Question 4
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We used a wide range of media technologies during the planning, research, construction, and evaluation stages of creating a radio trailer, poster, and film. These included storyboarding with paper and Imovie, using Word for scripts and schedules, Facebook and phones to contact team members, SurveyMonkey for an online questionnaire, Google for research, YouTube to research film techniques, and meeting with industry professionals. Production involved using Imovie to edit videos, Final Cut to further edit, Photoshop for the poster, Vimeo and YouTube to upload content, and iMacs, cameras, and a studio. Evaluation was done with PowerPoint and a blogspot website.
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Evaluation Q6 - Technologies
This document summarizes what the student learned about technologies from constructing their film project. They used iMovie to edit clips and learned cutting techniques from older students. The fit tool in iMovie allowed them to zoom in on a pivotal scene. They found a soundtrack on YouTube and used Audacity and iMovie to edit it into the film. Fade tools helped smooth transitions. Research was conducted online using search engines and film analysis. A Panasonic camera with image stabilization was used for filming, along with a tripod to create steady shots, though it was awkward for POV shots.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and gather ideas. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and find inspiration. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
Evaluation question 6
Through constructing their thriller product, the document's author learned about various filmmaking technologies:
They gained experience with editing programs like Final Cut Express and LiveType, as well as hardware like cameras, microphones, and lighting equipment. They also learned how to properly use this equipment to shoot exercises focusing on cinematography and sound. Additionally, the author learned to utilize internet sites like YouTube and DaFont for research, uploading videos, and custom fonts.
Question 6
The student learned several new technologies while completing a film project. They learned how to use iMovie to edit footage, add titles and sound, and export the final video. They gained experience using a digital camera, such as setting it on a tripod, zooming, and reviewing footage. The student also learned how to create a YouTube and Facebook page to publish and promote the video. A new platform, Edublogs, allowed them to publish planning documents and embed other media, providing valuable experience designing their own blog.
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.
EVALUATION.
The student used a range of technologies to complete their media project. They used Safari to access websites like Haverstock Media and YouTube to conduct research and update their blog on Haverstock Media. They also used the internet to create slideshows and presentations. They filmed their project using a camera, tripod, and dolly. They edited the film using a Mac and Final Cut Pro, adding music and titles using Live Type. Through the process, they learned about filming techniques and the challenges of filming in busy public places.
Evaluation question 4
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a media production. During construction, the student used a Nikon DSLR camera, Final Cut Pro editing software, YouTube for sound effects and footage, and a voice recorder. For research, the student used an iMac, DSLR camera, YouTube to study other student productions and animation techniques, and various websites. Planning was done using Microsoft Word and iPhone photos of handwritten storyboards. Evaluation involved Final Cut Pro, SoundCloud, PowerPoint, SlideShare, and Prezi.
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Evaluation Q6 - Technologies
This document summarizes what the student learned about technologies from constructing their film project. They used iMovie to edit clips and learned cutting techniques from older students. The fit tool in iMovie allowed them to zoom in on a pivotal scene. They found a soundtrack on YouTube and used Audacity and iMovie to edit it into the film. Fade tools helped smooth transitions. Research was conducted online using search engines and film analysis. A Panasonic camera with image stabilization was used for filming, along with a tripod to create steady shots, though it was awkward for POV shots.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and gather ideas. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
Q4 media
The document discusses the various technologies used during the planning, research, construction, and evaluation of a student film project. Microsoft Word was used for planning and outlining. YouTube was used for research on horror films and filmmaking techniques. IMDB and Google were used to research popular horror films and find inspiration. Survey Monkey was used to survey audiences. Final Cut Pro was used for film editing. Blogspot and SlideShare were used to create an online portfolio and receive feedback.
Evaluation question 6
Through constructing their thriller product, the document's author learned about various filmmaking technologies:
They gained experience with editing programs like Final Cut Express and LiveType, as well as hardware like cameras, microphones, and lighting equipment. They also learned how to properly use this equipment to shoot exercises focusing on cinematography and sound. Additionally, the author learned to utilize internet sites like YouTube and DaFont for research, uploading videos, and custom fonts.
