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How did you use media technologies in the construction and research, planning and evaluation stages?
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Preliminary task - Q7
The document discusses the learning and progress between a preliminary magazine task and the full magazine production. Key learnings included aspects needed for a professional magazine like mastheads, barcodes, and appealing articles and images. The progression included gaining more software skills and using a higher quality SLR camera rather than a digital one, resulting in a more realistic magazine. Comparing the two productions showed that choices like the SLR versus digital camera and different design software impacted the quality and professionalism of the final magazine.
Question 7
In 3 sentences:
The progression from the preliminary task to the final product allowed the learner to gain knowledge in using various programs like Word, Publisher, and Photoshop to create their magazine. They also learned about using different fonts, researching other magazines, taking better photographs, and adding extras like more pictures and competitions to make the final magazine more appealing. Overall, the learner felt they learned a lot about the magazine creation process and how to improve the final product over the preliminary version.
Question 7
The student's preliminary magazine task was very basic and unprofessional, showing poor use of Photoshop tools. However, the preliminary task served as a stepping stone, and the final magazine showed a drastic improvement in photo quality and professional presentation. The student learned from mistakes in the preliminary task and got more comfortable using Photoshop, which allowed them to create a well-structured, polished final magazine that better represented a real publication.
How prelim task differs to my final task
This document compares the author's preliminary college magazine project to their final music magazine project. The author notes several key differences: (1) they conducted more extensive research for the music magazine, including surveys and exploring additional sources; (2) the music magazine was more professionally designed after learning industry standards by comparing to other magazines; (3) greater experience with design software like Photoshop allowed for a higher quality final product. Practicing with the tools enabled focusing on important elements like content and appealing to the target audience.
Question 7
The author reflects on how their skills with Photoshop and understanding of magazine layout have greatly improved since their preliminary task. For the preliminary task, they had never used Photoshop before and did not fully understand magazine features. Working on the full product taught them how to utilize tools in Photoshop, properly align elements, and include necessary details like issue dates. They learned that planning, research, and taking time to learn the software were essential to producing a high quality final magazine.
Preliminary task, Q7
The document discusses the learning and progress of creating a full magazine production compared to an earlier preliminary task of creating a student magazine. Some of the key things learned were the need for mastheads, sell lines, barcodes, price, appealing articles, and professional images to make the magazine look realistic and professional. The progression saw skills improvement and use of an SLR camera rather than a digital one for higher quality, more realistic images. Comparing the two productions showed that image quality was much better using an SLR, and that not using Photoshop and instead using Gimp limited some capabilities. Overall, familiarity with software tools improved, and the full magazine looked more interesting using different cameras, colors, fonts, and other enhanced
Sash production schedule
The production schedule outlines the tasks for creating a poster over several days. It includes gathering images and deciding on a design on Thursday, editing the selected image in Photoshop on Friday, choosing fonts and building the poster layout on Wednesday, merging all elements and finalizing the design on Thursday, printing test copies and getting peer feedback, and making any final tweaks before evaluating the completed poster on Friday.
Question 7
The student learned about magazine conventions and software skills by creating a preliminary school magazine. They put significant effort into research and design for the preliminary task. For the main music magazine task, the student felt their skills and knowledge had improved, allowing them to create a more professional product that incorporated audience feedback. The preliminary work helped the student improve and feel prepared for the larger project.
Recommended
Preliminary task - Q7
The document discusses the learning and progress between a preliminary magazine task and the full magazine production. Key learnings included aspects needed for a professional magazine like mastheads, barcodes, and appealing articles and images. The progression included gaining more software skills and using a higher quality SLR camera rather than a digital one, resulting in a more realistic magazine. Comparing the two productions showed that choices like the SLR versus digital camera and different design software impacted the quality and professionalism of the final magazine.
Question 7
In 3 sentences:
The progression from the preliminary task to the final product allowed the learner to gain knowledge in using various programs like Word, Publisher, and Photoshop to create their magazine. They also learned about using different fonts, researching other magazines, taking better photographs, and adding extras like more pictures and competitions to make the final magazine more appealing. Overall, the learner felt they learned a lot about the magazine creation process and how to improve the final product over the preliminary version.
