Question 6
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The document discusses different technologies used to create a magazine product, including Quark for layout, Photoshop for image editing, cameras for photography, and a voice recorder for conducting research. Quark made magazine creation faster and led to job losses. Photoshop's familiar tools made image editing easy. A still camera captured high-quality images and a video camera provided proof of audience research. The voice recorder facilitated audience research, and all the equipment was described as easy to use.
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Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Question 6
The document discusses the use of various software programs - Panasonic video camera, Final Cut Pro, Livetype, Soundtrack Pro, and Photoshop - during a filmmaking project. It describes learning to use the camera and editing software like Final Cut Pro, encountering challenges with Livetype, limited use of Soundtrack Pro, and learning new Photoshop skills. Overall, the document emphasizes how using these digital tools made the filmmaking process easier than it would have been without technology.
Evaluation question 6
Charlie Woodrow evaluated what they learned about technologies from constructing a product. They found that Blogger was useful for organizing and storing work, and they learned how to customize their blog and add various media. Premiere Pro was used for most video editing, and through its use Charlie learned how to clip videos, adjust audio levels, and add transitions. After Effects was ultimately not used much. Charlie's own camera equipment provided slightly better quality than the school's and through its use they learned new shot types and camera settings. Overall, Charlie most enjoyed learning video editing skills that will benefit their future projects.
Question 4
The student used a variety of digital tools and media in their project including iMacs for editing, iPhones to take photos, YouTube for research and tutorials, Mahara for journaling, PhotoShop and Illustrator for design work, GarageBand for music, Final Cut Pro for video editing, and a Canon 80D camera for filming. Tutorial videos helped them learn how to use software and equipment they were unfamiliar with.
Question 6
The document discusses what the author learned about technologies from constructing a product. They became familiar with Adobe Premiere Pro which they used to edit footage for their opening sequence and other videos. They also learned how to use Adobe After Effects and Audition while working on the project, having to learn as they went along. The author notes it would have been beneficial to practice with the software before beginning work.
Evaluation Question 6
The document discusses the various technologies the author learned about through creating a film product. They learned how to operate a professional camcorder and tripod to record high quality steady video. Final Cut Pro software taught editing skills like transitions, titles, music, and filters. Live Type helped create professional opening titles. Prezi, SlideShare, YouTube, Blogger, and SoundCloud supported presenting work, uploading rough cuts, adding annotations, recording the process, and getting audience feedback. Overall the author gained knowledge of how different technologies work together to create a professional final product.
Documentary editing process
The document discusses the author's experience editing a documentary and radio trailer using Final Cut Express and Garage Band. As the person who picked up the editing software skills most quickly, they took the lead role in editing the documentary. They enjoyed the editing process and felt the end results were worth the time spent fine-tuning the clips. Working with the Apple Macs, which were more technical than Windows computers, improved their technical skills.
Question 6 - fraser
The student learned several skills related to camera use, video editing, and production work through creating a film. They found operating the camera challenging at first but enjoyed experimenting with different shots. Editing software like iMovie was easy to use and allowed splitting audio tracks. The student's production skills improved significantly over the course, from cautious early shots to a better final product using a variety of shots without a difficult-to-use GoPro. To continue improving, the student aims to learn how to use a broader range of technologies.
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Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Question 6
The document discusses the use of various software programs - Panasonic video camera, Final Cut Pro, Livetype, Soundtrack Pro, and Photoshop - during a filmmaking project. It describes learning to use the camera and editing software like Final Cut Pro, encountering challenges with Livetype, limited use of Soundtrack Pro, and learning new Photoshop skills. Overall, the document emphasizes how using these digital tools made the filmmaking process easier than it would have been without technology.
Evaluation question 6
Charlie Woodrow evaluated what they learned about technologies from constructing a product. They found that Blogger was useful for organizing and storing work, and they learned how to customize their blog and add various media. Premiere Pro was used for most video editing, and through its use Charlie learned how to clip videos, adjust audio levels, and add transitions. After Effects was ultimately not used much. Charlie's own camera equipment provided slightly better quality than the school's and through its use they learned new shot types and camera settings. Overall, Charlie most enjoyed learning video editing skills that will benefit their future projects.
Question 4
The student used a variety of digital tools and media in their project including iMacs for editing, iPhones to take photos, YouTube for research and tutorials, Mahara for journaling, PhotoShop and Illustrator for design work, GarageBand for music, Final Cut Pro for video editing, and a Canon 80D camera for filming. Tutorial videos helped them learn how to use software and equipment they were unfamiliar with.