Question 6
The student learned several new technologies while completing a film project. They learned how to use iMovie to edit footage, add titles and sound, and export the final video. They gained experience using a digital camera, such as setting it on a tripod, zooming, and reviewing footage. The student also learned how to create a YouTube and Facebook page to publish and promote the video. A new platform, Edublogs, allowed them to publish planning documents and embed other media, providing valuable experience designing their own blog.
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.
EVALUATION.
The student used a range of technologies to complete their media project. They used Safari to access websites like Haverstock Media and YouTube to conduct research and update their blog on Haverstock Media. They also used the internet to create slideshows and presentations. They filmed their project using a camera, tripod, and dolly. They edited the film using a Mac and Final Cut Pro, adding music and titles using Live Type. Through the process, they learned about filming techniques and the challenges of filming in busy public places.
Evaluation question 4
The document discusses the various media technologies used during the construction, research, planning, and evaluation stages of a media production. During construction, the student used a Nikon DSLR camera, Final Cut Pro editing software, YouTube for sound effects and footage, and a voice recorder. For research, the student used an iMac, DSLR camera, YouTube to study other student productions and animation techniques, and various websites. Planning was done using Microsoft Word and iPhone photos of handwritten storyboards. Evaluation involved Final Cut Pro, SoundCloud, PowerPoint, SlideShare, and Prezi.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Evaluation question#6
I have learned about the importance of technologies like tripods and editing software through making my film. I did not have experience with a tripod or Adobe Premiere Pro prior to my media studies but used a tripod to maintain stability while shooting and Premiere Pro to dub audio, add effects and edit scenes together into my final movie. I also used WordPress to create a blog to share information about my film project and research.
Aaron powerp
The document discusses the technologies used to create a film project. A HD camera, tripod, and dolly were used to film high quality footage. Editing software like Final Cut, iMovie, GarageBand, and Live Type were used to edit video, audio, colors, and add titles. Final Cut and Live Type were difficult to learn initially but became easier with use. Photoshop was used to create graphics and logos. Social media like Facebook, Twitter, and YouTube were used to share and get feedback on the work.
Evaluation q 5
Digital technologies provided both advantages and disadvantages in creating and communicating media. Key advantages included enabling filmmaking through equipment like cameras and microphones, and allowing global communication through apps like Facebook and Instagram. However, technologies can also encourage laziness and piracy which hurts filmmakers. In making a film opening, the document discusses how various digital tools were used throughout pre-production, filming, and post-production stages, including computers for planning, phones for communication on set, cameras and microphones for recording, and Apple software like Final Cut Pro and Garageband for editing and original music.
Technology evaluation
The document discusses various technologies learned during the process of creating a product. These include video editing software like Adobe Premiere Pro and Photoshop, presentation tools like Prezi and Emaze, blogging platforms like Blogger, video sharing on YouTube, and cameras like DSLR, GoPro, and Nikon D3300. The document outlines how each technology was used, for example editing footage, designing posters and titles, creating presentations, publishing videos, and capturing different camera shots. It emphasizes learning through practice on assigned tasks and gaining experience with various software, tools, and equipment over multiple iterations.
Question 4
The student used various new media technologies throughout the different stages of their film project. During research, they used Google to search for information, blogger to store findings, YouTube for visual references, and IMDB for film details. Photographs were taken on phones for storyboards and locations. Footage was captured using high-quality Sony cameras, and editing was done in Final Cut Express. Photoshop was used for posters, and voice recordings were made for radio trailers. Overall, these technologies improved their skills and allowed effective planning, production, and promotion of the film.
Presentation3
The document discusses the various technologies used to create a media project. The student used Safari to access websites like Haverstock Media and YouTube for research. Haverstock Media was used to create blog posts tracking progress, while YouTube provided examples of other film openings. Presentation tools like Prezi were used to make the blog more creative. Filming equipment like a camera, tripod, and dolly were used, along with Final Cut Pro to professionally edit footage and add music titles. The student learned filming is difficult in busy areas and that backgrounds must remain consistent between takes.
