The student used various technologies to produce a music video for their media coursework. A Sony camera and tripod were used to film shots for the video, though mobile phone footage was also incorporated when the camera died. Editing software like Premiere Pro was used to construct the final video, adding effects to shots for a homemade look. PowerPoint and Word were utilized to create questionnaires, analyze song lyrics, and construct a digital packaging (digipak) for the music. Other programs like Fireworks and Prezi aided in editing photos and creating presentations for research. Overall, the technologies allowed the student to effectively plan, shoot, construct, and present their music video project.
The document discusses the various media technologies used throughout a music video class project. These included hardware like cameras and software like Adobe Premiere Pro, Fireworks, and Wix for editing footage, designing album artwork, and building a website. YouTube, Google, and social media were used extensively for research, tutorials, uploading content, and promotion. Memory cards, phones, and other devices helped facilitate the transfer and editing of content.
The student used various digital tools and online resources during the planning, construction, and evaluation of their music video project. During planning and research, they used YouTube, Google, and other websites to research the artist and genre. They also used a blog to document their progress. For construction, they filmed footage on their phone and transferred it to their computer to edit using Adobe Premiere Pro. Photoshop was used to design promotional materials. To evaluate the final video, they posted it on YouTube to gather feedback and used SurveyMonkey to understand audience preferences.
For their music video project, the student used various new media technologies at each stage. In the research stage, they used YouTube to analyze other music videos, Google to find songs, and a camera to film interviews. For planning, they created storyboards on YouTube and treatments using Prezi. Filming used a Canon camera and editing was done in Final Cut Express. Audience feedback was gathered through Wall Wisher. The finished video was uploaded to YouTube and blogs for evaluation, which was presented using Prezi, PowerPoint, and Glogster. Blogger was used throughout to document the process.
New media technologies were crucial to Shanaz Ahmed at each stage of her media project. In research, she used Google, YouTube, Jamendo and Blogger to gather information and organize her work. During planning, Google, Photoshop, YouTube and Blogger helped with developing ideas and receiving feedback. Construction involved using a camera, mobile phones, Final Cut Pro and Photoshop to film footage, communicate and edit together the music video and ancillary tasks. For evaluation, PowerPoint, Final Cut Pro and Powtoon allowed for detailed analysis using various visual and audio formats. Overall, Shanaz developed new technical skills through creative use of different media across each phase.
The document discusses the various media technologies used at different stages of a music video project. In the research stage, the group used the internet, Google, YouTube, and music channels on computers and phones to research artists, lyrics, and music video styles. They used Blogger to document their progress, embedding photos, videos, and planning documents. Microsoft Office programs like PowerPoint and Word were used for presentations and documents. Premiere Pro was used to edit video footage and Adobe Photoshop to design packaging. SD cards, card readers, and memory sticks helped transfer footage between devices. A website was created using Wix and Blogger evaluated the process.
The document summarizes how various technologies were used at different stages of producing media products. Blogger was used to organize research and keep information accessible. Prezi allowed research information to be presented in an engaging format. YouTube provided a platform to research conventions and target audiences. PowerPoint and Word were used in the planning stage to storyboard, create schedules, and templates. Canon DSLR cameras captured footage and iPhone took supplementary shots. Photoshop edited still images and created marketing materials. Final Cut Pro and iMovie edited video clips.
Dilraj used Weebly to create a blog to house all of his coursework. He used various technologies like YouTube, Prezi, and SlideShare for research and analysis. He created surveys using Google Docs and used YouTube to upload progress updates. Photoshop was used to create a digipak cover. A Canon 700D camera was used to film the music video, and Final Cut Pro was used to edit it, applying effects like slow motion, trails and transitions. Overall, Dilraj utilized a range of technologies to produce high quality work for his course.
The document discusses the production process of creating a music video for the song "Lover of the Light" by Mumford and Sons. It describes brainstorming ideas, filming in different locations on campus using various shots and lighting techniques, and editing the video in Adobe Premier. It discusses using practice shots, narrative elements, and cutting parts of the song. Feedback was gathered through a Facebook event and YouTube comments, which provided suggestions to use a wider range of shots. Various media technologies were used during the production process, including Photoshop, Adobe Premier, Microsoft Word, Excel, Slideshare, YouTube, and Blogger.
The document discusses the various media technologies used throughout a music video class project. These included hardware like cameras and software like Adobe Premiere Pro, Fireworks, and Wix for editing footage, designing album artwork, and building a website. YouTube, Google, and social media were used extensively for research, tutorials, uploading content, and promotion. Memory cards, phones, and other devices helped facilitate the transfer and editing of content.
The student used various digital tools and online resources during the planning, construction, and evaluation of their music video project. During planning and research, they used YouTube, Google, and other websites to research the artist and genre. They also used a blog to document their progress. For construction, they filmed footage on their phone and transferred it to their computer to edit using Adobe Premiere Pro. Photoshop was used to design promotional materials. To evaluate the final video, they posted it on YouTube to gather feedback and used SurveyMonkey to understand audience preferences.
For their music video project, the student used various new media technologies at each stage. In the research stage, they used YouTube to analyze other music videos, Google to find songs, and a camera to film interviews. For planning, they created storyboards on YouTube and treatments using Prezi. Filming used a Canon camera and editing was done in Final Cut Express. Audience feedback was gathered through Wall Wisher. The finished video was uploaded to YouTube and blogs for evaluation, which was presented using Prezi, PowerPoint, and Glogster. Blogger was used throughout to document the process.
New media technologies were crucial to Shanaz Ahmed at each stage of her media project. In research, she used Google, YouTube, Jamendo and Blogger to gather information and organize her work. During planning, Google, Photoshop, YouTube and Blogger helped with developing ideas and receiving feedback. Construction involved using a camera, mobile phones, Final Cut Pro and Photoshop to film footage, communicate and edit together the music video and ancillary tasks. For evaluation, PowerPoint, Final Cut Pro and Powtoon allowed for detailed analysis using various visual and audio formats. Overall, Shanaz developed new technical skills through creative use of different media across each phase.