Question 7
The student's preliminary magazine task was very basic and unprofessional, showing poor use of Photoshop tools. However, the preliminary task served as a stepping stone, and the final magazine showed a drastic improvement in photo quality and professional presentation. The student learned from mistakes in the preliminary task and got more comfortable using Photoshop, which allowed them to create a well-structured, polished final magazine that better represented a real publication.
How prelim task differs to my final task
This document compares the author's preliminary college magazine project to their final music magazine project. The author notes several key differences: (1) they conducted more extensive research for the music magazine, including surveys and exploring additional sources; (2) the music magazine was more professionally designed after learning industry standards by comparing to other magazines; (3) greater experience with design software like Photoshop allowed for a higher quality final product. Practicing with the tools enabled focusing on important elements like content and appealing to the target audience.
Question 7
The author reflects on how their skills with Photoshop and understanding of magazine layout have greatly improved since their preliminary task. For the preliminary task, they had never used Photoshop before and did not fully understand magazine features. Working on the full product taught them how to utilize tools in Photoshop, properly align elements, and include necessary details like issue dates. They learned that planning, research, and taking time to learn the software were essential to producing a high quality final magazine.
Preliminary task, Q7
The document discusses the learning and progress of creating a full magazine production compared to an earlier preliminary task of creating a student magazine. Some of the key things learned were the need for mastheads, sell lines, barcodes, price, appealing articles, and professional images to make the magazine look realistic and professional. The progression saw skills improvement and use of an SLR camera rather than a digital one for higher quality, more realistic images. Comparing the two productions showed that image quality was much better using an SLR, and that not using Photoshop and instead using Gimp limited some capabilities. Overall, familiarity with software tools improved, and the full magazine looked more interesting using different cameras, colors, fonts, and other enhanced
Sash production schedule
The production schedule outlines the tasks for creating a poster over several days. It includes gathering images and deciding on a design on Thursday, editing the selected image in Photoshop on Friday, choosing fonts and building the poster layout on Wednesday, merging all elements and finalizing the design on Thursday, printing test copies and getting peer feedback, and making any final tweaks before evaluating the completed poster on Friday.
Question 7
The student learned about magazine conventions and software skills by creating a preliminary school magazine. They put significant effort into research and design for the preliminary task. For the main music magazine task, the student felt their skills and knowledge had improved, allowing them to create a more professional product that incorporated audience feedback. The preliminary work helped the student improve and feel prepared for the larger project.
As work audit of skills
Katie has learned many new technologies in her A Level media studies course that have improved her terminology and skills. Her skills with Photoshop have grown the most, allowing her to make edits and add effects to images for her magazine. She also learned to use Blogger to document her magazine production process. While familiar with PowerPoint and Word, generating a survey and presenting her evaluation exposed Katie to new uses of the software. Overall, her technical skills have expanded, though she aims to better manage her time next year.
Slideshare
The document reflects on what was learned from a preliminary task to developing a full product. It discusses improving independent work skills like research, organization, and time management. Participating in a photoshoot helped learn skills like using a professional camera and considering shot types and angles. Analytical skills around magazine codes and conventions were enhanced, and self-critique was recognized as important to creating a successful media product.
Question 6
The document discusses different technologies the author used to create a school magazine, including Adobe InDesign for page layout, Photoshop for image editing, Blogger for hosting their work online, PowerPoint for presentations, and Prezi as an alternative presentation tool. While some programs like Photoshop and Blogger were initially difficult to learn, the author gained experience and found InDesign, PowerPoint, and Prezi to be effective for page layout, presentations, and sharing their work.
Question 7
From completing the preliminary task to the final product, the author learned to improve their photography skills, research more effectively, and adapt their work to the targeted audience and genre. Research, including codes and conventions and focus groups, was key throughout the process and allowed the author to make changes like adding a masthead based on feedback. Overall, the author's production improved over the preliminary task as they gained knowledge of how to design the magazine and use Photoshop through research.
Question 7
The document discusses learning from a preliminary magazine task to the final product. The respondent learned about using different hardware and software used in media to produce a magazine. They gained confidence and skills in using design software, taking photographs, writing articles and headlines, and targeting audiences. They learned forms and conventions of magazines and improved their abilities in photography, layout, and making headlines and cover lines more realistic.