Evaluation task 6 powerpoint
We learned about several technologies from creating our opening sequence product. We used a camera to record footage, Apple Macs to edit the footage using Garageband and Final Cut Pro, and a microphone to record clear voice audio. We also used a tripod to keep the camera steady during filming. We researched on websites like YouTube, Prezi, and Mahara to get ideas and present our findings about the target audience.
Evaluation 6
The technologies used to create the film included a camera, editing software, and equipment like a dolly. The camera was able to pick up ambient sounds and camera shots without seeming unrealistic or causing blur. Continuity between shots was sometimes difficult but compensated for through overlapping shots and editing. A dolly was used as a new piece of equipment to follow the president in scenes and allow more varied camera angles. Final Cut, iMovie, and Photoshop were also used to edit and enhance the filmed material.
Evaluation q4.pptx mimi
The document discusses using various technologies for creating and sharing a film project. Blogger was used to share images, links, and videos from the project. YouTube provided inspiration and research for filming a forest scene, including screenshots from the film Twilight. YouTube tutorials also provided ideas for makeup effects for wounds. A range of technologies like Google, YouTube, and BBM surveys were used for audience research and planning posters, magazine covers, and a trailer for a psychological horror film project.
Question 6 2
For their media production project, the student learned how to use various technologies at each stage of the process. In planning and research, they used YouTube, IMDb, and BBFC to find information about existing films. During construction, they learned how to properly use a camera, including framing shots, focusing manually, and exporting footage. They also learned how to use a tripod, microphone, and lighting equipment. For editing, they used Movie Studio Platinum and Photoshop to edit together footage, add titles, and adjust lighting and colors. Overall, the student learned how to properly use filming, audio, lighting, and editing equipment and software for their media project.
Evaluation question6
I have learned a lot about filmmaking technologies through creating my media project. I knew little previously and learned how to properly use a DSLR camera and tripod, applying techniques like the 180 degree rule. I edited my shots together using Final Cut Pro, compiling the footage and dubbing narration. I created my logo in Photoshop and made a blog in Wordpress to document my pre-production, production, and gather feedback from viewers on needed improvements.
Main task evaluation
The document provides an evaluation of the media product created by the student. It summarizes how the product used conventions of sci-fi genres through its futuristic setting and costumes. It also discusses how the opening scene represents teenagers and establishes intrigue through mysterious characters. The student learned about technologies like video and audio editing software in creating the final product. Overall, the evaluation reflects on progress made from the preliminary task to the full media product.
Media evaluation 3
The document discusses how media technologies were used at different stages of a course project. For research, films were viewed using DVD players and documentaries were analyzed using Microsoft Word. YouTube was used to find trailers for additional research. A shot list was planned using Microsoft Publisher. Photoshop was used to create ancillary products like a movie poster and magazine cover. Video footage was edited into a trailer using Premiere Pro and After Effects. Blogger and YouTube were used to evaluate and receive feedback on created works.
Evaluation 6
The document discusses problems and successes encountered when using various technologies in the filmmaking process. Some key issues included limited battery life with camera equipment resulting in incomplete footage, difficulty booking equipment, accidental inclusions in shots, lack of filming experience leading to mistakes, and lengthy rendering times in editing software. Planning locations in advance and utilizing editing tools like cutting clips were highlighted as effective aspects of the process.
Evaluation Question 6
This document discusses the various hardware, software, and online technologies used to create a film opening. It describes using a Nikon D3200 camera, Mac computer, dolly, tripod, H1 zoom sound recorder, boom microphone, Premiere Pro editing software, and Live Type titling software. Online technologies like Prezi, SlideShare, and YouTube were used for planning, presenting research, and sharing the finished film. The document provides details on how each technology was used and lessons learned about becoming familiar with the equipment and software before production.