The document discusses the various media technologies used at different stages of a music video project. In the research stage, the group used the internet, Google, YouTube, and music channels on computers and phones to research artists, lyrics, and music video styles. They used Blogger to document their progress, embedding photos, videos, and planning documents. Microsoft Office programs like PowerPoint and Word were used for presentations and documents. Premiere Pro was used to edit video footage and Adobe Photoshop to design packaging. SD cards, card readers, and memory sticks helped transfer footage between devices. A website was created using Wix and Blogger evaluated the process.
The document summarizes how various technologies were used at different stages of producing media products. Blogger was used to organize research and keep information accessible. Prezi allowed research information to be presented in an engaging format. YouTube provided a platform to research conventions and target audiences. PowerPoint and Word were used in the planning stage to storyboard, create schedules, and templates. Canon DSLR cameras captured footage and iPhone took supplementary shots. Photoshop edited still images and created marketing materials. Final Cut Pro and iMovie edited video clips.
Dilraj used Weebly to create a blog to house all of his coursework. He used various technologies like YouTube, Prezi, and SlideShare for research and analysis. He created surveys using Google Docs and used YouTube to upload progress updates. Photoshop was used to create a digipak cover. A Canon 700D camera was used to film the music video, and Final Cut Pro was used to edit it, applying effects like slow motion, trails and transitions. Overall, Dilraj utilized a range of technologies to produce high quality work for his course.
The document discusses the production process of creating a music video for the song "Lover of the Light" by Mumford and Sons. It describes brainstorming ideas, filming in different locations on campus using various shots and lighting techniques, and editing the video in Adobe Premier. It discusses using practice shots, narrative elements, and cutting parts of the song. Feedback was gathered through a Facebook event and YouTube comments, which provided suggestions to use a wider range of shots. Various media technologies were used during the production process, including Photoshop, Adobe Premier, Microsoft Word, Excel, Slideshare, YouTube, and Blogger.
During the research, planning, and construction of a music video, the student used various media technologies. These included YouTube to research music videos in their chosen genre of rap; Blogger to record information, upload images and videos, and embed links; Microsoft Word for drafting documents; and Wikipedia and record label websites to gather background information on the artist 2Pac. Communication apps like WhatsApp helped the group coordinate, and presentation tools like Prezi were used to share ideas visually. Photoshop and Final Cut Pro were utilized for editing album artwork and assembling the final video. Filming equipment like a DSLR camera, tripod, and mobile phones also supported the project from start to finish.
What have you learnt from your audience feedbackseang321
After showing their initial animatic and narrative to fellow media students and non-media students, the group received useful feedback that helped shape their music video. The feedback confirmed that a love story narrative fit well with the upbeat love song. It also helped them identify their target audience as teenagers aged 14-20, in line with similar artists. This feedback allowed them to refine their narrative and have a better idea of who would watch the video. When filming, they captured extra shots to allow for changes based on feedback. Peer reviews noted some off lip syncing, which they then edited to perfect. The first viewing provided both praise and criticisms that helped strengthen the video, such as adding more location shots to improve the narrative.
The document discusses the production of a music video and digital album for an R&B artist. It describes researching other artists' works to create something unique. Photos were chosen for the album cover to represent the artist's environment and views. Feedback on the music video has been positive from peers and family verbally, though few online comments. Media technologies like YouTube, Wix, and Final Cut Pro were used for research, planning, production and evaluation of the project.
Halimat used various media technologies throughout the research, planning, construction, and evaluation stages of their music video project. During research and planning, they used computers, YouTube for statistics, Prezi for presentation, and Sony Vegas to edit footage of the target audience. Bauer Media and YouTube provided information on the target genres and audiences. Photoshop was used to design the digipak and magazine advert. Sony Vegas edited the video and Sony cameras recorded footage. Evaluation was presented using Prezi, blogs, YouTube, Facebook and SlideShare to share the work and get feedback.
The student discusses how they have progressed from their preliminary task to the full product. They feel they have gained more experience and skills with editing software like Final Cut Pro. Their storyboarding and camerawork has also improved, with better continuity and following film rules. Feedback from last year helped them improve the lighting. Overall, the student feels they have learned important technical skills and how to structure shots effectively that allowed them to create a better final product.
The student created a promotional package for their rap artist A$AP RAJ, including a digipak (album cover), website, and music video. They felt these three ancillary products would have good synergy. For the website, they linked all the artist's social media and included pages like store and tour dates. The bright, colorful digipak matched the music video. Consistent use of color, fonts, and the artist's signature pose across the three products created clear links between them. The overall package looked professional and conveyed a unified brand for the artist.
The document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of creating a music video. In the research stage, Google was used to find inspiration from other artists and bands. Unsignedband.com was used to find music that could be legally used. YouTube helped research the genre by providing related music videos. Survey Monkey created an online questionnaire for audience research. Planning involved using Facebook to communicate with the band and actors. Premier Pro was used to edit video clips and audio. Photoshop edited images for the digipak and magazine. The final video was uploaded to YouTube for public feedback during the evaluation stage.
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. During construction, the group used a Canon DSLR camera to film and a tripod, edited footage using Final Cut Pro, and designed packaging using Photoshop. Online research utilized Google, YouTube, Twitter, and SoundCloud. Planning involved creating presentations in PowerPoint and Prezi. Evaluation employed Adobe Premiere, Prezi, blogs, and PowerPoint to analyze audience response and relate the projects to conventions.
The document discusses the various media technologies used at different stages of creating a music video, digipak, and magazine advert. It summarizes the software used for research (YouTube, BBC, The Guardian), planning and presentation (Blogger, Prezi, SlideShare), construction of the music video (camera, Movie Studio Platinum, 1001 Fonts), and the ancillary products (PowerPoint, Photoshop). It also outlines the technologies used to evaluate the work, including Prezi, video commentary, and Word documents. Overall, the document evaluates how well different technologies facilitated the various stages of the project from research to evaluation.