Question 7
The author learned new skills with Photoshop and InDesign and gained experience manipulating the software features. They improved their understanding of real media texts and professional magazine layout techniques like reducing blank space and including relevant features. The author's photos became more professional through learning camera skills and techniques like framing the subject as the focal point. Planning documents like flat plans and call sheets also helped the author better organize and produce their magazine. Looking back, the author feels they have gained valuable skills and knowledge that allowed them to create a more polished final product.
Evaluation q6
The document discusses technologies learned during the process of creating a music magazine. These include Photoshop and PhotoPlus for image editing and manipulation, a professional SLR camera, Prezi for presentations, and Blogger. Screenshots are provided documenting the design process in Photoshop, including adjusting brightness/contrast, zooming in on an image, using the spot healing brush to blur skin and disguise a fake tattoo, and designing the magazine cover and contents page layout.
Looking back at your preliminary task
The document reflects on the progression of skills the author has made from preliminary tasks to creating a music magazine. Firstly, the author's skills using Photoshop and InDesign improved, allowing them to create higher quality images. Secondly, the author learned the importance of in-depth planning, like considering their target audience, which resulted in a better overall product. In conclusion, the author felt the learning process was necessary to gain the skills needed to successfully create the magazine, and these skills will benefit their future work.
Question 6
The document discusses the technologies used to create a magazine production project and what was learned from using them. Photoshop was used to edit photos taken with a Canon camera and was challenging to learn but YouTube tutorials helped. The internet, through Google and YouTube, provided valuable research assistance. Learning to properly operate the camera through experience improved the quality of photos. Overall, technologies played a major role in the development and professional quality of the magazine production.
Evaluation question 7
The document reflects on the progression of the author's skills and understanding in creating magazines from their preliminary task to the final product. Initially, the author had little knowledge of magazine layout and used basic software like Publisher. However, they learned Photoshop skills and about magazine conventions. Their final music magazine showed higher quality layout and design that included more images and elements following the genre. The author is pleased with their growth and learning over the course of completing different magazine assignments.
Evaluation q7.
In this evaluation, the author reflects on how their skills and understanding of magazine design improved from their preliminary task to the final product. Some key areas of growth included learning how to use design software like Quark and Photoshop, conducting audience research to make informed design choices, including things like an introduction to make the magazine seem more realistic, and focusing on things like layout, structure, and appropriate content for the target audience. The author feels they have gained valuable experience in magazine design that will help them create a more polished and professional product in the future.
Untitled 3
For their preliminary task, the author did little research and focused more on what they liked rather than what readers would think. When working on the main task, the author researched magazine formats and designs. This helped them understand conventions like prominent images on covers. The author also gained more skills in Photoshop over time, allowing them to create a more professional magazine for the main task compared to the preliminary version.
Question 7 for media evaluation
The student learned many new skills when progressing from their preliminary task to creating a full music magazine product. They became proficient in using Photoshop to edit pictures by changing colors, rotating, and resizing images. They also learned how to use InDesign, which was crucial for laying out the magazine, allowing them to add images, change fonts, and apply effects. Overall, the student improved their ability to include conventions like edited pictures, pull quotes, and drop shadows to make the final magazine more polished and professional compared to their initial task.
Q7
The student learned several important skills for improving images and magazine layout while progressing from a preliminary college magazine task to a full music magazine product:
1) How to use levels to improve overall image quality and properly lighten or darken areas.
2) How to use the spot healing tool to remove unwanted elements and make images look more polished.
3) The importance of planning photography in advance to have suitable high-quality cover photos and coordinate pages.
4) How to do research on other magazines' conventions to guide design choices like appropriate shots, pull quotes and professional appearance.
Media Evaluation question 7
The document discusses lessons learned from a preliminary magazine project to a full magazine product. It notes that picture quality greatly increased due to better camera skills and photo editing software knowledge. For the full project, more planning went into the photo shoots, which improved organization and quality compared to the rushed preliminary task. Overall, skills in time management, organization, camera use, and photo editing grew between the two projects.
Media evaluation part 7
The student learned how to use InDesign software to create magazine pages for their preliminary task. While they found the software easy to learn, they struggled with writing evaluations. For the main task, the student conducted more research on their target music audience. They developed skills in Photoshop, InDesign, and article writing to produce the magazine. Establishing a house style was also important to bring order and consistency to the final magazine.
