Q6 AS media studies
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By constructing a film using various technologies, the author learned several things. They used a video camera to film, but found its lack of advanced features like zooming limited them. They also used a tripod for steady shots, but it was difficult on a boat. Additionally, they created a blog and YouTube account to share their work. For editing, they used Sony Vegas to add titles, adjust lighting and speed, cut clips, and layer audio from YouTube. Through this process, they gained skills and understanding of technologies for filmmaking.
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Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Evaluation 6
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.
Ben ev task 7
Research and planning is vital to the success of any film production. For the preliminary task, there was little research and planning - the group had a short discussion about what to film and where. However, for the thriller opening there was significantly more research and planning, including questionnaires, focus groups, and plot pitches.
Production techniques improved from the preliminary task to the thriller opening. For the preliminary task, the camera settings were not adjusted, but for the thriller various camera techniques were used, such as adjusting the white balance and focus and following the rule of thirds.
Post-production involved more advanced editing for the thriller opening compared to the preliminary task. More footage was collected and trimmed down for the thriller, and
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Evaluation question 2
The document discusses the various media technologies used at different stages of creating a horror film campaign. It describes using a Canon EOS camera with adjustable brightness, contrast, and lenses to film scenes. Adobe Premiere Pro and Adobe Bridge were used to edit footage, add transitions, and synchronize scenes with music. Blogs were created at each stage of research, planning, and evaluation using technologies like Prezi, SlideShare, and uploading videos.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
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Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Evaluation 6
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.
Ben ev task 7
Research and planning is vital to the success of any film production. For the preliminary task, there was little research and planning - the group had a short discussion about what to film and where. However, for the thriller opening there was significantly more research and planning, including questionnaires, focus groups, and plot pitches.
Production techniques improved from the preliminary task to the thriller opening. For the preliminary task, the camera settings were not adjusted, but for the thriller various camera techniques were used, such as adjusting the white balance and focus and following the rule of thirds.
Post-production involved more advanced editing for the thriller opening compared to the preliminary task. More footage was collected and trimmed down for the thriller, and
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Evaluation question 2
The document discusses the various media technologies used at different stages of creating a horror film campaign. It describes using a Canon EOS camera with adjustable brightness, contrast, and lenses to film scenes. Adobe Premiere Pro and Adobe Bridge were used to edit footage, add transitions, and synchronize scenes with music. Blogs were created at each stage of research, planning, and evaluation using technologies like Prezi, SlideShare, and uploading videos.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Mv production log template
The document is a production log for a music video created by Joe Cole. It provides guidance on using the log to track filming, editing, and post-production details. The log then documents the filming process, including some technical issues encountered and how locations and personnel worked out. It also covers the editing process, including organizing footage, setting up the Premiere Pro project, assembling the initial sequence, refining it with color correction and effects, and exporting the final video.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Changes made
We made several changes to our film, primarily using a handheld camera instead of a tripod for its practicality in capturing movement in our many medium shots. We also changed the shooting location to the exterior of Kenton train station at night for its accessibility. Finally, we scrapped lighting designs and call sheets to make the film more realistic with street lights and due to an unreliable group member.
Evaluation of preliminary task
The student learned several things about planning a film project. Their group struggled with the pitch process to choose an idea and instead decided on an anti-smoking film collectively. They also researched the target audience. For equipment, they learned how to use the camera and sound equipment. They were taught editing on Final Cut Pro, including cutting clips and controlling sound and image separately. The student believes their first film product turned out well despite challenges with planning and equipment, and that teamwork helped overcome these challenges.
Question 6 evaluation luke o'donnell
While filming their product, the students learned the importance of using a tripod for uneven grounds and panning shots. They also discovered how different camera shots like close-ups and mid shots can make a film more engaging. During editing, they learned how to create titles using LiveType and Motion, as well as how to produce original music using Reason. Editing on Final Cut Pro also taught them to use transitional effects and add sound clips to create a more seamless and impactful film.
Evaluation Question 6 - Kyle Quadra
The document discusses various technologies learned during the process of creating a product. It describes learning to use two different camera models, a Canon and Nikon, each with different settings to adjust like focus, ISO, and framing. It discusses using Blogger to present pre-production work online and learning how to record and embed videos on YouTube. It also describes learning to use Final Cut Pro video editing software, including importing, cutting, and manipulating clips to develop the final product.