Q4: How did you use Media Technologies in the construction and researching, p...cengisen
The student used various media technologies at different stages of their media project.
During research and planning, they used YouTube to find music videos as influences, Google to research artists and lyrics, and Wikipedia to learn about music industry promotion methods.
During construction, they used a Canon DSLR camera to film the music video, and a Samsung camera for photography. They communicated plans using Instagram, WhatsApp, and a shared online moodboard.
During editing, they used Photoshop for print layouts, applying new skills like deleting layers and font effects. They also used POCO Camera and Beauty Cam to edit photographs.
YouTube, Google, and Moodle were used extensively in the research, planning, and construction stages of the project. YouTube provided music samples, Google aided research, and Moodle distributed important documents.
During construction, a DSLR camera was used to film the music video, and Final Cut Pro was used to edit it, though issues with syncing arose. Photoshop was employed to create print materials.
Prezi, Wix, PowerPoint, and Slideshare supported the evaluation through presentations, with Prezi and PowerPoint being easier to use than Wix. Blogger documented all work. Experience with these technologies has increased since the AS year.
The document discusses the media technologies used during the research, planning, construction, and evaluation stages of creating three products. During research and planning, the author used a computer, internet, Google, Blogger, Prezi, Movie Studio Platinum, cameras, YouTube, an iPhone, and lightening cables. Construction involved using cameras, a tripod, GoPro, and key light for filming, and Movie Studio Platinum and Photoshop for editing. The author provides examples and screenshots to illustrate how each technology was used at different stages of the process.
From feedback on their initial concept and storyboards, the filmmakers learned that their target indie music audience preferred a natural, relatable aesthetic without distracting diegetic sound. They refined their video to feature natural makeup, costumes and lighting in an fragmented narrative outdoors, aligning with genre conventions. Later feedback helped them improve pacing, focus more on developing the protagonist, and address minor continuity issues. Overall, audience feedback at various stages was crucial to understanding their target genre fans and creating appealing, well-received final products without errors.
The document discusses different software used in creating a music video project, including Google, Instagram, YouTube, Blogger, Prezi, Twitter, Piktochart, Emaze, Scribd, Calameo, and SurveyMonkey. Blogger was the key software for documenting research and planning work, allowing videos and coursework to be embedded. YouTube provided examples of other music videos to help with planning. Instagram and Twitter kept viewers updated. Prezi and Piktochart helped make presentations more visual. Scribd and Calameo published documents for embedding. SurveyMonkey collected feedback. Editing software like iMovie and effects apps like Hypno were used to edit footage and add effects to the final music
The document discusses the use of various media technologies in the production of a music video. Mobile phones were used extensively for communication, research, organization, and sharing files. Websites like YouTube, Google, and Blogger were also used for research, analysis of other music videos, and documenting the production process. Adobe software like Photoshop and Premiere Pro were used to edit footage and design marketing materials like a digipak and poster. A video camera, tripod, and camera were used to film scenes, and footage was transferred using a firewire. Feedback was gathered using social media.
This document discusses the conventions used in the creation of a music promotional package, including a music video and digipak.
The music video uses conventions of narrative music videos by telling a story based on the song lyrics. Editing techniques like cuts and camera movements follow the pace of the fast song. The digipak and advertisement poster conventions include the artist name, album title, and simple design to appeal to the target audience. Feedback was incorporated to improve the visibility and connection to the video. Overall, conventions from the house music genre and existing works were used and adapted to effectively promote the music.
The document discusses the research process undertaken for a music video project. The author used Google to search for unsigned bands and found a folk music website that helped them choose an artist. Secondary research involved watching music videos on YouTube to understand genre conventions. Planning and construction stages used various technologies like digital cameras, encoding/editing software, and online platforms to film, process, and share project materials. Technology supported collaboration and feedback at all stages of the project.
The document describes the research, planning, construction, and evaluation stages of a project. New technologies were used at each stage:
- Research was conducted online using Google Chrome, Safari, YouTube, and music magazine websites to learn about conventions and target audiences. Research was posted to a shared blog.
- Planning included creating a mood board and storyboard on paper and uploading photos digitally. An animatic was filmed and edited using a flip camera and iMovie.
- A Canon DSLR camera was used to film the music video, and Final Cut Pro for editing with effects and filters. PowerPoint was used to create print ads due to unfamiliarity with Photoshop.
- Evaluation methods included a Prezi
The group used various new media technologies at different stages of their project. In the research stage, they used YouTube to research music videos by Fall Out Boy and other bands to understand conventions. They used Google search to research album covers and band photos. They used Twitter to contact the band about using their music, though did not receive a reply. They used Blogger to collate and organize their work. To create their video, they used Adobe Premiere Pro to edit clips, change effects like brightness, and add unconventional overlaying scenes. They also used Photoshop to manipulate photos for their magazine ad and digipack. For evaluation, they used PowerPoint, Premiere Pro to add a director's commentary,
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 document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
During the research, planning, and construction of a music video, the student used various media technologies. These included YouTube to research music videos in their chosen genre of rap; Blogger to record information, upload images and videos, and embed links; Microsoft Word for drafting documents; and Wikipedia and record label websites to gather background information on the artist 2Pac. Communication apps like WhatsApp helped the group coordinate, and presentation tools like Prezi were used to share ideas visually. Photoshop and Final Cut Pro were utilized for editing album artwork and assembling the final video. Filming equipment like a DSLR camera, tripod, and mobile phones also supported the project from start to finish.
What have you learnt from your audience feedbackseang321
After showing their initial animatic and narrative to fellow media students and non-media students, the group received useful feedback that helped shape their music video. The feedback confirmed that a love story narrative fit well with the upbeat love song. It also helped them identify their target audience as teenagers aged 14-20, in line with similar artists. This feedback allowed them to refine their narrative and have a better idea of who would watch the video. When filming, they captured extra shots to allow for changes based on feedback. Peer reviews noted some off lip syncing, which they then edited to perfect. The first viewing provided both praise and criticisms that helped strengthen the video, such as adding more location shots to improve the narrative.