Question 6
The student learned to use several new technologies in the process of constructing their magazine product. They expanded their skills with Photoshop and learned how to use InDesign to lay out pages and make them look more professional. The student also gained experience using an SLR camera in a photo studio, learning how to adjust settings to improve image quality and lighting. Overall, the student feels confident in their abilities with the software and technologies used in creating their magazine.
Media
Bauer Media would be a good institution to distribute the product because they already distribute similar music magazines. As an international company, they could distribute the magazine worldwide and increase profits.
The author learned to use Photoshop and InDesign software to design the magazine, starting with a 2D model in Photoshop and transferring it to InDesign. They were able to move and edit elements without permanently changing the layout.
Skills from the preliminary task like camera techniques and editing were applied to taking photos for and editing the magazine. Experience with different software and equipment transferred between tasks.
Evaluation question 7
The author learned several skills from their preliminary task to creating a full music magazine product. They gained more experience using Photoshop which allowed their final magazine cover to look more detailed and professional compared to the preliminary task. Key skills learned included using layers in Photoshop, cropping images, and choosing color schemes and backgrounds that made the text stand out and look more appealing to audiences. Overall, developing Photoshop skills before the final project helped the author create a higher quality media product with confidence.
Evaluation Question 7
1) Throughout developing their product, the author's skills in research and planning improved. For their preliminary task, they spent only 2 weeks conducting research, whereas for the final product they spent significantly more time researching locations, fonts, lighting, and other magazines.
2) The author's construction skills also improved. They took more test photos with different angles and heights compared to only a few photos for the preliminary task. Their final photos were of higher quality.
3) The author's Photoshop skills improved as well, allowing them to better manipulate images and text. Their final product layout was of higher standard compared to the preliminary task. They learned to better plan out articles and photo placement.
Master Thesis Presentation, Medical Physics, 2015
This document appears to be from a master's thesis that aims to use image analysis to objectively and reproducibly analyze angiogenic hotspots in histological whole slide images. The thesis discusses tumor angiogenesis, microscopy, whole slide imaging of colorectal cancer samples, image segmentation methods, generating blood vessel maps, comparing patterns to random distributions, continuous density functions, hotspot probability maps, and comparison to human observers. The optimized workflow, multivariate maps, and thank you are also briefly mentioned.
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As work audit of skills
Katie has learned many new technologies in her A Level media studies course that have improved her terminology and skills. Her skills with Photoshop have grown the most, allowing her to make edits and add effects to images for her magazine. She also learned to use Blogger to document her magazine production process. While familiar with PowerPoint and Word, generating a survey and presenting her evaluation exposed Katie to new uses of the software. Overall, her technical skills have expanded, though she aims to better manage her time next year.
Slideshare
The document reflects on what was learned from a preliminary task to developing a full product. It discusses improving independent work skills like research, organization, and time management. Participating in a photoshoot helped learn skills like using a professional camera and considering shot types and angles. Analytical skills around magazine codes and conventions were enhanced, and self-critique was recognized as important to creating a successful media product.
Question 6
The document discusses different technologies the author used to create a school magazine, including Adobe InDesign for page layout, Photoshop for image editing, Blogger for hosting their work online, PowerPoint for presentations, and Prezi as an alternative presentation tool. While some programs like Photoshop and Blogger were initially difficult to learn, the author gained experience and found InDesign, PowerPoint, and Prezi to be effective for page layout, presentations, and sharing their work.
Question 7
From completing the preliminary task to the final product, the author learned to improve their photography skills, research more effectively, and adapt their work to the targeted audience and genre. Research, including codes and conventions and focus groups, was key throughout the process and allowed the author to make changes like adding a masthead based on feedback. Overall, the author's production improved over the preliminary task as they gained knowledge of how to design the magazine and use Photoshop through research.
Question 7
The document discusses learning from a preliminary magazine task to the final product. The respondent learned about using different hardware and software used in media to produce a magazine. They gained confidence and skills in using design software, taking photographs, writing articles and headlines, and targeting audiences. They learned forms and conventions of magazines and improved their abilities in photography, layout, and making headlines and cover lines more realistic.
Question 7
The author learned new skills with Photoshop and InDesign and gained experience manipulating the software features. They improved their understanding of real media texts and professional magazine layout techniques like reducing blank space and including relevant features. The author's photos became more professional through learning camera skills and techniques like framing the subject as the focal point. Planning documents like flat plans and call sheets also helped the author better organize and produce their magazine. Looking back, the author feels they have gained valuable skills and knowledge that allowed them to create a more polished final product.