Question 6
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Evaluation Question 6
The document discusses the technologies learned during the process of creating a thriller film product. It describes learning to use hardware like cameras, microphones, and tripods correctly. Software like Final Cut Express and LiveType were used to edit footage and create titles/logos. Various internet sites helped with planning, research, and sharing work, including Blogger, YouTube, DaFont, and Survey Monkey. The document evaluates early exercises in filming, sound, and editing techniques and shows how skills improved over the course of creating the final thriller opening scene.
Q7
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.
7. evaluation
The document discusses the improvements made from the preliminary task to the final film project. Planning was more meticulous for the final film, including multiple script drafts and storyboards. Footage quality improved through using a tripod instead of handheld shooting and taking multiple takes. Editing skills grew from using iMovie initially to Final Cut Pro, which provided better editing tools, filters, color options, and title animations. Music was also incorporated to add suspense.
Technical difficulties
We had several technical difficulties filming our mockumentary. The audio from the actors was very low and the camera picked up a lot of wind noise, requiring retakes. There were also issues with shaky camera framing. Editing the footage in Final Cut Pro took time due to the non-chronological order of scenes and uploading the finished video to YouTube was slower than expected given the length.
What have you learnt about the technologies from the process of constructing ...
I have learned several things about using technology to create video projects:
1) Using a familiar tripod results in smoother camera movements compared to an unfamiliar school tripod.
2) Editing software like Adobe Premier allows adding titles, effects, and denoising audio to improve quality.
3) A high-quality HD camera that I'm familiar with makes it easier to capture professional-looking footage.
Question 7
The filmmaker learned several skills from their preliminary task to the full production:
In the preliminary, Premier Pro was unfamiliar but with practice it became easy to navigate and improved editing skills. Editing advanced from simple cuts to adding effects. The logo was also improved using Premier Pro effects rather than PowerPoint. Filming benefited from camera familiarity, though lighting issues remained until addressing it with a black and white filter in editing. Writing their own script in Celtx proved easier than expected.
Evaluation 6
The document summarizes the key equipment used for an AS coursework production. A tripod was used to film steady shots and allow for panning and tilting. Vimeo and Blogger were used to upload and share production stages. A Sony Handycam recorded footage and its built-in microphone captured audio. Pinnacle Studio was the primary editing software and enabled adding titles, filters, and adjusting audio levels.
Areas of improvement
The film had some mistakes that could be improved. Specifically, the sound quality was poor and not loud enough outdoors, which could be addressed by using a better microphone instead of the camera's and recording audio in a studio with a higher budget. Image quality suffered in low light situations because the 10 megapixel camera couldn't film well in such conditions, so a professional camera from a larger budget could help. Some actors showed good acting ability but lacked real sympathy; having actors practice more and filming when they feel truly ready could enhance performances.
Director’s journal
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
Audience research[1]
The document summarizes the results of a survey about music magazine preferences. Key findings include:
- NME was the most preferred magazine brand, while Rolling Stone was the least.
- Respondents most wanted to see interviews, coverage of new releases/reviews, and coverage of festivals/gigs in magazines.
- The average price respondents were willing to pay was £3-4.
- Indie and rock music were overwhelmingly the most popular genres of interest.
Common Core - ACSA North Conference
The document outlines resources that can help educators transition to teaching the Common Core State Standards, including Achieve the Core, the Technology Integration Matrix, EduCore, the Teaching Channel, and Engage NY. The presentation provides websites for these resources and its outcomes are for participants to explore how the resources can strengthen instructional practices by highlighting exemplary teaching with technology and helping the transition to the Common Core.
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Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Mv production log template
The document is a production log for a music video created by Joe Cole. It provides guidance on using the log to track filming, editing, and post-production details. The log then documents the filming process, including some technical issues encountered and how locations and personnel worked out. It also covers the editing process, including organizing footage, setting up the Premiere Pro project, assembling the initial sequence, refining it with color correction and effects, and exporting the final video.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Changes made
We made several changes to our film, primarily using a handheld camera instead of a tripod for its practicality in capturing movement in our many medium shots. We also changed the shooting location to the exterior of Kenton train station at night for its accessibility. Finally, we scrapped lighting designs and call sheets to make the film more realistic with street lights and due to an unreliable group member.
Evaluation of preliminary task
The student learned several things about planning a film project. Their group struggled with the pitch process to choose an idea and instead decided on an anti-smoking film collectively. They also researched the target audience. For equipment, they learned how to use the camera and sound equipment. They were taught editing on Final Cut Pro, including cutting clips and controlling sound and image separately. The student believes their first film product turned out well despite challenges with planning and equipment, and that teamwork helped overcome these challenges.