The document discusses the production of a music video and digital album for an R&B artist. It describes researching other artists' works to create something unique. Photos were chosen for the album cover to represent the artist's environment and views. Feedback on the music video has been positive from peers and family verbally, though few online comments. Media technologies like YouTube, Wix, and Final Cut Pro were used for research, planning, production and evaluation of the project.
Halimat used various media technologies throughout the research, planning, construction, and evaluation stages of their music video project. During research and planning, they used computers, YouTube for statistics, Prezi for presentation, and Sony Vegas to edit footage of the target audience. Bauer Media and YouTube provided information on the target genres and audiences. Photoshop was used to design the digipak and magazine advert. Sony Vegas edited the video and Sony cameras recorded footage. Evaluation was presented using Prezi, blogs, YouTube, Facebook and SlideShare to share the work and get feedback.
The student discusses how they have progressed from their preliminary task to the full product. They feel they have gained more experience and skills with editing software like Final Cut Pro. Their storyboarding and camerawork has also improved, with better continuity and following film rules. Feedback from last year helped them improve the lighting. Overall, the student feels they have learned important technical skills and how to structure shots effectively that allowed them to create a better final product.
The student created a promotional package for their rap artist A$AP RAJ, including a digipak (album cover), website, and music video. They felt these three ancillary products would have good synergy. For the website, they linked all the artist's social media and included pages like store and tour dates. The bright, colorful digipak matched the music video. Consistent use of color, fonts, and the artist's signature pose across the three products created clear links between them. The overall package looked professional and conveyed a unified brand for the artist.
The document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of creating a music video. In the research stage, Google was used to find inspiration from other artists and bands. Unsignedband.com was used to find music that could be legally used. YouTube helped research the genre by providing related music videos. Survey Monkey created an online questionnaire for audience research. Planning involved using Facebook to communicate with the band and actors. Premier Pro was used to edit video clips and audio. Photoshop edited images for the digipak and magazine. The final video was uploaded to YouTube for public feedback during the evaluation stage.
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a music video project. During construction, the group used a Canon DSLR camera to film and a tripod, edited footage using Final Cut Pro, and designed packaging using Photoshop. Online research utilized Google, YouTube, Twitter, and SoundCloud. Planning involved creating presentations in PowerPoint and Prezi. Evaluation employed Adobe Premiere, Prezi, blogs, and PowerPoint to analyze audience response and relate the projects to conventions.
The document discusses the various media technologies used at different stages of creating a music video, digipak, and magazine advert. It summarizes the software used for research (YouTube, BBC, The Guardian), planning and presentation (Blogger, Prezi, SlideShare), construction of the music video (camera, Movie Studio Platinum, 1001 Fonts), and the ancillary products (PowerPoint, Photoshop). It also outlines the technologies used to evaluate the work, including Prezi, video commentary, and Word documents. Overall, the document evaluates how well different technologies facilitated the various stages of the project from research to evaluation.
Q4: How did you use Media Technologies in the construction and researching, p...cengisen
The student used various media technologies at different stages of their media project.
During research and planning, they used YouTube to find music videos as influences, Google to research artists and lyrics, and Wikipedia to learn about music industry promotion methods.
During construction, they used a Canon DSLR camera to film the music video, and a Samsung camera for photography. They communicated plans using Instagram, WhatsApp, and a shared online moodboard.
During editing, they used Photoshop for print layouts, applying new skills like deleting layers and font effects. They also used POCO Camera and Beauty Cam to edit photographs.
YouTube, Google, and Moodle were used extensively in the research, planning, and construction stages of the project. YouTube provided music samples, Google aided research, and Moodle distributed important documents.
During construction, a DSLR camera was used to film the music video, and Final Cut Pro was used to edit it, though issues with syncing arose. Photoshop was employed to create print materials.
Prezi, Wix, PowerPoint, and Slideshare supported the evaluation through presentations, with Prezi and PowerPoint being easier to use than Wix. Blogger documented all work. Experience with these technologies has increased since the AS year.
The document discusses the media technologies used during the research, planning, construction, and evaluation stages of creating three products. During research and planning, the author used a computer, internet, Google, Blogger, Prezi, Movie Studio Platinum, cameras, YouTube, an iPhone, and lightening cables. Construction involved using cameras, a tripod, GoPro, and key light for filming, and Movie Studio Platinum and Photoshop for editing. The author provides examples and screenshots to illustrate how each technology was used at different stages of the process.
From feedback on their initial concept and storyboards, the filmmakers learned that their target indie music audience preferred a natural, relatable aesthetic without distracting diegetic sound. They refined their video to feature natural makeup, costumes and lighting in an fragmented narrative outdoors, aligning with genre conventions. Later feedback helped them improve pacing, focus more on developing the protagonist, and address minor continuity issues. Overall, audience feedback at various stages was crucial to understanding their target genre fans and creating appealing, well-received final products without errors.
The document discusses different software used in creating a music video project, including Google, Instagram, YouTube, Blogger, Prezi, Twitter, Piktochart, Emaze, Scribd, Calameo, and SurveyMonkey. Blogger was the key software for documenting research and planning work, allowing videos and coursework to be embedded. YouTube provided examples of other music videos to help with planning. Instagram and Twitter kept viewers updated. Prezi and Piktochart helped make presentations more visual. Scribd and Calameo published documents for embedding. SurveyMonkey collected feedback. Editing software like iMovie and effects apps like Hypno were used to edit footage and add effects to the final music
The document discusses the use of various media technologies in the production of a music video. Mobile phones were used extensively for communication, research, organization, and sharing files. Websites like YouTube, Google, and Blogger were also used for research, analysis of other music videos, and documenting the production process. Adobe software like Photoshop and Premiere Pro were used to edit footage and design marketing materials like a digipak and poster. A video camera, tripod, and camera were used to film scenes, and footage was transferred using a firewire. Feedback was gathered using social media.
This document discusses the conventions used in the creation of a music promotional package, including a music video and digipak.