Evaluation q6
The document discusses technologies learned during the process of creating a music magazine. These include Photoshop and PhotoPlus for image editing and manipulation, a professional SLR camera, Prezi for presentations, and Blogger. Screenshots are provided documenting the design process in Photoshop, including adjusting brightness/contrast, zooming in on an image, using the spot healing brush to blur skin and disguise a fake tattoo, and designing the magazine cover and contents page layout.
Looking back at your preliminary task
The document reflects on the progression of skills the author has made from preliminary tasks to creating a music magazine. Firstly, the author's skills using Photoshop and InDesign improved, allowing them to create higher quality images. Secondly, the author learned the importance of in-depth planning, like considering their target audience, which resulted in a better overall product. In conclusion, the author felt the learning process was necessary to gain the skills needed to successfully create the magazine, and these skills will benefit their future work.
Question 6
The document discusses the technologies used to create a magazine production project and what was learned from using them. Photoshop was used to edit photos taken with a Canon camera and was challenging to learn but YouTube tutorials helped. The internet, through Google and YouTube, provided valuable research assistance. Learning to properly operate the camera through experience improved the quality of photos. Overall, technologies played a major role in the development and professional quality of the magazine production.
Evaluation question 7
The document reflects on the progression of the author's skills and understanding in creating magazines from their preliminary task to the final product. Initially, the author had little knowledge of magazine layout and used basic software like Publisher. However, they learned Photoshop skills and about magazine conventions. Their final music magazine showed higher quality layout and design that included more images and elements following the genre. The author is pleased with their growth and learning over the course of completing different magazine assignments.
Evaluation q7.
In this evaluation, the author reflects on how their skills and understanding of magazine design improved from their preliminary task to the final product. Some key areas of growth included learning how to use design software like Quark and Photoshop, conducting audience research to make informed design choices, including things like an introduction to make the magazine seem more realistic, and focusing on things like layout, structure, and appropriate content for the target audience. The author feels they have gained valuable experience in magazine design that will help them create a more polished and professional product in the future.
Untitled 3
For their preliminary task, the author did little research and focused more on what they liked rather than what readers would think. When working on the main task, the author researched magazine formats and designs. This helped them understand conventions like prominent images on covers. The author also gained more skills in Photoshop over time, allowing them to create a more professional magazine for the main task compared to the preliminary version.
Question 7 for media evaluation
The student learned many new skills when progressing from their preliminary task to creating a full music magazine product. They became proficient in using Photoshop to edit pictures by changing colors, rotating, and resizing images. They also learned how to use InDesign, which was crucial for laying out the magazine, allowing them to add images, change fonts, and apply effects. Overall, the student improved their ability to include conventions like edited pictures, pull quotes, and drop shadows to make the final magazine more polished and professional compared to their initial task.
Q7
The student learned several important skills for improving images and magazine layout while progressing from a preliminary college magazine task to a full music magazine product:
1) How to use levels to improve overall image quality and properly lighten or darken areas.
2) How to use the spot healing tool to remove unwanted elements and make images look more polished.
3) The importance of planning photography in advance to have suitable high-quality cover photos and coordinate pages.
4) How to do research on other magazines' conventions to guide design choices like appropriate shots, pull quotes and professional appearance.
Media Evaluation question 7
The document discusses lessons learned from a preliminary magazine project to a full magazine product. It notes that picture quality greatly increased due to better camera skills and photo editing software knowledge. For the full project, more planning went into the photo shoots, which improved organization and quality compared to the rushed preliminary task. Overall, skills in time management, organization, camera use, and photo editing grew between the two projects.
Media evaluation part 7
The student learned how to use InDesign software to create magazine pages for their preliminary task. While they found the software easy to learn, they struggled with writing evaluations. For the main task, the student conducted more research on their target music audience. They developed skills in Photoshop, InDesign, and article writing to produce the magazine. Establishing a house style was also important to bring order and consistency to the final magazine.
Question 6
The student learned to use several new technologies in the process of constructing their magazine product. They expanded their skills with Photoshop and learned how to use InDesign to lay out pages and make them look more professional. The student also gained experience using an SLR camera in a photo studio, learning how to adjust settings to improve image quality and lighting. Overall, the student feels confident in their abilities with the software and technologies used in creating their magazine.
