening to analyze. They used a camera they were familiar with to take photos for their project. Google was helpful for research. Recording with a video camera, microphone, and tripod was not difficult since they did a practice task. Editing with Premiere Pro was also not hard after practice, though working with images required more clicks. Sound Booth was simple to use for recording narration. Blogger was familiar software for evaluation, planning and research. Uploading to Slideshare was also straightforward.
The preliminary task helped the author learn skills like editing clips together smoothly, different shot types and camera techniques. It also helped them learn what to avoid, like capturing the microphone in shots. For their main production, they used what they learned to make their film opening more interesting. While filming and editing was mostly easy, the author realized they need to improve panning the camera more smoothly. They also learned new sound editing skills but found adjusting sound levels and effects difficult at first. Working as a group on their full film, they improved at communicating, problem solving together and making joint decisions.
The document discusses how the group targeted their audience for a romance film. They researched the magazine "Closer" and found it was popular among females under 35. They conducted a questionnaire with their target audience to learn what elements of romance films appeal to them, such as happy endings with kissing. Based on their research, the group decided to advertise the film in "Closer" magazine and on YouTube where they felt it would reach their target audience.
The document discusses the target audience for a romance film. It was initially aimed at teenagers but research found that most romance film viewers are women under 35, regardless of class. So the target audience was expanded to teenagers under 35 and anyone who enjoys romance films. The film was given a 12 classification by the British Board of Film Classification as it shows some alcohol abuse and violence, but not extensively or graphically. It also contains kissing between the main characters but no explicit sexual scenes. An 16-year-old girl who enjoys romance films was interviewed to represent the target demographic.
A film distributor is a company that releases films to theaters, TV, and online platforms. They promote the film and arrange showings. For a low budget independent film, a smaller, more independent distributor would be more affordable and could still successfully promote and distribute the film. Examples given of low budget films that did well with smaller distributors include Paranormal Activity and Four Weddings and a Funeral. Fox Searchlight Pictures is mentioned as a distributor that specializes in independent and British films and has had successes with low budget films.
The document discusses how the media product represents social groups. It focuses on the two main protagonists, Tom and Scarlett, who are white and middle class. Both characters conform to stereotypes - Scarlett is portrayed as innocent and pure through her clothing, while Tom initially takes control of Scarlett, implying the male stereotype of dominating women. The document also notes the use of lighting to reflect the happy and positive mood of the characters, drawing on romance genre conventions.
The document analyzes film opening conventions and techniques used in romantic genre films that the author observed in their research. These include establishing shots, credits, introductions of main characters, music, lighting, narration, and enigmas. The author then discusses how they applied these conventions in their own media product opening, such as using melancholic music, natural lighting, narration by the female protagonist about her life, and locations where couples normally date. Overall, the document provides examples of techniques from romantic films and discusses how the author incorporated these genres conventions into their own media opening.
The document analyzes conventions used in romantic film openings that the author observed in four films: Letters to Juliet, Honey, My Sister's Keeper, and Twilight. Key conventions included establishing shots, introductions of protagonists, music to set tone, and enigmas to intrigue audiences. The author then discusses how their group media product employs similar conventions like narration, music, costumes, locations and camera shots to develop genre expectations and challenge conventions.
The document discusses conventions used in film openings for romance genres. It provides examples of conventions for setting the scene, introducing characters, using certain camera shots, sounds, and narration. Specifically, it notes that the film opening uses an establishing shot, natural lighting, melancholic music, mid shots of the characters, and narration from the female protagonist to set the tone and context. It analyzes how similar conventions were used in the filmmaker's opening, while also challenging the genre convention of using an enigma about the characters rather than just the title.
KhemSlawson and assistants Hayley Jacklin and Rachael Halstead conducted a risk assessment on Thursday 19th January 2012 at De Aston School for an activity called "Is this it?". The assessment identified potential hazards such as wet grass causing slipping or falling, the nearby lake posing a drowning risk, and a steep hill risking slipping or falling. The measures taken to prevent injury included walking carefully on wet grass, staying away from the lake, and going slowly up and down the steep hill. All participants were responsible for following the safety measures.
1. Q4. How did you use media technologies in the
construction and research, planning and
evaluation stages?
By: Khem Slawson
2. Research & Planning
These are the software's and hardware's we have used throughout research
and planning:
• Internet – Google is one of the search engines that
everyone uses to search the web. This was one of
the software we have used most of the times as it
was helpful for us to do some research and
planning for our coursework. It is easy to use the
search engine bar and it gives a lot of list on where
you could find the information you want.
• YouTube – It is an online website where you can
post, share and view videos for free. We have
used this when we we’re analysing music videos
and to publish our music video online so we could
reach our target audience. This was easy to use
because you can search the music videos you
want to watch but sometimes it is a little bit slow.
3. Research & Planning
• Facebook – This is one of the most popular social
networking sites. Everyone is using this as this
enables them to communicate with their
family, relatives and friends. They can share
photos, videos and comment on them. They can
also use chat or video call to any of their Facebook
friends. We have used Facebook to advertise our
music video to our target audience. Also, I have
used my Facebook account to ask the artist’s
permission.
• Bauer Media - This is about different types of
audiences from different brands of magazines,
radio, TV mobile and on-line. This is the first
industry that we have been researching for our
target audience. This helped our group who we are
aiming for and what type of audience they are.
4. Research & Planning
• UK Tribes – This is mainly about young people's
lives, their media, their aspirations and their brand
favourites. I have looked into this website to get an
idea on where and how to aim for our target
audience because our primary audience is mainly
for young teenagers.