The music video uses conventions of narrative music videos by telling a story based on the song lyrics. Editing techniques like cuts and camera movements follow the pace of the fast song. The digipak and advertisement poster conventions include the artist name, album title, and simple design to appeal to the target audience. Feedback was incorporated to improve the visibility and connection to the video. Overall, conventions from the house music genre and existing works were used and adapted to effectively promote the music.
The document discusses the research process undertaken for a music video project. The author used Google to search for unsigned bands and found a folk music website that helped them choose an artist. Secondary research involved watching music videos on YouTube to understand genre conventions. Planning and construction stages used various technologies like digital cameras, encoding/editing software, and online platforms to film, process, and share project materials. Technology supported collaboration and feedback at all stages of the project.
The document describes the research, planning, construction, and evaluation stages of a project. New technologies were used at each stage:
- Research was conducted online using Google Chrome, Safari, YouTube, and music magazine websites to learn about conventions and target audiences. Research was posted to a shared blog.
- Planning included creating a mood board and storyboard on paper and uploading photos digitally. An animatic was filmed and edited using a flip camera and iMovie.
- A Canon DSLR camera was used to film the music video, and Final Cut Pro for editing with effects and filters. PowerPoint was used to create print ads due to unfamiliarity with Photoshop.
- Evaluation methods included a Prezi
The group used various new media technologies at different stages of their project. In the research stage, they used YouTube to research music videos by Fall Out Boy and other bands to understand conventions. They used Google search to research album covers and band photos. They used Twitter to contact the band about using their music, though did not receive a reply. They used Blogger to collate and organize their work. To create their video, they used Adobe Premiere Pro to edit clips, change effects like brightness, and add unconventional overlaying scenes. They also used Photoshop to manipulate photos for their magazine ad and digipack. For evaluation, they used PowerPoint, Premiere Pro to add a director's commentary,
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 document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
The document discusses the use of various digital technologies throughout the stages of a media course project. YouTube, Blogger, Premier Pro, and Photoshop were used for research, planning, construction, and evaluation. YouTube provided a quick way to research music genres and ideas for shooting techniques. Blogger allowed the student to plan their storyboard, receive feedback, and track their progress. Premier Pro was used to edit footage and add effects to the music video. Photoshop helped design promotional materials and refine images.
Laura used various media technologies throughout her media project. She used the internet for research, YouTube to establish artist information, and websites to find demographic data. A Canon camera on a tripod was used to film interviews and her pitch. Movie Studio Platinum edited the interviews and pitch. Word created production documents and PowerPoint showed editing updates. Phones and email communicated between group members. The same Canon camera filmed the music video on a tripod and handheld. OnlineVideoConverter downloaded the song. Movie Studio Platinum edited the video, adding transitions and filters. YouTube hosted the final video. A phone took album and poster photos. Photoshop edited the photos, adding filters, text, and layers. Prezi and Power
For their media coursework, the student used various digital technologies like YouTube, Blogger, Premier Pro, and Photoshop. YouTube was helpful for researching music videos and getting inspiration. Blogger allowed the student to plan, record progress, and get feedback. Premier Pro was used to storyboard, edit footage, and add effects to the final music video. Photoshop helped design promotional materials like advertisements and packaging. Throughout the process, technologies enabled research, planning, construction, and evaluation of the project.
The document discusses the use of various media technologies throughout the stages of a project to create a music video, advertisement, and digital package (digipak).
During planning and research, websites like YouTube and music platforms were used to understand target audiences and gather inspiration. Questionnaires and blogs captured audience demographics. Cameras and microphones recorded focus group interviews.
Sony Vegas was the primary software for editing the music video during construction. Photoshop designed the advertisement and digipak. Cameras captured footage and phones communicated between team members.
Evaluation involved sharing the final products on platforms like YouTube, Blogger, Prezi and SlideShare to gather feedback. Various technologies supported research, communication and presentation
How did you use media technologies in the construction and research, plannin...mariannewedds
The document discusses the process a group went through to create a music video and accompanying digipak for a class project. First, they analyzed other R&B music videos to get inspiration and ideas for concepts. They created a Prezi presentation to outline their treatment, which they presented to the class and uploaded online to get feedback. They learned how to use equipment like DSLR cameras to film their video. They edited the footage in Final Cut Pro and designed the digipak in Photoshop and Illustrator. Throughout the process, they used Blogger to organize their work.
The document discusses the various new media technologies used at different stages of creating a music video project. In the construction stage, the group used HD cameras and Final Cut Express for editing to produce a higher quality video than previous years. They used Photoshop to design promotional materials and phones to share files and images. In planning, they researched artists on Unsigned and YouTube, and used Survey Monkey to collect audience preferences. Facebook was used to gather feedback and promote the finished video. Blogspot and Slideshare provided ideas for evaluating their work.
The document discusses the various media technologies used at different stages of a project to create a music video and ancillary products promoting Avril Lavigne.
YouTube, Blogger, Photoshop, Google, SurveyMonkey, a video camera, mobile phones, Dafont font website, and Sony Vegas video editing software were used for research, planning, production, and evaluation. YouTube provided music video examples for inspiration and a platform to get feedback on drafts. Blogger was used to present work. Photoshop designed packaging and ads. Google aided research on the artist. SurveyMonkey gathered audience opinions. The technologies helped bring the project to completion.
Laura used various media technologies throughout the research, planning, construction, and evaluation stages of her music video project.
For research, she used the internet (YouTube, Spotify) to analyze trends in the acoustic pop genre and gather demographic data on the target artist and audience. She filmed interviews with Canon XA10 camera and edited them with Movie Studio Platinum.
For construction of the video, Laura used the Canon XA10 camera with tripod and some handheld shots. She downloaded the song from YouTube and edited the video together with transitions, filters, and slow motion effects in Movie Studio Platinum.
For ancillary tasks like the album cover and poster, Laura took photos on her phone and
1. The document discusses the various media technologies used at different stages of a group project to create a music video, including using cameras, editing software, and online platforms for planning, gathering feedback, and sharing the final video.