Media
Bauer Media would be a good institution to distribute the product because they already distribute similar music magazines. As an international company, they could distribute the magazine worldwide and increase profits.
The author learned to use Photoshop and InDesign software to design the magazine, starting with a 2D model in Photoshop and transferring it to InDesign. They were able to move and edit elements without permanently changing the layout.
Skills from the preliminary task like camera techniques and editing were applied to taking photos for and editing the magazine. Experience with different software and equipment transferred between tasks.
Evaluation question 7
The author learned several skills from their preliminary task to creating a full music magazine product. They gained more experience using Photoshop which allowed their final magazine cover to look more detailed and professional compared to the preliminary task. Key skills learned included using layers in Photoshop, cropping images, and choosing color schemes and backgrounds that made the text stand out and look more appealing to audiences. Overall, developing Photoshop skills before the final project helped the author create a higher quality media product with confidence.
Evaluation Question 7
1) Throughout developing their product, the author's skills in research and planning improved. For their preliminary task, they spent only 2 weeks conducting research, whereas for the final product they spent significantly more time researching locations, fonts, lighting, and other magazines.
2) The author's construction skills also improved. They took more test photos with different angles and heights compared to only a few photos for the preliminary task. Their final photos were of higher quality.
3) The author's Photoshop skills improved as well, allowing them to better manipulate images and text. Their final product layout was of higher standard compared to the preliminary task. They learned to better plan out articles and photo placement.
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This letter provides a reference for Katherine Tucker from her former employer Halliburton Australia Pty Ltd. Ron Duckett, Area Manager, describes Katherine's role managing training and competency goals for employees, and developing relationships with third party vendors. Duckett praises Katherine's quiet efficiency and dedication, especially during a period of 200% business growth. While saddened Katherine was let go due to industry downturn, Duckett recommends her highly as an energetic and efficient employee with potential for future success.
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This thesis examines the design of a multiband fractal antenna based on Minkowski geometry for radio frequency identification (RFID) systems. The document begins with an introduction to fractal structures and their self-similar properties that allow for miniaturization. It then discusses Minkowski fractals specifically and reviews previous research on using Minkowski fractals as antennas. The thesis aims to design a multiband Minkowski fractal patch antenna that maintains a small size and high gain/efficiency at RFID frequency bands of 2.45GHz and 5.8GHz. Simulation results are presented on different iterations of Minkowski fractals as both loop and patch antennas to achieve this multiband response.
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Similar to Question 4 done
Evaluation 6
Jay Franks evaluated the technologies used to create a magazine product. He learned that his Nikon camera takes high quality photos and that camera settings like lighting and distance impact images. He also developed skills using Photoshop, like the brush and color picker tools, to professionally edit photos. Additionally, Jay used online programs like Blogger, Scribd and Prezi to research, plan, present and evaluate his work, discovering different ways to share information. Through the process, Jay learned how tools like cameras, software and websites can be manipulated to produce a quality final product.
Evaluation 6
Jay Franks evaluated the technologies used to create a magazine product. He learned that his Nikon camera takes high quality photos but has many buttons that were initially confusing. He improved his photography skills by manipulating lighting and camera positioning. Jay also learned new skills using Photoshop, such as the brush and color picker tools for perfect color editing. Additionally, he presented research and evaluations using online sites like Blogger, Scribd, and Prezi, finding multiple ways to present information. Through the process, Jay discovered the effect of lighting on image quality and the best lighting setup in the media studio.
Question 7
The document discusses the skills and techniques the author has learned throughout a film course. From their preliminary task to the final product, the author's skills in pre-production, production, and editing improved significantly. In pre-production, the author spent more time developing storyboards, scripts, schedules, and other materials for the final product compared to the preliminary task. During production, the author used better equipment like a higher quality camera, tripod, and microphone. They also applied specific lighting and filming techniques suited to their genre. In editing, the author learned skills like color correction, titles, and using After Effects, resulting in a more polished final product. Overall, the author felt they gained valuable experience and improved their filmmaking abilities
Personal skills audit
The document describes Mark Rattigan's skills and process for creating a video production. It details the digital tools he used, including Final Cut video editing software. Planning tasks like storyboards and scripts helped the smooth filming progression. Research of horror genre conventions from films like Psycho and Saw influenced elements of the video like camera techniques and music style. While adhering to some horror conventions, Mark aimed to create a unique storyline about three boys exploring an abandoned house. He plans to further develop his skills with the video editing software and matching the visuals more closely to the rhythm of the music.