Question 6 evaluation luke o'donnell
While filming their product, the students learned the importance of using a tripod for uneven grounds and panning shots. They also discovered how different camera shots like close-ups and mid shots can make a film more engaging. During editing, they learned how to create titles using LiveType and Motion, as well as how to produce original music using Reason. Editing on Final Cut Pro also taught them to use transitional effects and add sound clips to create a more seamless and impactful film.
Evaluation Question 6 - Kyle Quadra
The document discusses various technologies learned during the process of creating a product. It describes learning to use two different camera models, a Canon and Nikon, each with different settings to adjust like focus, ISO, and framing. It discusses using Blogger to present pre-production work online and learning how to record and embed videos on YouTube. It also describes learning to use Final Cut Pro video editing software, including importing, cutting, and manipulating clips to develop the final product.
Question 6
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Evaluation Question 6
The document discusses the technologies learned during the process of creating a thriller film product. It describes learning to use hardware like cameras, microphones, and tripods correctly. Software like Final Cut Express and LiveType were used to edit footage and create titles/logos. Various internet sites helped with planning, research, and sharing work, including Blogger, YouTube, DaFont, and Survey Monkey. The document evaluates early exercises in filming, sound, and editing techniques and shows how skills improved over the course of creating the final thriller opening scene.
Q7
1) The preliminary task helped improve the final product by allowing mistakes to be identified and addressed, such as poor lighting and camera placement.
2) Planning improved significantly from preliminary to final, with Vanity having detailed storyboards and shot lists that aided the organized filming.
3) Editing skills grew from preliminary to final, learning how to use effects like speeding up/slowing down clips to create a better overall product in Vanity.
7. evaluation
The document discusses the improvements made from the preliminary task to the final film project. Planning was more meticulous for the final film, including multiple script drafts and storyboards. Footage quality improved through using a tripod instead of handheld shooting and taking multiple takes. Editing skills grew from using iMovie initially to Final Cut Pro, which provided better editing tools, filters, color options, and title animations. Music was also incorporated to add suspense.
Technical difficulties
We had several technical difficulties filming our mockumentary. The audio from the actors was very low and the camera picked up a lot of wind noise, requiring retakes. There were also issues with shaky camera framing. Editing the footage in Final Cut Pro took time due to the non-chronological order of scenes and uploading the finished video to YouTube was slower than expected given the length.
What have you learnt about the technologies from the process of constructing ...
I have learned several things about using technology to create video projects:
1) Using a familiar tripod results in smoother camera movements compared to an unfamiliar school tripod.
2) Editing software like Adobe Premier allows adding titles, effects, and denoising audio to improve quality.
3) A high-quality HD camera that I'm familiar with makes it easier to capture professional-looking footage.
Question 7
The filmmaker learned several skills from their preliminary task to the full production:
In the preliminary, Premier Pro was unfamiliar but with practice it became easy to navigate and improved editing skills. Editing advanced from simple cuts to adding effects. The logo was also improved using Premier Pro effects rather than PowerPoint. Filming benefited from camera familiarity, though lighting issues remained until addressing it with a black and white filter in editing. Writing their own script in Celtx proved easier than expected.
Evaluation 6
The document summarizes the key equipment used for an AS coursework production. A tripod was used to film steady shots and allow for panning and tilting. Vimeo and Blogger were used to upload and share production stages. A Sony Handycam recorded footage and its built-in microphone captured audio. Pinnacle Studio was the primary editing software and enabled adding titles, filters, and adjusting audio levels.
Areas of improvement
The film had some mistakes that could be improved. Specifically, the sound quality was poor and not loud enough outdoors, which could be addressed by using a better microphone instead of the camera's and recording audio in a studio with a higher budget. Image quality suffered in low light situations because the 10 megapixel camera couldn't film well in such conditions, so a professional camera from a larger budget could help. Some actors showed good acting ability but lacked real sympathy; having actors practice more and filming when they feel truly ready could enhance performances.
Director’s journal
1) The director felt they had a better relationship with the cinematographer, who understood the vision, while communication was more strained with the editor.
2) Group communication was reasonable due to regular lessons and meetings, but the director felt they had the worst time management.
3) Organizing shoots was challenging due to coordinating equipment, actors, and crew availability, and relying on actors to arrive on time caused delays.
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- Respondents most wanted to see interviews, coverage of new releases/reviews, and coverage of festivals/gigs in magazines.
- The average price respondents were willing to pay was £3-4.
- Indie and rock music were overwhelmingly the most popular genres of interest.