2. Editing software like Premiere Pro was used to edit footage and add effects to create a high quality music video, while Adobe Photoshop helped design promotional materials.
3. Online surveys, interviews, social media, and video platforms like YouTube were utilized at different stages for research, feedback, and sharing the final project.
The document discusses the student's process for creating a music video for their Advanced Portfolio project. They chose to do a music video for the song "Lover of the Light" by Mumford and Sons. They storyboarded locations and shots, then filmed at various on-campus and outdoor locations. During editing in Adobe Premier, they cut parts of the song and some shots to create a unique narrative following the protagonist. They received feedback through a Facebook event and YouTube comments, learning they could have used a wider range of shots. Throughout the project, the student used various media technologies like Photoshop, YouTube, Microsoft Office, and blogger.
Throughout the research, planning, construction and evaluation stages, the student used various media technologies. Blogger was used to document the process, and a computer was needed to access Blogger and complete editing tasks. Movie Studio Platinum, Premiere Pro and Photoshop were used for video and image editing. A camera was used to film footage. YouTube, Spotify and the internet were utilized for research, publishing work, and playing music during filming. PowerPoint and Prezi were used to present evaluations. While some learning curves existed with new software, prior experience improved efficiency when using familiar technologies in subsequent stages.
A level media studies- Q4: How did you use new media technologies in the con...Jade Alger
The student used various media technologies throughout the project. In the planning stage, they used blogger to document ideas, Google to research, and YouTube to analyze example music videos. They storyboarded their video using blogger. For construction, they filmed with HD cameras and edited in Premiere Pro, adding transitions and filters. Photoshop was used to manipulate still images for packaging. In evaluation, they used PowerPoint, Prezi, video cameras, and Premiere Pro to create and publish responses on blogger.
The document discusses the use of various media technologies in the construction and evaluation of a music video project. It describes the hardware, software, planning, filming, editing, ancillary products, and evaluation process. For hardware, it discusses cameras, lighting, and tripods used and their advantages and disadvantages. It outlines software like Adobe Premiere Pro, Photoshop, and After Effects used for editing, manipulation, and effects. Social media and platforms like YouTube, Wix, and Blogger were utilized at various stages of planning, research, and presentation.
The group initially planned to use iPads to film their music video but found the quality to be too grainy. They instead used mobile phones which provided better quality footage. They edited using iMovie which was convenient and allowed professional effects. Photoshop was used for ancillary tasks like magazine ads due to its accessibility. The group posted drafts and finals to YouTube and blogs to gather feedback from their target audience on Twitter.
The student used various new media technologies at different stages of creating a music video project. HD and DV cameras were used to film the video, Final Cut Express was used for editing as it allowed for more complex editing than iMovie. Phones were used to take photos during filming and share files via Bluetooth. Unsigned.com, YouTube, and surveys on Survey Monkey were used in planning to find an artist, song, and get ideas. Facebook was used to gather feedback and comments on the finished video. Blogspot and Slideshare were utilized in evaluation to get ideas from past student work and present information in an engaging way.
The document summarizes the new media technologies used at various stages of creating a music video project. In the construction stage, the group used DV and HD cameras to film the video, iMovie and Final Cut Express for editing, and phones to take photos, send files, and find the song. For planning and research, they used Unsigned.com to find an artist, YouTube to find inspiration and the song, and Survey Monkey to conduct market research. Facebook was used to gather feedback and comments on the finished video. Blogspot and Slideshare provided ideas and a way to present information for evaluation.
The document discusses the various technologies used at each stage of creating a media project:
- During planning and research, websites like IMDB, YouTube, and Blogger were used to gather information and document findings. While most were easy to use, some had limitations.
- During construction, editing software like Movie Studio Platinum and Photoshop were used to edit video, add effects, and create graphics. These took practice to learn but became easier with time.
- During evaluation, websites like Prezi, Powtoon, and Slideshare were used to present evaluations, along with Blogger and YouTube. Some had filtering issues that caused delays.
The student used various technologies throughout the process of planning, constructing, and evaluating their media project. During planning, they researched online statistics and film information to inform their genre and target audience. YouTube provided examples of film openings. Blogger was used to record findings. Movie Studio Platinum and Photoshop were used for editing, titles, and overlays during construction. Evaluation utilized Prezi, Powtoon, SlideShare, and YouTube to make the evaluations appear professional. Lighting was set up, and freefx.com provided music and sound effects. The student learned about different technologies and how to effectively use editing, design, and presentation software throughout the process.
DISK A and DISK B are two CD designs that the author created for a digipak and they will survey 15 people to determine which design is preferred, choosing the one that receives the most votes for use in the digipak.
The document describes an album advertisement that features a large image of the singer with photoshopped lights in her hair and background. The advertisement uses matching colors and dull colors with a bright title to catch attention. It presents the singer's name and image prominently to advertise her and her album. It also lists the album's songs and reviews to further promote the album.
The document discusses several digipak album covers and how their design elements provide clues about the music genre and style. Specific details like bright colors, dark tones, images of band members and lack thereof can suggest whether the music is pop, rock, dance/electronic. Color schemes, artwork, and other visuals are meant to inform buyers about the type of music on the album without hearing it first.
Rock music evolved in the 1960s from rock 'n' roll and pop music, developing various styles particularly in the US and UK. It was influenced by genres like blues, folk, jazz, and classical music. Rock music had a big impact on fashion and music video production. It is seen as having a positive social impact through events like Live Aid. The music is popular among younger generations, especially white youth, and emphasizes masculinity with mostly male-based bands. Some iconic rock bands are The Beatles, known for changing rock music forever, and Nirvana, led by Kurt Cobain. Rock music includes many genres such as alternative rock, dance rock, electronic rock, funk rock, and glam rock.
This document is a 10 question music video questionnaire that asks respondents about their music and music video preferences and consumption habits. It collects demographic information like age, gender, and favorite music genres. It also asks respondents to list their top 3 favorite artists and songs and why. Additional questions gauge how often respondents watch music videos, what they expect to see in a music video, and their preferred music video types. The final questions cover platforms used to listen to music and representations respondents would like to see portrayed.