Question 6
The document discusses what the author learned about technologies from constructing a product. They became familiar with Adobe Premiere Pro which they used to edit footage for their opening sequence and other videos. They also learned how to use Adobe After Effects and Audition while working on the project, having to learn as they went along. The author notes it would have been beneficial to practice with the software before beginning work.
Evaluation Question 6
The document discusses the various technologies the author learned about through creating a film product. They learned how to operate a professional camcorder and tripod to record high quality steady video. Final Cut Pro software taught editing skills like transitions, titles, music, and filters. Live Type helped create professional opening titles. Prezi, SlideShare, YouTube, Blogger, and SoundCloud supported presenting work, uploading rough cuts, adding annotations, recording the process, and getting audience feedback. Overall the author gained knowledge of how different technologies work together to create a professional final product.
Documentary editing process
The document discusses the author's experience editing a documentary and radio trailer using Final Cut Express and Garage Band. As the person who picked up the editing software skills most quickly, they took the lead role in editing the documentary. They enjoyed the editing process and felt the end results were worth the time spent fine-tuning the clips. Working with the Apple Macs, which were more technical than Windows computers, improved their technical skills.
Question 6 - fraser
The student learned several skills related to camera use, video editing, and production work through creating a film. They found operating the camera challenging at first but enjoyed experimenting with different shots. Editing software like iMovie was easy to use and allowed splitting audio tracks. The student's production skills improved significantly over the course, from cautious early shots to a better final product using a variety of shots without a difficult-to-use GoPro. To continue improving, the student aims to learn how to use a broader range of technologies.
Question 7
Luke Brierley learned how to use multiple media technologies like SLR cameras, Photoshop, and Quark Express through his coursework. He learned how to properly focus a camera and use different camera settings. In Photoshop, he learned to use various effects and it was his first time using the software. Quark was also new to him but he learned it has helpful guidelines for magazine layout. Most importantly, he learned how to properly construct a magazine for a specific audience by researching genres during his coursework.
Evaluation question 6- Shauna
The document discusses the use of various technologies in creating an opening film sequence. Blogger was used to share work with group members and teachers, and allowed for easy labeling and organization of posts. YouTube made it simple to include videos on the blog for all to access. While the Macs were powerful, they took some time for a first-time user to learn, and saving work was challenging if another person was using the computer. The Canon camera produced high-quality video and photos but was fragile. Final Cut Express provided editing tools but rendering took a long time. GarageBand allowed for custom music creation though combining instruments could get confusing. Overall, the author learned about the various technologies available for creative, non-copyrighted work
Question 6
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.
Question 6evaluation
The document discusses Lucy Elliott's experience using various software and tools for a school project. It summarizes that Final Cut Express, YouTube, Garage Band, Blogger, and the school camera each had benefits and limitations. Final Cut Express allowed editing but was difficult to learn initially. YouTube provided tutorials and inspiration but lacked copyrighted content. Garage Band enabled custom music but required assistance. Blogger organized files but uploads became disorganized. The camera captured quality images when settings were correct. The key lessons were to save regularly, explore all features, and watch tutorials to improve skills and outputs.
Power point q.6
The document discusses the differences between the technologies used for A Level and GCSE media studies projects. It focuses on the cameras, tripods, lighting, software, and their impacts. The HD cameras, detailed tripods, lighting equipment, and Adobe Premiere software provided higher quality and more advanced tools compared to the small camcorders and basic software used previously. While it was challenging to learn the new technologies, their use significantly improved the quality and experience of the media production.
How did you use new media technologies in
The document describes the various new media technologies used by the author at different stages of a project. It discusses using a Canon DSLR camera to film multiple takes and experiment with settings. The author had some initial trouble with Blogger layouts but learned to save images as JPEGs before uploading. Adobe Illustrator was used to create logos for a record label and streaming app. Adobe Premiere Pro, with which the author was familiar, was utilized to add cross dissolves, fades, and layering effects between shots to create flow for a song in the edited video project.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
Media
The document discusses the use of new media technologies in the construction of a short film. Various technologies were used at different stages of the process, including iMovie to edit footage from two cameras, YouTube for additional clips, and still cameras to take location photos. While planning relied most on traditional methods like diagrams and notes, a borrowed camera was also used. Evaluation made the most use of technologies like slideshare, iMovie for voiceovers, video cameras, Facebook and YouTube for feedback, and wordle to visualize feedback. Overall, the technologies allowed effective editing and sharing of the film.