Ellie part3
The document discusses how media technologies were used at different stages of creating and evaluating a horror film trailer project. Section A describes trailers that were used for inspiration. Section B explains how the creator used editing software to adjust lighting, sound effects, and clip speeds to achieve the desired horror film aesthetic. Section C states that feedback from focus group screenings and family members was used to evaluate the project, providing input on elements like jump scares, music, editing, and timing from different age groups' perspectives.
Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
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 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.
Open House 2011
This document provides information for parents of students in Mrs. Rhyne's second grade class. It outlines the daily schedule, behavior system, homework policy, volunteer opportunities, and dismissal procedures. Students are expected to bring their "STAR binder" to school every day to help stay organized. The binder contains class materials, homework, and notes to take home. Parents are also encouraged to check in at the front office when picking up their child to ensure their safe dismissal.
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Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
Evaluation question#6
I have learned about the importance of technologies like tripods and editing software through making my film. I did not have experience with a tripod or Adobe Premiere Pro prior to my media studies but used a tripod to maintain stability while shooting and Premiere Pro to dub audio, add effects and edit scenes together into my final movie. I also used WordPress to create a blog to share information about my film project and research.
Aaron powerp
The document discusses the technologies used to create a film project. A HD camera, tripod, and dolly were used to film high quality footage. Editing software like Final Cut, iMovie, GarageBand, and Live Type were used to edit video, audio, colors, and add titles. Final Cut and Live Type were difficult to learn initially but became easier with use. Photoshop was used to create graphics and logos. Social media like Facebook, Twitter, and YouTube were used to share and get feedback on the work.
Evaluation q 5
Digital technologies provided both advantages and disadvantages in creating and communicating media. Key advantages included enabling filmmaking through equipment like cameras and microphones, and allowing global communication through apps like Facebook and Instagram. However, technologies can also encourage laziness and piracy which hurts filmmakers. In making a film opening, the document discusses how various digital tools were used throughout pre-production, filming, and post-production stages, including computers for planning, phones for communication on set, cameras and microphones for recording, and Apple software like Final Cut Pro and Garageband for editing and original music.
Technology evaluation
The document discusses various technologies learned during the process of creating a product. These include video editing software like Adobe Premiere Pro and Photoshop, presentation tools like Prezi and Emaze, blogging platforms like Blogger, video sharing on YouTube, and cameras like DSLR, GoPro, and Nikon D3300. The document outlines how each technology was used, for example editing footage, designing posters and titles, creating presentations, publishing videos, and capturing different camera shots. It emphasizes learning through practice on assigned tasks and gaining experience with various software, tools, and equipment over multiple iterations.
Question 4
The student used various new media technologies throughout the different stages of their film project. During research, they used Google to search for information, blogger to store findings, YouTube for visual references, and IMDB for film details. Photographs were taken on phones for storyboards and locations. Footage was captured using high-quality Sony cameras, and editing was done in Final Cut Express. Photoshop was used for posters, and voice recordings were made for radio trailers. Overall, these technologies improved their skills and allowed effective planning, production, and promotion of the film.
Presentation3
The document discusses the various technologies used to create a media project. The student used Safari to access websites like Haverstock Media and YouTube for research. Haverstock Media was used to create blog posts tracking progress, while YouTube provided examples of other film openings. Presentation tools like Prezi were used to make the blog more creative. Filming equipment like a camera, tripod, and dolly were used, along with Final Cut Pro to professionally edit footage and add music titles. The student learned filming is difficult in busy areas and that backgrounds must remain consistent between takes.
Evaluation task 6 powerpoint
We learned about several technologies from creating our opening sequence product. We used a camera to record footage, Apple Macs to edit the footage using Garageband and Final Cut Pro, and a microphone to record clear voice audio. We also used a tripod to keep the camera steady during filming. We researched on websites like YouTube, Prezi, and Mahara to get ideas and present our findings about the target audience.