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Similar to Q6 AS media studies
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
Evaluation 7
The document reflects on the learning from a preliminary film task to the final product. It discusses improvements in camera work, sound, editing, titles/credits. Key lessons included practicing different shot types, storyboarding the final product, using better equipment, adding sound/music, including more advanced editing techniques like cuts and jump cuts, and making professional-looking opening and closing titles. The overall final product demonstrated a significant improvement from the preliminary task.
Mv process log form 2021
Charlie Stevens documented the production process for their music video. They faced technical issues with camera batteries and had to film alone due to last minute personnel changes. Location and weather went well. In editing, Charlie learned color grading and used adjustment layers. They cut footage to the music and added effects. Problems included a lack of footage, understanding editing techniques, and not having staff help. Charlie plans to improve planning, contingencies, equipment, humility, and asking for help on future projects.
Assignment 22
The document provides feedback on a preliminary film assignment. It identifies several areas for improvement in pre-production, production, and post-production. In pre-production, more thorough storyboards and script are needed. Better location selection is also important to avoid interruptions. During production, rushing led to shaky camera work, focusing issues, and poor audio quality. More planning and equipment checks are required. In post-production, file importing and rendering problems wasted time and caused jerky footage. The preliminary was useful for learning how to work as a team and identifying mistakes to avoid in the actual assignment video.
Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
PowerPoint Presentation - Evaluation Question 6
I chose to answer Question 6 using a Microsoft PowerPoint, and talked about what I have learnt about different technologies from the process of constructing my product.
Question 6
The document discusses various technologies used in making a film opening, including:
1) A blog was used for audience research, filming logs, and feedback to facilitate collaboration.
2) A digital handheld camera and tripod were used for shooting, with the tripod improving shot clarity, depth of field, and professionalism.
3) Basic fade effects were used for title transitions to connote unconsciousness. Lighting issues were addressed through contrast adjustments to achieve continuity.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Question 6- What have you learnt about technologies from the process of const...
Using a Canon HD camera enabled filming in good quality with basic features like zooming and playback. A tripod was essential for steady shots and a professional look. Blogger was used to chronologically record production progress. iMovie allowed non-linear editing and previewing of sequences to check quality. YouTube was used to upload cuts and embed videos on the blogger. Adobe After Effects was difficult to learn but enabled creating titles resembling 'The Matrix' through tutorials.
Question 7
In their film opening compared to the preliminary task, the students:
1) Used a wider variety of shots including establishing shots, mid shots, close ups, and steadycam shots.
2) Improved techniques like depth of field, eye line matches, and rule of thirds framing.
3) Included more editing techniques like motivated cuts, cutaways, and undercranking to improve the pace.
4) Organized the project better through scripts, storyboards, and scheduling to make fewer mistakes.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Evaluation question 6
The student learned about the strengths and weaknesses of the video camera they used for the project. One strength was that the camera was simple to use, but it took some time to learn how to adjust the tripod and upload footage to the editing software. A weakness was that the camera battery would sometimes run low, preventing filming. The student enjoyed editing the footage in iMovie and found effects like black and white useful for distinguishing flashbacks. They also used simple fade transitions between scenes. GarageBand allowed the student to effectively create intro music and sound effects for the project using skills from a previous music course.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work aspects are described like dividing roles for acting, filming, and editing clips. Storyboarding and issues with continuity between separately shot clips are also mentioned.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Preliminary task evaluation
The document summarizes Deepika Singh's evaluation of her group's preliminary task filming process. Some key points made include: their group worked well together and communicated effectively; they filmed using iPads which had benefits of ease of use but disadvantages of poor video quality and audio interference; editing was done using iMovie which was easy to use; and overall they learned about different camera shots and angles as well as maintaining consistency during filming.
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Question 6- What have you learnt about technologies from the process of const...
Question 6- What have you learnt about technologies from the process of const...
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Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
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Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：95270640】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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The Enigmatic Portrait, In the heart of a sleepy town
In the heart of a sleepy town nestled between rolling hills and whispering pines …
created with AI assistance…
University of Western Sydney degree offer diploma Transcript
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From Swing Music to Big Band Fame_ 5 Iconic Artists.pptx
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Leonardo DiCaprio Super Bowl: Hollywood Meets America’s Favorite Game
Introduction
Leonardo DiCaprio is synonymous with Hollywood stardom and acclaimed performances. has a unique connection with one of America's most beloved sports events—the Super Bowl. The "Leonardo DiCaprio Super Bowl" phenomenon combines the worlds of cinema and sports. drawing attention from fans of both domains. This article delves into the multifaceted relationship between DiCaprio and the Super Bowl. exploring his appearances at the event, His involvement in Super Bowl advertisements. and his cultural impact that bridges the gap between these two massive entertainment industries.