Technologies used in my coursework
For his music promo coursework, the author initially found the required technology daunting but learned to use the various software easily. He used a video camera, tripod, and camera dolly to film footage, and Final Cut Pro to edit the footage and add effects and transitions. He created a digital packaging design using Serif Page Plus and edited photos using Picnik. Throughout the project, he used Paint to document permissions, Blogger to upload and receive feedback on his work, and Facebook to conveniently collect additional feedback.
Technologies used in my coursework
For his music promo coursework, the author initially found the required technology daunting but learned to use the various software easily. He used a video camera, tripod, and camera dolly to film footage, and Final Cut Pro to edit the footage and add effects and transitions. He created a digital packaging mockup using Serif Page Plus and edited photos using Picnik. Throughout the project, he used Paint to document permissions, Blogger to upload and receive feedback on his work, and Facebook to conveniently collect additional feedback.
6
The document discusses technologies used to create a product including Google, Blogger, Word/PowerPoint, Adobe Photoshop, Adobe InDesign, a DSLR camera, and studio lights. While familiar with some programs beforehand, the individual learned that Blogger is easy to use like Word and InDesign combines Word and Photoshop features, though found it awkward. Overall, the various technologies worked well together to create the final product.
Evaluation Question 4 part 2
To construct their documentary project, the students used various media technologies. They filmed footage using a Canon camera, tripod, microphone, and headphones. The tripod helped achieve steady shots, though some were broken. A microphone was needed for interviews to reduce background noise. Students edited their footage using Final Cut Express, uploading and organizing their media. They creatively manipulated footage using filters, blurring, speed/slowing changes. A double page spread was created using Microsoft Word and Photoshop. Various technologies were utilized to evaluate their work, including uploading a video review to YouTube.
Task 6
By taking a media studies course, the student learned about various software, hardware, and online tools used for video production. They gained experience shooting with a Canon 50D camera, using tripods, lighting equipment like red-head lights and diffusers, and an audio recorder. The student also learned how to edit video using Adobe Premiere Pro, becoming proficient with transitions, effects, and creating a polished final product. Through completing their video project, the student developed their technical skills with various equipment and got comfortable with the full video production process.
Question 6 and 7
Evaluation Question 6 and 7)
6) What have you learnt about technologies from the process of constructing this product?
7) Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Screenshots of Progression
The document summarizes skills learned from completing a course, including using Powtoon to add transitions, images and music to create aesthetically pleasing movies. It also discusses using Adobe Premiere to develop skills like overlapping layers of music and sound, viewing parts individually, and easily searching through files to select the best clips, in order to make documentaries more effective and realistic.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Technology
The document discusses the technologies used to create a product. It summarizes:
1) The author had some experience with Canon cameras, including the Canon EOS 600D used for filming, and used a tripod to keep the camera steady and focus on close-up objects.
2) Adobe Premier Pro CS5 was used for editing and was found to be relatively easy to learn though additional effects in After Effects were too complex.
3) The software worked well for synchronizing video clips with sound by allowing fast cutting between clips.
evaluation 6
The document discusses the hardware and software used to produce a product. It describes using a video camera, tripod, torches, and Apple macs for hardware. The hardware provided benefits like higher quality footage from using a video camera instead of a phone. Software like Final Cut, Photoshop, After Effects, Prezi, and GarageBand were used. The software helped with editing, titles, animation, and soundtracks. While some software like GarageBand and After Effects took time to learn, overall the hardware and software helped improve the professional quality of the product.
Evaluation question 6
Through constructing a media product, the author learned how to use various technologies like DSLR cameras, tripods, microphones, and editing software such as Adobe Premier Pro and Photoshop. The author gained knowledge of camera functions, video editing techniques, and how to upload finished products online. Overall, working on the media project enhanced the author's technical skills and familiarity with tools that are important for media production.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
Evaluation
Jack Evans evaluated his media product by analyzing how he used, developed, or challenged conventions of real media products. He used Photoshop for the front cover because he was familiar with it, though placement of cover lines could be improved. Quark was new software and took longer to learn, limiting formatting options for the contents page. Overall, he followed conventions but has room to better challenge real magazines and learn new software.