Evaluation 6
The technologies used to create the film included a camera, editing software, and equipment like a dolly. The camera was able to pick up ambient sounds and camera shots without seeming unrealistic or causing blur. Continuity between shots was sometimes difficult but compensated for through overlapping shots and editing. A dolly was used as a new piece of equipment to follow the president in scenes and allow more varied camera angles. Final Cut, iMovie, and Photoshop were also used to edit and enhance the filmed material.
Evaluation q4.pptx mimi
The document discusses using various technologies for creating and sharing a film project. Blogger was used to share images, links, and videos from the project. YouTube provided inspiration and research for filming a forest scene, including screenshots from the film Twilight. YouTube tutorials also provided ideas for makeup effects for wounds. A range of technologies like Google, YouTube, and BBM surveys were used for audience research and planning posters, magazine covers, and a trailer for a psychological horror film project.
Question 6 2
For their media production project, the student learned how to use various technologies at each stage of the process. In planning and research, they used YouTube, IMDb, and BBFC to find information about existing films. During construction, they learned how to properly use a camera, including framing shots, focusing manually, and exporting footage. They also learned how to use a tripod, microphone, and lighting equipment. For editing, they used Movie Studio Platinum and Photoshop to edit together footage, add titles, and adjust lighting and colors. Overall, the student learned how to properly use filming, audio, lighting, and editing equipment and software for their media project.
Evaluation question6
I have learned a lot about filmmaking technologies through creating my media project. I knew little previously and learned how to properly use a DSLR camera and tripod, applying techniques like the 180 degree rule. I edited my shots together using Final Cut Pro, compiling the footage and dubbing narration. I created my logo in Photoshop and made a blog in Wordpress to document my pre-production, production, and gather feedback from viewers on needed improvements.
Main task evaluation
The document provides an evaluation of the media product created by the student. It summarizes how the product used conventions of sci-fi genres through its futuristic setting and costumes. It also discusses how the opening scene represents teenagers and establishes intrigue through mysterious characters. The student learned about technologies like video and audio editing software in creating the final product. Overall, the evaluation reflects on progress made from the preliminary task to the full media product.
Media evaluation 3
The document discusses how media technologies were used at different stages of a course project. For research, films were viewed using DVD players and documentaries were analyzed using Microsoft Word. YouTube was used to find trailers for additional research. A shot list was planned using Microsoft Publisher. Photoshop was used to create ancillary products like a movie poster and magazine cover. Video footage was edited into a trailer using Premiere Pro and After Effects. Blogger and YouTube were used to evaluate and receive feedback on created works.
Evaluation 6
The document discusses problems and successes encountered when using various technologies in the filmmaking process. Some key issues included limited battery life with camera equipment resulting in incomplete footage, difficulty booking equipment, accidental inclusions in shots, lack of filming experience leading to mistakes, and lengthy rendering times in editing software. Planning locations in advance and utilizing editing tools like cutting clips were highlighted as effective aspects of the process.
Evaluation Question 6
This document discusses the various hardware, software, and online technologies used to create a film opening. It describes using a Nikon D3200 camera, Mac computer, dolly, tripod, H1 zoom sound recorder, boom microphone, Premiere Pro editing software, and Live Type titling software. Online technologies like Prezi, SlideShare, and YouTube were used for planning, presenting research, and sharing the finished film. The document provides details on how each technology was used and lessons learned about becoming familiar with the equipment and software before production.
Ellie part3
The document discusses how media technologies were used at different stages of creating and evaluating a horror film trailer project. Section A describes trailers that were used for inspiration. Section B explains how the creator used editing software to adjust lighting, sound effects, and clip speeds to achieve the desired horror film aesthetic. Section C states that feedback from focus group screenings and family members was used to evaluate the project, providing input on elements like jump scares, music, editing, and timing from different age groups' perspectives.
Prelim task
From filming their preliminary short film, the author learned several lessons that improved their skills for the full film. They gained experience with filming techniques like different shots and maintaining the 180 degree rule. For editing, they learned tools like razor cuts and ripple deletes in Premiere Pro. Communication and using feedback helped strengthen their group work. Applying these lessons, the author created stronger sound editing, more cohesive music, and improved video quality for their final film compared to the preliminary version.