• Scribd – It is about uploading and sharing your
files online. I have used this for my risk
assessments and embedded it on my blog.
• Prezi – You can create an online presentation and
share it to other websites. I have mostly used
this during my research and planning as it looks
neat on my blogger page.
5. Research & Planning
• Wordle – You can type all the words you want
and make it as one image then you can share it
online as well. You can also choose the what type
f font, colour or layout. I have used this on the
female character’s role as I like how
straightforward it is for the viewers to see what
we are trying to portray our main artist as. It is
easy to use but it doesn’t work properly in school
computers.
• Font Image Generator – it is an online website
where you can type and download different types
of font. We have used this website to download the
font we have got for the album title and the artist’s
name for our digipak. As well as using this for our
digipak, we used it at the beginning of our music
video as we want the audience to know what is the
song called and who the artist is.
6. Research & Planning
• Blogger – This is an online blog where you can
posts any information, photos or videos to share
other people. We have used this to record all the
things we did throughout the coursework. It was
very easy to use but sometimes I’m having
problems with the layout of my posts because it
doesn’t stay where I want it to be.
• Slideshare – This is where you can upload your
files such as word and PowerPoint. I have used
this for shooting schedules, shot lists, etc. This
was so easy to upload files from computer and
share it to other websites by embedding the
code. Sometimes, the website itself is having
some problems with uploading the files and it
takes a lot of time to upload.
7. Research & Planning
• Phone Camera - I have used my phone for
taking photos while the whole class is giving
our music video a feedback. I like the image
quality of it as it is sharp and clear enough for
us to see what’s on the picture.
• Pentax Camera - We used this for taking stills
from different locations while we we’re filming
so we can keep a record of the locations we
used for our music video. We also used this
camera for taking a video of the main artist
and her ex messing around the park. It was
easy to capture photos and videos. The image
quality on both photos and videos were great.
8. Constructing - Hardware
• Video Camera – We have used this technology for
filming our music video. It was easy to use as we
have used it in AS coursework to video our film
opening. This video camera was very light and
good for carrying around.
• Hanns.G – This is the computer we have used
to go online and use different software. It
loads up the files quite fast but when we we’re
editing, it makes our music video laggy.
• USB cable – We have used this equipment to
transfer the files from the video camera to the
computer.
9. Constructing – Editing Software
• Movie Studio Platinum - This software has got different
features that we wanted to use for our music video. For
example, we wanted to use fades and dissolves on some
clips and it is available on the software. This is the first time
that we will be using this software because we had
Premiere Pro last year. However, it is quite similar from
each other so it wouldn't be hard to manipulate this type of
software.
We have used this effect
to make it look different
This is to reflect back to and it doesn’t look
the female's emotion boring. However, we
and it shows the time decided not to use it
passes by. because it doesn’t go
with the scene.
We used it to show to
We used this so it
the audience that it is
matches the slow
part of the past and it
paced of the song and
also matches the lyrics
it implies that all the
of the song which is
bad things happened in
"And the night is young,
her past will disappear
but time is old". slowly.
10. Constructing – Lighting
• Chamsy’s PC – This is the computer we have used
to control the movements of the lighting for our
party scene. It was the first time we have used it
and we find it really hard because we didn’t which
one is which.
• Showtec Explorer’s
• Spot/ Wash 575 – This is the name of the lighting
we have used for the party scene in our music
video. This was a little bit hard to use because it
was the first time we have used this kind of
technology. The good thing with this is you can
mix the colours you want and it works like the one
we see in discos.
11. Ancillary Tasks
• Adobe Illustrator – This is the software we have used to create our digipak
and magazine poster. At first, I find it a little bit hard to use because it is
the first time we have used it. There are some tools that is the same as
the Photoshop so I know how to use them. The layers for our digipak was
a little bit confusing because we don’t know which one is which as they
are not labelled properly.
12. Ancillary Tasks
• Photoshop – This is a software that lets you edit the
photos. Throughout the ancillary tasks, we have used
this software to edit the photos we have so it looks
even better. It was easy to use because I have used
this in Photography and in AS Media course.
We have used Magic We have used
wand tool to auto Polygonal Lasso tool
select the parts we as we want to make
want to cut out. sure the edges are
straight so it looks
neat and tidy.
We have used the
contrast in most of We have used a
our photos because new layer when we
we want the colours edited the logos
to look even bolder because we want
so it grabs the to delete some
audience’s parts of the image
attention. we don’t want.
13. Ancillary Tasks - Hardware
• Camera – We have used a camera to take the
images for our digipak and magazine poster. This
was very easy to use because I am doing
Photography.
• USB Cable – We have used this to transfer the
photos from the camera to the computer.
14. Evaluation - Hardware
• Computer – I have used this technology for typing
up the evaluations. This is very easy to manipulate
because I have used this every single day.
• Blogger – I have used blogger to upload the
evaluation questions. This was very easy to
use because I have used this all the time.
• Sound Booth – This is a room for recording
audio. This was the second time I have used
this and I think it is very easy to use.
15. Evaluation - Software
• Phones – I have used my phone to record my answer
for question 2. I thought I would use this because it
has a good quality of audio file.
• Prezi – I have used Prezi to answer the evaluation
question 1. This was very easy to use and easy to
manipulate because I have used this before.
• Movie Studio Platinum – This is the software I have
used for my evaluation question 2 for creating a
short video clip. This is very easy to use because
we have used this software when we were creating
ourt music video.
• Wordle – I have used this to show all the hardware
and software we have used throughout the
coursework.