Mediaeval
The document discusses the conventions used in the design of a mock music magazine. It describes elements like the masthead, cover lines, barcode, price, and main image on the front cover. It also discusses the layout of the contents page with sections, columns, and page numbers. The document notes design choices for individual articles as well, such as short titles, stand first paragraphs, drop quotes, and column formatting.
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Question 7
Luke Brierley learned how to use multiple media technologies like SLR cameras, Photoshop, and Quark Express through his coursework. He learned how to properly focus a camera and use different camera settings. In Photoshop, he learned to use various effects and it was his first time using the software. Quark was also new to him but he learned it has helpful guidelines for magazine layout. Most importantly, he learned how to properly construct a magazine for a specific audience by researching genres during his coursework.
Evaluation question 6- Shauna
The document discusses the use of various technologies in creating an opening film sequence. Blogger was used to share work with group members and teachers, and allowed for easy labeling and organization of posts. YouTube made it simple to include videos on the blog for all to access. While the Macs were powerful, they took some time for a first-time user to learn, and saving work was challenging if another person was using the computer. The Canon camera produced high-quality video and photos but was fragile. Final Cut Express provided editing tools but rendering took a long time. GarageBand allowed for custom music creation though combining instruments could get confusing. Overall, the author learned about the various technologies available for creative, non-copyrighted work
Question 6
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.
Question 6evaluation
The document discusses Lucy Elliott's experience using various software and tools for a school project. It summarizes that Final Cut Express, YouTube, Garage Band, Blogger, and the school camera each had benefits and limitations. Final Cut Express allowed editing but was difficult to learn initially. YouTube provided tutorials and inspiration but lacked copyrighted content. Garage Band enabled custom music but required assistance. Blogger organized files but uploads became disorganized. The camera captured quality images when settings were correct. The key lessons were to save regularly, explore all features, and watch tutorials to improve skills and outputs.
Power point q.6
The document discusses the differences between the technologies used for A Level and GCSE media studies projects. It focuses on the cameras, tripods, lighting, software, and their impacts. The HD cameras, detailed tripods, lighting equipment, and Adobe Premiere software provided higher quality and more advanced tools compared to the small camcorders and basic software used previously. While it was challenging to learn the new technologies, their use significantly improved the quality and experience of the media production.
How did you use new media technologies in
The document describes the various new media technologies used by the author at different stages of a project. It discusses using a Canon DSLR camera to film multiple takes and experiment with settings. The author had some initial trouble with Blogger layouts but learned to save images as JPEGs before uploading. Adobe Illustrator was used to create logos for a record label and streaming app. Adobe Premiere Pro, with which the author was familiar, was utilized to add cross dissolves, fades, and layering effects between shots to create flow for a song in the edited video project.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
Media
The document discusses the use of new media technologies in the construction of a short film. Various technologies were used at different stages of the process, including iMovie to edit footage from two cameras, YouTube for additional clips, and still cameras to take location photos. While planning relied most on traditional methods like diagrams and notes, a borrowed camera was also used. Evaluation made the most use of technologies like slideshare, iMovie for voiceovers, video cameras, Facebook and YouTube for feedback, and wordle to visualize feedback. Overall, the technologies allowed effective editing and sharing of the film.
Technologies used in my coursework
For his music promo coursework, the author initially found the required technology daunting but learned to use the various software easily. He used a video camera, tripod, and camera dolly to film footage, and Final Cut Pro to edit the footage and add effects and transitions. He created a digital packaging design using Serif Page Plus and edited photos using Picnik. Throughout the project, he used Paint to document permissions, Blogger to upload and receive feedback on his work, and Facebook to conveniently collect additional feedback.
Technologies used in my coursework
For his music promo coursework, the author initially found the required technology daunting but learned to use the various software easily. He used a video camera, tripod, and camera dolly to film footage, and Final Cut Pro to edit the footage and add effects and transitions. He created a digital packaging mockup using Serif Page Plus and edited photos using Picnik. Throughout the project, he used Paint to document permissions, Blogger to upload and receive feedback on his work, and Facebook to conveniently collect additional feedback.
6
The document discusses technologies used to create a product including Google, Blogger, Word/PowerPoint, Adobe Photoshop, Adobe InDesign, a DSLR camera, and studio lights. While familiar with some programs beforehand, the individual learned that Blogger is easy to use like Word and InDesign combines Word and Photoshop features, though found it awkward. Overall, the various technologies worked well together to create the final product.