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 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.
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Question 4
The student used various media technologies at different stages of their film project.
In the planning stage, they used Microsoft Word to write scripts, schedules, and agreements. They also used iMovie to create an animatic by photographing drawn storyboards. Facebook and email kept the team in communication.
For research, they used SurveyMonkey for audience feedback, Google for general research, and YouTube to learn filming techniques.
In construction, they edited the film using Final Cut Pro with help from an animator. Logic was used to compose the score and LiveType for titles/credits. iMovie and Adobe Photoshop were also utilized. The main workspace was an iMac. A digital camera and editing
Critical Evaluation Question 4
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Question 4
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Question 4
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Question 4
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Question 4
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Question 4 redone.odp.pptx
During the production of a film, various technologies were used for planning, research, construction, and evaluation. Planning was done using Microsoft Word, Facebook, and WhatsApp to communicate. Research utilized websites like IMDB, BBC Film Network, YouTube, and Google to explore film techniques and genres. Final Cut Pro, iMovie, QuickTime Player, and other software were used for editing and constructing the film. The completed film and accompanying materials were shared online using Vimeo, SoundCloud, and blogs for evaluation of the project.
How did you use media technologies in the construction and research, planning...
Sufia used a variety of media technologies throughout the research, planning, construction, and evaluation of her film project. During research, she used websites like the BBC film network, survey monkey, social networking sites, Google, IMDb, and YouTube to learn about film techniques, survey audiences, and find source materials. Planning utilized Microsoft Word, iMovie, Facebook, phones, Microsoft Excel, and other tools for scriptwriting, storyboarding, scheduling, and group communication. Construction employed a video camera, iMac, Flash, Final Cut, Logic Studio, Adobe Photoshop, and Vimeo for shooting, editing, sound, graphics, and uploading. Evaluation reviewed work through a blog, Microsoft PowerPoint,
Question 4
The document discusses how various media technologies were used at different stages of creating a film project. SurveyMonkey and Facebook were used to conduct research and distribute a questionnaire. YouTube was used for research on filming techniques. Hotmail and phones were used for planning and communication. Microsoft Word was used to create a safety checklist. Windows Movie Maker, cameras, and Final Cut Pro were used for construction and editing. QuickTime, external hard drives, and iMacs were also utilized at different stages of the project. The evaluation was posted on a Blogspot blog using PowerPoint.
How did you use media technonlgis in the reseacrh planning and construaction ...
The document discusses the various digital tools and online resources used during the research, planning, construction, and evaluation stages of making a film. These included using IMDB, Wikipedia and social media for research; Microsoft software for planning and organization; a high-definition camera, Final Cut Pro, Photoshop, and iMac for construction; and Vimeo, YouTube, SoundCloud, and a blog for evaluation and sharing the final work.
Evaluation question 4
The group used various media technologies at each stage of their project. In research, they used IMDb to research films, SurveyMonkey to collect audience data, and the BBFC website to research ratings. In planning, they used Calendar and iMessage to coordinate, and PowerPoint to present plans. They constructed their trailer using Final Cut Pro X for editing, Photoshop for ancillary tasks, and music from Bensound. They evaluated using social media for audience feedback and presenting on Prezi, Slides, PowerPoint, and PowToon.
How did you use media technonlgis in the reseacrh planning and construaction ...
The document discusses the various digital tools and online resources the filmmaker used during the research, planning, construction, and evaluation stages of making a psychological thriller film. These included using IMDB, Wikipedia and surveys on social media to research the genre and audience. Microsoft software was used to plan schedules and storyboards were created in IMovie. A high definition camera and Final Cut Pro were used to construct the film, and QuickTime, Photoshop and other tools were used to create additional materials. The film was shared on sites like Vimeo, YouTube and blogs to evaluate audience response.