This document outlines the steps involved in a music project that includes researching different genres and artists, choosing a genre and song to focus on, analyzing song lyrics, filming footage, editing video, designing album cover and insert artwork, and creating a magazine advertisement with audience feedback at various stages.
The song "Ain't It Fun" by Paramore discusses how living in the real world is difficult compared to living in a protected bubble. It describes how people are no longer the "big fish in the pond" or in control once they experience life's difficulties and have to make decisions without help. The lyrics suggest that growing up means realizing you can't rely on others and have to face challenges alone.
Andrew Goodwin developed a theory of five essential aspects of an effective music video:
1) Analyzing the lyrics and their meaning, 2) Establishing a relationship between the music and visuals, 3) Including a narrative and starring the artist in the performance, 4) Employing technical elements like lighting, editing and special effects, 5) Focusing camerawork on the star/protagonist to make them the center of attention. Goodwin believed addressing these five aspects in a music video helped promote the song by illustrating or amplifying its lyrics and story.
The document provides information about various music genres and associated artists. It discusses the indie rock band Arctic Monkeys, including their album releases and critical acclaim. It also profiles the rock band Red Hot Chili Peppers, discussing their musical style and album releases. Additionally, it summarizes information about the hip hop artist Snoop Dogg, including his debut album and collaborations.
The document provides an overview of different music genres including indie, rock, hip hop, EDM, classical, country, jazz, and reggae. It summarizes key details about influential artists within some of these genres, such as the Arctic Monkeys in indie, Red Hot Chili Peppers in rock, Snoop Dogg in hip hop, Swedish House Mafia in EDM, and Jamiroquai in jazz. The summaries include when the artists formed, notable albums released, awards won, and commercial success achieved.
This document discusses potential risks and how to prevent or respond to three risks: a car crash may occur while driving but can be prevented by driving safely and wearing seat belts, injecting anything other than water with a syringe should be avoided, and camera batteries running out can be prevented by fully charging batteries and keeping spares.
The document provides guidance for students to reflect on various aspects of creating their media product and preparing for evaluation. It prompts them to consider how their product uses or challenges conventions, how it represents social groups, potential distributors, the target audience, techniques to appeal to audiences, technologies used in the process, learning from preliminary tasks, and approaches to evaluation. Students are asked to make notes on each section reflecting on creative decisions, research, production, and how to present their evaluation.
The document provides guidance for students to summarize what they have learned from creating a media production project. It includes prompts for students to reflect on how their project used or challenged conventions, represented social groups, might be distributed, and who the target audience was. It also prompts students to discuss what technologies they used for research, planning and production, what they learned from their preliminary work, and approaches they could take to evaluate their project.
The opening scene of Spiderman 2 establishes that it is a Spiderman film within the first 7 seconds by showing the iconic character. The camera angles throughout the scene emphasize intensity and fast-paced action using smooth shots. Close-ups show details that highlight Spiderman's superpowers like his ability to fly among the chaos and panic in the streets below.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Biological screening of herbal drugs: Introduction and Need for
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. The Camera Used
In the production of my media product, a music video; I used a number of different technologies in the producing of the video and
developed a skill and understanding on how to use the technology effectively.
For the filming of the music video, we (me and my work partner, Chloe) used a camera, tripod and mobile phone for the production
of the music video; the camera used was a Sony camera with good zoom and focus which allowed for us to vary our camera shots
in the video. The camera was also of a good quality giving the shots that we filmed a clean type effect to them, however, as the
movements of the camera weren’t really still and smooth, we felt as though it would be best for us to edit the end product putting
an effect in areas of the video that gave the film a homemade type feel to it which we and everyone we showed the product too
effective. The use of the tripod allowed for us to ensure that the camera shots were still were we wanted them too be rather them
looking like the camera is shaking. Also, we had to compromise when it came to the filming of one of our sections of the video, the
camera in which we were scheduled to use had died before we used it so we had to use a mobile phone to record the sections of
music video, at first we thought we were going to have to re-record this section due to the picture quality being so different to that
of a Sony camera. However, as we viewed the shots, we found that it turned out to extremely effective to the video and matched
the feeling of a home made video. In the filming of one of our sections of the video, we realised once we watched the footage a
few days later that we had taken a few photos of the filming by mistake with the Sony camera, however, this turned out to be a
positive in the filming of the video as it made for good pictures to incorporate into our digipak.
3. Other Technologies Used
As mentioned previously, we used other technologies in the making of our music video. One of these different things being a
tripod. This allowed for us to ensure that the shots that we filmed for the music video were steady throughout the full video unless
we intended on them not being. As you can see in the images below, the shots aren’t steady and this is because we didn’t use a
tripod for these shots but the people featured in the video just held the camera to take the shots which allowed for more of a
homemade type feel to the video which we wished for the video to come out like. However, in most cases, we used a tripod to film
the shots and the variation of handheld camera shots and still shots worked well with the video and the song.
The use of the mobile phone was actually by mistake, we intended on using the Sony camera but as we came to film the video, we
realised that it had actually died so the only alternative was to record the shots on a mobile phone, at first we thought that this
wouldn’t be very good due to the picture quality of mobile phones not been anywhere near as good as that of an actual camera.
This did end up resulting in some good shots which pushed us more to creating the homemade type video rather than just a
standard video and shots we previously shot also pushed us towards doing so.
4. Research
For the research of our music video, we used various search engines to build an understanding between the genre of music in
which we chose and then looked down the path of different musicians based in that genre to find an artist in which we could
research into and chose a song from one of their albums to use in our music video. The search engines in which we used to create
our research were; Google YouTube, Slideshare and other peoples blogs from previous years. The use of other peoples blogs
allowed for us to be able to see what we needed to be included in our music video as we looked at blogs that followed the same
genre as what we chose to do. This, I feel, immediately gave us more of an understanding of what should be in a music video which
we are doing. Using Google as my main source of research, it allowed for me to find literally everything in which I wanted to about
the research in which I was doing into my genre and the band we chose to use for our music video. Google gave us a wide range of
research, this therefore contributed a significant amount to how the construction of our music video would turn out. This also
allowed for the planning of the video to begin after going into depth about the genre we chose and the band we chose (Paramore).