Evaluation Question 4 part 2
To construct their documentary project, the students used various media technologies. They filmed footage using a Canon camera, tripod, microphone, and headphones. The tripod helped achieve steady shots, though some were broken. A microphone was needed for interviews to reduce background noise. Students edited their footage using Final Cut Express, uploading and organizing their media. They creatively manipulated footage using filters, blurring, speed/slowing changes. A double page spread was created using Microsoft Word and Photoshop. Various technologies were utilized to evaluate their work, including uploading a video review to YouTube.
Task 6
By taking a media studies course, the student learned about various software, hardware, and online tools used for video production. They gained experience shooting with a Canon 50D camera, using tripods, lighting equipment like red-head lights and diffusers, and an audio recorder. The student also learned how to edit video using Adobe Premiere Pro, becoming proficient with transitions, effects, and creating a polished final product. Through completing their video project, the student developed their technical skills with various equipment and got comfortable with the full video production process.
Question 6 and 7
Evaluation Question 6 and 7)
6) What have you learnt about technologies from the process of constructing this product?
7) Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Screenshots of Progression
The document summarizes skills learned from completing a course, including using Powtoon to add transitions, images and music to create aesthetically pleasing movies. It also discusses using Adobe Premiere to develop skills like overlapping layers of music and sound, viewing parts individually, and easily searching through files to select the best clips, in order to make documentaries more effective and realistic.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Technology
The document discusses the technologies used to create a product. It summarizes:
1) The author had some experience with Canon cameras, including the Canon EOS 600D used for filming, and used a tripod to keep the camera steady and focus on close-up objects.
2) Adobe Premier Pro CS5 was used for editing and was found to be relatively easy to learn though additional effects in After Effects were too complex.
3) The software worked well for synchronizing video clips with sound by allowing fast cutting between clips.
evaluation 6
The document discusses the hardware and software used to produce a product. It describes using a video camera, tripod, torches, and Apple macs for hardware. The hardware provided benefits like higher quality footage from using a video camera instead of a phone. Software like Final Cut, Photoshop, After Effects, Prezi, and GarageBand were used. The software helped with editing, titles, animation, and soundtracks. While some software like GarageBand and After Effects took time to learn, overall the hardware and software helped improve the professional quality of the product.
Evaluation question 6
Through constructing a media product, the author learned how to use various technologies like DSLR cameras, tripods, microphones, and editing software such as Adobe Premier Pro and Photoshop. The author gained knowledge of camera functions, video editing techniques, and how to upload finished products online. Overall, working on the media project enhanced the author's technical skills and familiarity with tools that are important for media production.
Evaluation question 6
Evaluation Question 6 -What have you learnt about technologies from the process of constructing this product?
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What have you learned about technology through this project?
What have you learned about technology through this project?
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Jack Evans evaluated his media product by analyzing how he used, developed, or challenged conventions of real media products. He used Photoshop for the front cover because he was familiar with it, though placement of cover lines could be improved. Quark was new software and took longer to learn, limiting formatting options for the contents page. Overall, he followed conventions but has room to better challenge real magazines and learn new software.
Mediaeval
The document discusses the conventions used in the design of a mock music magazine. It describes elements like the masthead, cover lines, barcode, price, and main image on the front cover. It also discusses the layout of the contents page with sections, columns, and page numbers. The document notes design choices for individual articles as well, such as short titles, stand first paragraphs, drop quotes, and column formatting.
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Graph
This document contains graphs and charts showing survey results about preferences for a music magazine targeted towards 16-20 year olds. Key details include: the target audience is 16-20 year old males and females; the most popular genres are rock and indie so the magazine will feature these; the magazine will be published monthly and cost £3; and it will include posters, lyric quotes, and competitions but no full-page advertisements.
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This document analyzes the key elements of a professional magazine cover. It notes that the masthead contains the title and positioning statement. The main image is usually a mid-shot of a single artist or a medium long shot of a band. Unique fonts are used for the magazine title and logos. Subsidiary images are smaller and the background, colors, and body language are designed to fit the genre without clashing.
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The document summarizes how a media product represents particular social groups. It discusses using a model dressed in indie clothes and bands chosen by questionnaire respondents on the front cover. The contents focus on modern and popular indie bands picked in the questionnaire with bright colors. A double page spread uses popular colors and a favorite band from the questionnaire, with some quotes relating to favorite indie words.