Evaluation 4
The document discusses the use of new media technologies in the production of a short film. Various websites and software were used for research, planning, construction, and evaluation. Research involved using the internet, YouTube, IMDB, and Jamendo. Planning utilized Google Forms, Final Cut Pro, Canon camera, and Facebook Messenger. The film was constructed using Sony camera, Final Cut Pro, and Adobe Photoshop. Feedback was gathered through YouTube, Facebook, and another questionnaire on Google Forms. Issues encountered included continuity errors, camera focus problems, computer crashes, and learning to use Photoshop.
Question 4
The candidate used various media technologies at different stages of their film project. In planning, they used Microsoft Word to write scripts and create documents, and iMovie to make an animatic. They used Facebook and email to communicate. For research, they conducted a survey using Survey Monkey and searched online using Google and YouTube. Finally, they edited the final film using Final Cut Pro with help from an animator.
Question 4
During the production of their short film, the document's author used various new media technologies. They researched online using Google, YouTube, and IMDB to gather information on films and genres. They created a questionnaire using a HD camera and Final Cut Express. A storyboard was made using photos taken on a Canon camera and edited in Final Cut Express. Adobe Photoshop was used to design the film poster and logo. The film was shot on a HD camera and edited together in Final Cut Express, which was used to create transitional effects and the radio trailer. Google documents and social media were used to distribute and collect feedback on a questionnaire about the film.
Critical evaluation q4
1) The document discusses the various media technologies used by the candidate at different stages of their film project, including planning, research, construction, and evaluation.
2) Technologies used for planning included Microsoft Word, social media sites like Facebook, iMovie, and guidance from professionals.
3) Research involved using websites like IMDB, BBC Film Network, Survey Monkey, YouTube, Google, and Slideshare, as well as primary research.
4) Construction utilized cameras, Final Cut Pro, iMac, a recording studio with Logic Pro, Bluetooth, external hard drives, iMovie, Slideshare, and SoundCloud.
5) Evaluation was done through a blog on Blogspot.com and Power
How did you use media technologies in the
1. The document discusses how various media technologies were used at different stages of creating a short film, including researching, planning, filming, editing, and evaluating.
2. Technologies used included the internet for online surveys and research, email and phones for communication, iMac for storyboarding, digital cameras for photos, and software like Final Cut, Photoshop, and Logic Pro for editing, posters, and audio.
3. Hard drives were used to store and backup work, and social media and blogs helped share work and gather audience feedback.
Similar to Question 4 (20)
How did you use media technologies in the planning, research, construction an...
How did you use media technologies in the planning, research, construction an...
How did you use media technologies in the planning, research, construction an...
How did you use media technologies in the planning, research, construction an...
How did you use media technologies in the planning, research, construction an...
How did you use media technologies in the planning, research, construction an...
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
How did you use media technonlgis in the reseacrh planning and construaction ...
How did you use media technonlgis in the reseacrh planning and construaction ...
How did you use media technonlgis in the reseacrh planning and construaction ...
How did you use media technonlgis in the reseacrh planning and construaction ...
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Q4
We used various media technologies in the planning, construction, and evaluation of a radio trailer, poster, and film. These included storyboarding on paper and in Imovie, taking pictures of scenes and uploading them to create an animatic, and using Microsoft Word to write our script.
Question2
The document discusses the effectiveness of combining a film with ancillary texts like a poster and radio trailer to promote the film. It explains that the film, poster, and radio trailer all have a strong military theme to connect them. A tagline of "One man must stand alone to face his fears" is used in all three to further link them. Specific design elements were chosen for the poster and sounds were selected for the radio trailer to reference elements in the film and create consistency across the promotional materials. The combination of the poster and radio trailer was deemed effective at promoting the film by reaching a wider audience than either could alone.