Evaluation q4 2
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
Evaluation 6
Jay Franks evaluated the technologies used to construct a magazine product. He learned that the Nikon D3300 camera takes high quality photos but has many buttons that were initially confusing. Through practice, Jay improved his photography skills and learned how lighting and distance impact an image. In Photoshop, Jay discovered new tools like the brush and color picker tools that helped perfectly match colors for the magazine's style. Online programs like Blogger, Scribd, and Prezi allowed Jay to present research, planning, and evaluations in multiple formats, keeping the information interesting rather than repetitive.
Presentation 7 New
The document compares the learner's preliminary magazine front cover task to their full magazine product. They felt the preliminary task lacked professionalism compared to the final product. For the final product, they chose better fonts, layouts, and photo angles that aligned with research into industry conventions. The learner also realized the importance of planning, research, and time management to produce high quality work, and how their technical skills with design software improved over the course of the project.
Skills
1) The student learned new media terminology at A Level such as "incidental music" and "ambient sound" that went beyond what was learned at GCSE.
2) They improved their skills with Photoshop tools like the "magnetic lasso tool" which allowed for more precise selection and editing of images.
3) While initially struggling with the layout and settings of Blogger, the student became more familiar with it over time from frequent use in posting their work.
Evaluation 4
Media technologies played a key role throughout the creation of the promotional package. Premier Pro and Photoshop were used to edit footage and create graphics. YouTube and Google provided inspiration from existing horror films and magazines. Skills with these programs improved over time, allowing for more professional and sophisticated end products. Media technologies were essential for researching, planning, producing, and promoting the various elements of the package.
Presentation 7
The document compares the learner's preliminary magazine project to their full coursework magazine project. They felt the coursework project was more professional due to increased planning, research into appropriate fonts and conventions, and improved technical skills from using the software over time. Key lessons learned were that planning and considering the target audience are essential for a high quality end product.
How did you use new media technologies?
The document discusses the various digital technologies used during the planning, research, production and evaluation stages of creating a music video for an advanced portfolio project. WordPress was used to create a blog to document the entire process. During planning, research was conducted using Google, YouTube, and existing music videos to help decide on genre and narrative. A Fujifilm camera was used to film the music video. Adobe Premiere Elements was used to edit the footage, with challenges encountered due to its complexity. Photoshop was used to create ancillary materials like a digital booklet cover. Microsoft Word and Facebook were also utilized at various stages, and Prezi and SlideShare helped present findings.
A2 media evaluation
The document summarizes the various media technologies used by the author at different stages of a coursework project. This included using the internet to research album covers, magazine layouts, and music videos for inspiration. The author recorded their research on a blog for the examiner to review. Photoshop was used to edit photos for designs like an album cover and poster. A presentation site called Prezzi was used to answer evaluation questions in an interactive format. Feedback was gathered from audiences viewing the music video by recording them on camera.
Evaluation Q4
The student used various media technologies throughout their media project, including Blogger and Prezi for research and planning, YouTube to research music videos and present findings, and the internet to research their genre and target audience. During construction, they used a camera to film footage and Movie Studio Platinum to edit videos. For evaluations, they used Prezi, Movie Studio Platinum, Microsoft Word, and PowerPoint. Overall, they felt they improved most at editing skills by working independently this year.
Eval 7
The document discusses what was learned from the preliminary task to the full product. For the preliminary task, the genre was chosen rather than being able to pick their own. For the full product, being able to choose their own genre of UK rap allowed for more passion and knowledge in the project. Research of other magazines in that genre helped with planning. Questionnaires and interviews with the target audience aided in direction. Drawn drafts of pages facilitated production. Photography skills improved with practice. Understanding and following conventions while also breaking some became more important. Time management and technical skills like Photoshop and InDesign grew from the preliminary to full project, allowing for more creativity.