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Graph
This document contains graphs and charts showing survey results about preferences for a music magazine targeted towards 16-20 year olds. Key details include: the target audience is 16-20 year old males and females; the most popular genres are rock and indie so the magazine will feature these; the magazine will be published monthly and cost £3; and it will include posters, lyric quotes, and competitions but no full-page advertisements.
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6. Phrasal verbs that consist of a verb and preposition.
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Evaluation 6
The document discusses the technologies the author learned in producing a magazine. They learned how to use an HD camera, including different shots. Photoshop was used to create the front cover, and the author learned cropping tools. Quark was used for layout and helped with guidelines and columns. Blogger helped with task planning and embedding content. Overall, the author found Photoshop easiest but learned valuable skills from each technology.
How did you use media technologies in the
Ryan Brown used various media technologies to create his media products for evaluation. He used a Fujifilm camera to take photos for ancillary tasks and to film his trailer for consistency. He edited the trailer using Windows Movie Maker, though it froze often. Photoshop allowed him to edit photos and add text for ancillary tasks efficiently. Flickr and SlideShare helped with research and presentation, but had limitations. He created a soundtrack using software that layered sounds but it was time-consuming. The camera microphone captured dialogue but captured interference; a better microphone would improve sound quality. He used a mix of older and newer technologies to create a professional trailer while representing an old film style.
How did you use media technologies in the
Ryan Brown used various media technologies to create his media products for evaluation. He used a Fujifilm camera to take photos for ancillary tasks and to film his trailer for consistency. He edited the trailer using Windows Movie Maker, though it froze often. Photoshop allowed him to edit photos and add text for ancillary tasks efficiently. Flickr and SlideShare helped with research and presentation, but had limitations. He created a soundtrack using software that layered sounds but it was time-consuming. The camera microphone captured dialogue but captured interference; a better microphone would improve sound quality. He used a mix of older and newer technologies to create a professional trailer while representing an old film style.
Evaluation question 4 media
The document discusses the various media technologies used at different stages of a documentary project. It describes using Adobe Premiere Pro for editing video footage and setting up cameras properly for filming interviews and cutaways. Internet research involved using Google to find information and YouTube for archive footage and music. Word was used for planning and Photoshop for a print advert. Throughout the project, the author gained experience with different technologies like Premiere Pro, cameras, and video converters.
Question 6 - Draft
The document discusses what the author learned during a coursework involving film production. They learned how to use a DSLR camera and features like shallow focus, deep focus, and pull focus which helped make their film look professional. The author also learned Photoshop skills like using the magic wand and magnetic lasso tools to create logos and posters, improving their digital work. Additionally, they learned to use Final Cut editing software, learning advanced features such as darkening for horror films and general editing skills. The author gained experience using Mac computers which were more convenient than PCs through drag and drop functions.
How did you use media technologies in the the planning, post prodcuction and ...
Harry Chappell used various media technologies at different stages of his A2 project. He used a Canon DSLR camera, tripod, lighting kits, and steadycam for filming. He edited footage using Adobe Premiere Pro and created ancillary materials in Adobe Photoshop. Microsoft Word was used for notes and research. Wix, Survey Monkey, YouTube, and Prezi were online tools used for website creation, audience research, inspiration, and project evaluation. Harry felt the use of technology significantly improved his work through added depth, detail, and improved skills.
Eval q4- r+p
The document summarizes the hardware and software used during the research and planning stage of an advanced portfolio project. It describes using an Apple Mac computer, testing various cameras including a Sony N50 and Panasonic HC-V250 to determine the best for filming. A tripod, mobile phone, scanner, stills camera, Photoshop, Final Cut Express, and Grab software were also utilized. The hardware and software provided benefits like accessibility, skill refreshment, and ability to document the research process, though some presented challenges around availability and file transfers between devices.
Question 6: Media technologies
The document discusses various technologies the student used in constructing a teen movie opening project. They found Prezi useful for presenting pitch ideas in an organized, professional manner. Blogger allowed them to document the project's progress and store ideas. Camera equipment like tripods and flip cams helped capture footage and research. Final Cut Pro enhanced their video editing skills. Creative Commons provided copyright-free music. Timetoast and Motion helped with timelines and animated logos. Blogger and Slideshare apps facilitated mobile blogging and presentations. The student feels more confident using these technologies and presenting ideas differently.