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Leonardo DiCaprio: The Hollywood Icon
Early Life and Career Beginnings
Leonardo Wilhelm DiCaprio was born in Los Angeles, California, on November 11, 1974. His journey to stardom began at a young age with roles in television commercials and educational programs. DiCaprio's breakthrough came with his portrayal of Luke Brower in the sitcom "Growing Pains" and later as Tobias Wolff in "This Boy's Life" (1993). where he starred alongside Robert De Niro.
Rise to Stardom
DiCaprio's career skyrocketed with his performance in "What's Eating Gilbert Grape" (1993). earning him his first Academy Award nomination. He continued to gain acclaim with roles in "Romeo + Juliet" (1996) and "Titanic" (1997). the latter of which cemented his status as a global superstar. Over the years, DiCaprio has showcased his versatility in films like "The Aviator" (2004). "Start" (2010), and "The Revenant" (2015), for which he finally won an Academy Award for Best Actor.
Environmental Activism
Beyond his film career, DiCaprio is also renowned for his environmental activism. He established the Leonardo DiCaprio Foundation in 1998, focusing on global conservation efforts. His commitment to ecological issues often intersects with his public appearances. including those related to the Super Bowl.
The Super Bowl: An American Institution
History and Significance
The Super Bowl is the National Football League (NFL) championship game. is one of the most-watched sporting events in the world. First played in 1967, the Super Bowl has evolved into a cultural phenomenon. featuring high-profile halftime shows, memorable advertisements, and significant media coverage. The event attracts a diverse audience, from avid sports fans to casual viewers. making it a prime platform for celebrities to appear.
Entertainment and Advertisements
The Super Bowl is not only about football but also about entertainment. The halftime show features performances by some of the biggest names in the music industry. while the commercials are often as anticipated as the game itself. Companies invest millions in Super Bowl ads. creating iconic and sometimes controversial commercials that capture public attention.
Leonardo DiCaprio's Super Bowl Appearances
A Celebrity Among the Fans
Leonardo DiCaprio's presence at the Super Bowl has noted several times. As a high-profile celebrity. DiCaprio attracts
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Q6 AS media studies
- 1. What have you learnt about technologies from the process of constructing this product? By Paloma Robinson
- 2. Camera • Obviously we needed to use a video camera to film our film. • After a while of using the camera, we realised that due to the video camera was not massively advanced in technological aspects ,there were certain things we could not do. • Such as zoom in and out during the process of filming, as it made the shot unsteady and look unprofessional. • Also we learnt if you zoom into to much it makes the camera out of focus an unclear, which makes the film look tacky .
- 3. Tripod • We also used a tripod with some of the shots in the film, to keep the shots steady ,to make it look more professional. • To work it , you adjust it by either lowering it or elevating it and pivoting the camera on it to change the direction. • However for some parts of the filming (such as on the boat), it was difficult to use the tripod , so we attempted to hold the camera with a steady hand.
- 4. Using the Computer • We have used our own blog , where we update information about our coursework . • In doing this we have learnt to be able to add links to videos and put pictures on our blog. • We made a preliminary task , and then put it on YouTube-it was one of the first times I had put my own clip onto YouTube. • Also when wanting music for our opening of our film ,we got music of YouTube and used a converter so that we could place the music in our film opening. • A lot of these things were new to me and I learnt all sorts about new technology
- 5. Using Sony Vegas • We used Sony Vegas to edit our film, where we learnt a number of different editing skills to help our film look more proper. • Even making slight adjustments to the film , can make a huge difference
- 6. • We used the technique of lighting adjustment. With this in a particular part in the film , we made the lighting darker , so that it looked natural blended in with the other clip. It also means that with your filming mistakes , you can make corrections , instead of having the difficulty to re film it all again. • Another thing we learnt, is simple ,but is the actual splitting of specific clips within the film. With using these technique we were able to cut the worst bits if the clip , to the end result of the film being the best it can be by having the best video shots in it.
- 7. • We also learnt how to layer the title sequences of the name of the film and the people (actors/actresses) who are in the film and the production company .This again had the affect of making the film look less amateur and makes it look like a real film production. • Another thing we learned in the film editing process , was slowing down or speeding up the clips. By using these techniques it takes it away from being any ordinary film and also has the impact of it making it more emotional. For example when speeding up a clip , it tends to make it more exciting .When slowing down a clip ,it can be more moving.
- 8. • We also used a fading technique quite regularly in our film. By doing this it made the clips blend together nicely and again makes it a more natural looking film. It also again slowed down the pace of the film , giving it a more calm vibe – which showed our specific genre-romance.