As part of our research, we also took questionnaires. This gave us a wider range of opinion rather than the opinion of my and my
partner and it allowed for us to see what other people wanted to see in our music video. The first questionnaire in which I did was
to find the type of music people like to, their age and gender and numerous other things, to view this questionnaire, click the link
at the bottom of the slide. Below the questionnaire link, are two links regarding research in which I have done into different genres
of music, this was before we made the decision on what genre we were going to choose and the other being the research in which I
did into the genre of music in which we based our music video on. Using YouTube as a source of research allowed for us to be able
to view numerous music videos in the process of choosing the one we wanted to use for our music video, picking up plenty of
different things we needed to be including in our music video such as the type of camera angles/shots, the mise-en-scene and
various other things.
http://www.slideshare.net/LewisTowse7/music-video-questionnaire-55549729
http://www.slideshare.net/LewisTowse7/research-into-rock-music
http://www.slideshare.net/LewisTowse7/music-research-completed
5. Planning
YouTube;
YouTube played a key part in the planning and research of our music video, we used YouTube to look at things that were related to
what we were looking at producing and getting ideas from numerous other music videos and to help us to look into things such as
artists, genres etc to help us build an understanding in the things that we should be incorporating into the music video and looked
at details from each genre before we came to the agreement of what song and genre we were going to go down. For the planning
side of things, it allowed for us to look further into things that should be included in a typical music video of the genre in which we
chose.
Blogger;
In order to keep a track of what I needed to do and what I had already done, I ensured that I used a blog, I have had previous
experience of using a blog from Year 12 Media Studies so continuing through to Year 13 wasn’t too hard. The use of a blog allowed
for me to show the process and progress in the work in which we were producing. This was helpful as it allowed for us to be able to
see the areas in which we needed to be changing and taking things like questionnaires during the planning of the music video was
good as it allowed for us to see if the things we were doing for the music video were what people wanted to be seeing. As I have
used blogger before, I found it relatively easy to come to terms with what I needed to including in my blog. My blog has all the
work, planning and research in which I have produced over this music video production.
http://lewistowsea2.blogspot.co.uk/
6. Construction
In the construction of our music video and all the things that were including in the construction side of things; Digipak, Magazine
Advert etc, I used various programmes to produce the work I was assigned, these include the following;
• PowerPoint
• Word
• Prezi
• Fireworks
• Photoshop
• SlideShare
These various programmes allowed for us to be able to piece together our coursework products and also gave us some options to
the way in which we produced the coursework. For the music video, we used the Premiere Pro programme to construct our music
video and edit it together to make sure that the singing sections were synced to how they should be and put a filter on some of the
shots in which we filmed when it came to editing the video to give it a homemade video type feel to it due to the way the camera
shots we took came out. The fast paced shots in the film go well with the choice of song as that song is quite a fast paced song with
some of the longer shots in the video being accompanied with the slower parts of the song to make sure that it fitted how it should
and looked right. In the construction of the video, we didn’t really face any real problems, the only minor one in which we had was
that of getting the lip syncing so it was timed perfectly which took a while to get right and my partner was editing this for a while
but ensured that she got it so it was spot on and fitted to the song as it should’ve.
7. PowerPoint;
PowerPoint played a big part in my course work, I used it to produce questionnaires, the results in which I found from the
questionnaires, surveys and of course, my evaluation. I also used this rather than Photoshop for the production of my digipak which
came as a surprise to myself as I expected to use Photoshop to ensure that the digipak was how it should’ve been, however, I made an
example digipak on PowerPoint on how I wanted to digipak to turn out. It turned out that I ended up using this digipak as the people I
showed it too said that they liked it. My partner also did this and as a result of two digipaks being produced, we ended up merging the
two together.
Word;
Like PowerPoint, I also used word quite frequently throughout the production of this coursework, again to produce questionnaires,
the results from questionnaires etc. I also used word to analyse various song lyrics before we actually decided upon the song we
actually used in our music video. This allowed for me to annotate various lyrics within the song and look further into each one that
stood out and to try and give it a meaning. I never really came across any real problems when using this as I have used this programme
from such a young age and it is extremely straightforward to use.
Prezi;
Like PowerPoint, Prezi allowed for me to create various presentations which I could use for things like artist research, audience
research, risk assessments and various other things. I found Prezi quite a fun programme to create presentations on as it allowed for a
variation in the way you present the actual presentation. I found it reasonably easy to use and never came across any problems as I
had used it previously in past school years to create other forms of coursework.
8. Fireworks;
Fireworks was a useful programme to use when it came to making my two designs for the digipak, it allowed for me to be able to
remove sections of a photo which I didn’t wish to use and to make it so that I could have it how I wanted it. It was fun and simple
using this programme as I have used it in previous years to create other pieces of coursework. Fireworks allowed for me to edit the
photos I wished to in the way I wanted due to the tools that are available on the piece of software.
Photoshop;
With Photoshop being the most common programme of editing things that I was available too, I thought it would’ve been the obvious
choice in the editing and creating process of my digipak, however, this didn’t turn out to be the case as PowerPoint provided me with
what I needed and what I wished for my digipak to look like. If I was to redo this coursework, I would use Photoshop at some point as I
never really got to grips with the way it worked this time round.
Slideshare;
Slideshare was one of the website I used most for my coursework as it allowed for me to share all the work I had created for my
coursework and upload it on to my blog, it was also useful for looking into the work other people had created in previous years and
other peoples coursework from different schools giving me more of an idea on what types of things I should’ve been doing. It was
really easy to use as all you had to do was upload a file from your documents and embed the link and then it was on my blog, so this
was a useful piece of software to use for my coursework so I didn’t have to spend long periods of time finding ways to upload my
work.