Evaluation question 4
The document discusses the various technologies used to create a film trailer. These include researching previous trailers on YouTube, using surveymonkey to conduct audience research, filming with a small handheld camera, and editing footage using Adobe Premiere Pro on an iMac. While these technologies helped in creating the trailer, there were some issues with the editing software that caused delays. Overall, the technologies allowed the creation of a trailer that would have been difficult without modern filmmaking tools.
How did you use media technologies in the
The student used various technologies to construct their media product and complete evaluation tasks. They used a Fujifilm camera to take photos, Windows Movie Maker to edit their trailer, and Photoshop to edit photos and add text. For research, they used Flickr to analyze conventions and SlideShare to present findings. Different presentation tools like Prezi and video were used for evaluations. Audio software helped layer sounds for the soundtrack, while the camera microphone captured dialogue. Overall, newer technologies helped create a professional trailer, though some aspects represented classical film styles. Faster editing software would make the production process more efficient.
Evaluation Question 4
Harry Chappell used various media technologies at different stages of his A2 project. He used a Canon DSLR camera, tripod, lighting kits, and Steadicam for filming. He utilized Adobe Premier Pro for editing, Photoshop for creating ancillary materials, and Microsoft Word for planning and notes. Harry also employed websites like Wix, Survey Monkey, YouTube, SoundCloud and Prezi for research, audience surveys, embedding content, and project evaluation presentations. He felt proficient in using these tools and learned new skills along the way.
What have i learnt about the technologies used?
The document discusses the technologies used to construct a product, including an Apple Mac, camera, voice recorder, Wix website builder, Final Cut Express video editing software, Timeglider timeline creator, Bubbl.us mind mapping software, Prezi presentation software, and YouTube. The writer found the Mac and Wix complicated at first but got used to them, and enjoyed the camera, voice recorder, Bubbl.us, and YouTube for their simplicity. Problems included file size limits, long upload/rendering times, and issues publishing timelines.
How did you use media technologies in the the planning, post prodcuction and ...
Harry used various media technologies at different stages of his A2 project. During filming, he used a Canon DSLR camera, lighting kits, a tripod, and a Steadycam to capture professional-looking footage. In post-production, he used Adobe Premier Pro for editing and adding effects, and Photoshop to create ancillary materials. During planning and research, he utilized Microsoft Word for notes, and websites like Wix, SurveyMonkey, YouTube, SoundCloud, and Prezi. He felt confident in his abilities with these tools and learned new skills along the way.
How did you use media technologies in the the planning, post prodcuction and ...
Harry used various media technologies at different stages of his A2 project. During filming, he used a Canon DSLR camera, lighting kits, a tripod, and a Steadycam to capture professional-looking footage. For editing, he used Adobe Premier Pro to cut shots and add effects. He also used Photoshop to design ancillary materials and Microsoft Word for research and planning notes. Additional websites like Wix, Survey Monkey, YouTube, SoundCloud and Prezi were utilized at different stages for tasks like website creation, audience surveys, research, and project evaluation presentations.
Evaluative commentary part 6
The document discusses the use of various digital technologies in creating a movie project. It describes using a digital camera to easily transfer data and capture footage in portable locations. It discusses learning to frame shots to control what is shown. It also discusses initially finding an Apple computer difficult but gaining advantages after learning it. YouTube provided helpful research, tutorials, and a way to learn skills like uploading and text animation. Weebly was used to store work from different locations. Final Cut Pro was used to edit together footage, sounds, images and text into the completed movie. Other technologies like a flatbed scanner, iPhone, portable storage, and PowerPoint were also utilized.
4.how did you use new media technologies in the construction and research, pl...
New media technologies were used at various stages of the project. YouTube was used for research and planning by examining other artists' music videos. PowerPoint and SlideShare were used to create and share presentations. Blogger allowed blogging and sharing work. Google was used for initial research. A Canon DSLR camera and tripod were used to film the music video. Adobe Premiere Pro was used to edit the video. Adobe Photoshop was used to create promotional materials.
Evaluation question #4
The student used various media technologies at different stages of their project, including:
1) Safari and Internet Explorer for online research on Macs and PCs.
2) Wikipedia, YouTube, and Blogger for research and sharing work.