Question 4
The document discusses the various media technologies used at different stages of a project. At the start, QuestionPro and social media like Facebook and Twitter were used to conduct research and gather public opinion. The responses were then analyzed using Excel to create graphs. YouTube was utilized to analyze existing horror trailers. Google was used to research horror posters and magazines. PowerPoint was employed to present research findings. Photoshop was used to edit photos taken with a Nikon camera for the film poster and magazine. Publisher created templates for the poster and magazine. Serif Movie Plus was used to edit the trailer filmed on a Panasonic camera. Cubase helped record and mix sounds for the trailer in a school studio.
Skills review
Patrice Etienne conducted research on gangster films, including making a timeline of influential titles and examining the openings of three hit gangster movies. Research focused on conventions around costume, location, and props. Further research looked specifically at British gangster films like Snatch and Lock Stock. Location scouting and mood boarding were used in planning. Conventions around themes like drugs, shot types including close-ups, and using British songs were employed. Creativity improved through using new software and props. Digital skills grew through learning to edit with Premiere Pro and use a camera and tripod. Further skills development is planned around syncing video and audio, composition, and camera techniques.
Question 4
The student used a variety of media technologies throughout the construction, research, planning, and evaluation stages of their project. During research and planning, they used Prezi, Microsoft Word, PowerPoint, and Google Drive. Prezi allowed for creativity and embedding of media like video. During construction, they used a camera to film footage, Photoshop to edit ancillary tasks, and Premiere Pro to edit the trailer. They uploaded their work to Blogger and shared the trailer on YouTube and social media. Throughout the process, they learned new skills in software like Photoshop and Premiere Pro by watching tutorials online.
Evaluation 6,7
The document discusses what the author has learned about technologies from constructing their product. They have learned how to use Photoshop proficiently, including skills that helped with their A2 blog. They understand different camera shots and how to transfer photos between devices. Constructing the product also helped them learn how to use a Mac and create media conventions like mastheads for their magazine. Overall, completing this project helped the author gain experience with new technologies and software that will benefit their AS retake work.
Question 4 media evaluation
The student used various new media technologies in their construction and research, planning, and evaluation stages. They used a more advanced camera than the previous year which provided better quality footage but was more difficult to use. They also used a reflector to help light scenes, their phone to send photos and record audio, and Final Cut Pro software to edit their trailer, adding effects and sound. Photoshop and Prezi were new software that they learned, and they created presentations using Popplet, Slideshare, and Emaze to share on their Mahara blog. They also used SurveyMonkey to create a questionnaire and YouTube to upload and share videos. Most work was done on an Apple Mac computer provided by the college.
Evaluation
The document discusses feedback received on a movie trailer. The feedback identified several positive aspects of the trailer, including that the storyline engaged viewers and clearly established the characters and plot. Viewers also responded positively to the sound design, saying the music enhanced the emotional scenes. Additional positives singled out were the age-appropriate language, clear genre, and suitable location that fit the storyline. The feedback provided insights to strengthen future projects.
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Question 4 done
- 1. Question 4 How did you use media technologies in the construction and research, planning and evaluation stages?
- 2. I don’t think our print products were so much of an issue as we had used illustrator and Photoshop last year and so I’d say I was experience on that before however this year I was able to use the software's more confidently. I feel like having a story board really helped and I felt more confident in filming because I had a good understanding of what I was doing . Same goes for all the pre production sheet, risk assessments , call sheets etc. Print products
- 3. For my case study I use two of Rihanna's albums ‘loud’ and ‘good girl gone bad’ as well as Britney spears album ‘femme fataie’, I only really searched for my the genre of music which I used for my music video would which is RNB. From doing these case studies, I feel as though I was able to familiarise myself with how these albums work and what I would like mine to look like. Case study
- 4. • I believe my editing skills have improved a lot now, I’m more familiar with what’s good to use when and why and because I’ve been In practise with it for the month in which we did edit and I was able improve myself. And expand on my editing skills . I think my team working skills has improve but I think our music video could have been much better if some of our footage was a bit brighter and if we used a tripod more regularly Skills I have picked up
- 5. These logo’s are there to show all the software and technologies that I used to help me produce all my work. I believe I have become more confident in using these technologies and software after completing this coursework.
- 6. Camera work As I do photography, I’ve always felt confident when using the camera and so I feel like my filming and using the camera frequently I think I have advanced my skill even more. I feel like I got over confident with the camera that I didn’t feel like I needed to use the tripod and as a result of that our footage wasn’t as still but I guess we manage to make it work.