Q2
The document discusses the effectiveness of combining a film with ancillary texts like a poster and radio trailer to promote the film. It explains that the film, poster, and radio trailer all have a strong military theme to connect them. A tagline of "One man must stand alone to face his fears" is used in all three to further link them. Specific design elements were chosen for the poster and sounds were selected for the radio trailer to reference elements in the film and create consistency across the promotional materials. The combination of the poster and radio trailer was deemed effective at promoting the film by reaching a wider audience than either could alone.
Question2
The student created a film, poster, and radio trailer with a consistent military theme. They chose the tagline "One man must stand alone to face his fears" to connect all three works. The poster shows the actor in military clothing near explosions to hint at the drama and action in the film. The radio trailer includes sound effects from the film like explosions and marching to link it. Both the poster and radio trailer effectively promote the film by reaching different audiences and consistently representing the military theme.
Action-thriller films
Action-thriller films typically feature life-threatening situations that must be solved within a limited time, along with violence, elaborate sets, and an obvious antagonist. While they contain elements of mystery and crime films, the focus is on fast-paced action scenes. Major studios that produce action-thriller films include Universal Studios, Warner Bros, 20th Century Fox, Columbia Pictures, Paramount Pictures, and DreamWorks Pictures. Universal Studios, founded in 1912 in Los Angeles, is a leading producer with titles such as Iron Man, Fast and Furious, Terminator, and others.
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Action-thriller films typically feature life-threatening situations that must be solved within a limited time, along with violence, elaborate sets, and an obvious antagonist. While they contain elements of mystery and crime films, the focus is on fast-paced action scenes. Major studios that produce action-thriller films include Universal Studios, Warner Bros, 20th Century Fox, Columbia Pictures, Paramount Pictures, and DreamWorks Pictures. Universal Studios, founded in 1912 in Los Angeles, is a leading producer with titles such as Iron Man, Fast and Furious, Terminator, and others.
Ice FM
The document summarizes a student's media production project for a radio show called ICE FM. It discusses how the radio show used and challenged conventions of real radio shows. It also describes how the radio show represented different social groups and targeted 16-21 year olds living in Tower Hamlets as its audience. The student learned about technologies like DAB radio, the digital divide, media platforms, and audio software and equipment through constructing the radio show project.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Question 4
- 1. Howdidyouuse mediatechnologiesin theconstructionand research, planning andevaluation stages? By Thamina Begum
- 2. We used a wide array of media technologies to create our radio trailer, poster and film. These included:
- 3. Planning: We created our storyboard by drawing it out on paper and delegated specific scenes to each member of the team. We then took pictures of each shot and uploaded them onto Imovie to create our final animatic.
- 4. We used Microsoft Word to create our script and filming schedules, we printed these out and these were given to each member of the team to help us all be organised and to keep to the schedule.
- 5. We used Facebook, Hotmail and our phones to contact each other and also to ask other friends to complete our survey on survey monkey.
- 6. Research Survey Monkey – We used survey Monkey to complete an online questionnaire which we then let family and friends answer. This helped us to research on our target audience and we were also able to obtain the results.
- 7. We used the internet search engine ‘Google’ a lot of the time to research on similar films and generally researching on any problems we faced.
- 8. I used ‘Youtube’ to generally research on the industry e.g. camerawork, other film trailer and similar films etc.
- 9. We also met people who work in the industry such as LokmenChekki ( an asssitant producer at BBC and a professional cameraman), Trevor Jarvis (a professional animator) and yoshitoDarmon ( a professional camera-man). All these people helped us immensely.
- 10. Construction Imovie – we imported video clips on imovie and also created our animatic on this. Finalcut – Each of us learnt to use final cut to edit our film in, it was specifically hard for me but now I am able to easily edit clips. Adobe Photoshop – We used this to create our poster.
- 11. Vimeo – We uploaded our final film on this. Youtube – we uploaded our animatic on youtube. IMac computers. Video Camera Digital camera to capture a picture of our actor for our poster. The studio – we used the studio to create our radio trailer.
- 12. Evaluation Powerpoint – I used powerpoint to display and evaluate my results and research. ‘www.blogspot.com’ – All my steps into creating the film was shown on this website.