3) Microsoft Word, PowerPoint, and Publisher for writing scripts, evaluations, and storyboards.
4) PicMonkey and Final Cut Pro for editing photos and creating video effects.
Hardware included Macs, a PC, laptop, video camera, and tripod. The student found many of the technologies easy to use with experience but learning new software like Final Cut Pro took time.
question 4
The student used various media technologies in the construction, research, and evaluation of their media project. They used a SLR camera to take photos for their digipak and magazine advert. They created their digipak using Photoshop and their magazine advert using the same software, though found Photoshop less useful for the advert. They gathered feedback on their digipak and advert from their target audience using Facebook. A Panasonic video camera was used to film clips for their music video, which were edited together in Premiere Pro. The completed video was uploaded to YouTube to be viewed by the public. PowerPoint and blogger were also utilized in the planning and research stages.
mediaEvaluation question 6
The document discusses the technologies used in constructing a film. The filmmaker used typical tools like a camera and tripod to film from different angles and capture footage. Digital programs like WordPress and Vegas Movie Studio were used to present research, chronicle the production process, and edit together clips into a final movie. Through experimenting with the camera, blogging on WordPress, and practicing editing, the filmmaker gained a better understanding of cinematography, presentation formats, and turning raw footage into a polished film.
Evaluation 22222
The document discusses the use of media technologies in the production stages of a project. During production, the author used a MacBook Pro with Adobe Premiere to edit video captured using a Panasonic HD camera. While generally efficient, file corruption issues required reshooting interviews on one occasion. Survey Monkey was used to conduct audience research online, allowing the collection of specific data to inform the documentary. Overall, technology enabled efficient work and the collection of relevant research, benefitting the planning, production and professional quality of the final piece.
Similar to Question 6 (20)
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
How did you use media technologies in the the planning, post prodcuction and ...
4.how did you use new media technologies in the construction and research, pl...
4.how did you use new media technologies in the construction and research, pl...
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一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(BC毕业证)波士顿学院毕业证如何办理
BC毕业证学历书【微信95270640】办理波士顿学院毕业证成绩单（Q微信95270640）毕业证学历认证OFFER专卖国外文凭学历学位证书办理澳洲文凭|澳洲毕业证,澳洲学历认证,澳洲成绩单 澳洲offer,教育部学历认证及使馆认证永久可查 ,国外毕业证|国外学历认证,国外学历文凭证书 BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，专业为留学生办理毕业证、成绩单、使馆留学回国人员证明、教育部学历学位认证、录取通知书、Offer、
专业为留学生办理波士顿学院波士顿学院本科学位证成绩单【100%存档可查】留学全套申请材料办理。本公司承诺所有毕业证成绩单成品全部按照学校原版工艺对照一比一制作和学校一样的羊皮纸张保证您证书的质量！
如果你回国在学历认证方面有以下难题请联系我们我们将竭诚为你解决认证瓶颈
1所有材料真实但资料不全无法提供完全齐整的原件。【如：成绩单丶毕业证丶回国证明等材料中有遗失的。】
2获得真实的国外最终学历学位但国外本科学历就读经历存在问题或缺陷。【如：国外本科是教育部不承认的或者是联合办学项目教育部没有备案的或者外本科没有正常毕业的。】
3学分转移联合办学等情况复杂不知道怎么整理材料的。时间紧迫自己不清楚递交流程的。
如果你是以上情况之一请联系我们我们将在第一时间内给你免费咨询相关信息。我们将帮助你整理认证所需的各种材料.帮你解决国外学历认证难题。
国外波士顿学院波士顿学院本科学位证成绩单办理方法：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询波士顿学院波士顿学院本科学位证成绩单）；
2开始安排制作波士顿学院毕业证成绩单电子图；
3波士顿学院毕业证成绩单电子版做好以后发送给您确认；
4波士顿学院毕业证成绩单电子版您确认信息无误之后安排制作成品；
5波士顿学院成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经过山娃老家门口山娃拒绝父亲送说往车上一躺就等着下车决无丢失的道理有手机在身联系也方便再说他都岁了还有大半车的小伙伴相伴他不怕在父亲千叮咛万嘱咐中山娃依依不舍地爬上车朝窗外不住地挥手别了父亲别了父亲的城别了我的暑假生活我的城市生活望着窗外挥舞的房
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- 1. What have you learnt about technologies from the process of constructing this product?