Question 6
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The document discusses different technologies used at various stages of a film project. In pre-production, a blogger site was used to house all project materials in one place. Free music websites provided tracks for the film during production. Post-production evaluations were done across multiple programs to provide different perspectives. A HD camera captured footage easily and a tripod enabled good shots. Social media distributed questionnaires to gather audience feedback on the film.
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Question 4
The document discusses the various media technologies used during the research, planning, construction, and evaluation stages of creating a music video. YouTube, Google, Moodle, Instagram, and Facebook were used for initial research. Canon DSLR cameras were used to film the video, along with natural lighting and a tripod. Final Cut Pro was used to edit the video. Adobe Photoshop was used to edit images and create print products. Prezi, SlideShare, and Blogger were platforms utilized for presenting and evaluating the final work. The experience helped develop skills from the previous year by trialing new tools.
Evaluation question 6
Throughout creating a horror film opening sequence, the student learned about several technologies. They discovered using an older camera allowed for better focus pulls, but resulted in lower quality video requiring re-filming. Editing software like Adobe Premiere Pro helped smoothly edit transitions and add sound/music. Creating surveys and researching other films aided the development of ideas and plot. Photoshop assisted with logos and posters while Blogger organized work and Prezi offered a creative presentation alternative to PowerPoint. Overall, hands-on experience with these technologies improved the quality of the student's media product.
Untitled presentation (2)
The document discusses technologies used to communicate with a target audience, film a project, and edit the final product. Social media platforms like WhatsApp, Facebook, and blogger were used to research the audience and share project updates. A Canon camcorder, tripod, bicycle, monopod, and microphone were used to film scenes. Adobe After Effects was used to edit clips and add titles, dubbing, and music, though rendering took time.
Sonny new technologies AS media
By sonny southwell discusses the various technologies used throughout a school project. To store and share files, a 32GB memory stick was used allowing easy file transfer between group members. Surveys and interviews were conducted for research using Survey Monkey and voice recordings. A Facebook messenger group chat enabled constant communication outside of school. Video editing software like Adobe Premiere and After Effects were used to composite video clips and add titles. YouTube was used to share drafts with teachers for feedback before the final version was distributed.
Q6 edited
Through producing a film opening sequence, the author learned about various technologies required for film production. They gained experience using editing software like Adobe Premier Elements and Windows Movie Maker to improve footage. They also learned how to more effectively operate and handle a camera using techniques like a tripod. Additionally, the author expanded their understanding of using YouTube for both researching other films and exhibiting their own production. They also used SlideShare to present planning materials on their blog to give audiences easy access to their filmmaking process.
Evaluation Question 6
Celtex and Adobe Premier Pro provided effective but initially confusing software tools for writing scripts and editing footage. While a Panasonic camera was portable and high quality, only having one required multiple takes to get different angles, increasing outdoor filming time. Overall, planning tools like IMDB, Rotten Tomatoes, and Google helped with research, while Microsoft Word templates streamlined creating shot lists and risk assessments.
Evaluation 6
Ethan and his group learned about various technologies through constructing their film project. They used Blogger to store and present all of their work. Google and other search engines helped with research. Digital cameras allowed them to film different shots. Adobe Premier Pro was extremely useful for editing the film together and adding effects. Sites like Slideshare and Prezi helped present work in different visual ways.
Powerpoint evaluation
The document discusses the various media technologies used at different stages of a project involving research, planning, construction, and evaluation of a music video. In the research stage, the person used Prezi to present ideas and information, Voki to create an animated example audience member, and Survey Monkey to collect audience feedback. During planning, Prezi and PowerPoint were used to present features, and Adobe Premier Pro was used for video editing trials uploaded to YouTube. For construction, a DSLR camera was used to film high quality footage and Photoshop was used to create a digipack and poster. Evaluation involved using Prezi, Windows Movie Maker, PowerPoint and video to present the work and collect audience feedback.
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Question 4
The document discusses the various media technologies used during the research, planning, construction, and evaluation stages of creating a music video. YouTube, Google, Moodle, Instagram, and Facebook were used for initial research. Canon DSLR cameras were used to film the video, along with natural lighting and a tripod. Final Cut Pro was used to edit the video. Adobe Photoshop was used to edit images and create print products. Prezi, SlideShare, and Blogger were platforms utilized for presenting and evaluating the final work. The experience helped develop skills from the previous year by trialing new tools.
Evaluation question 6
Throughout creating a horror film opening sequence, the student learned about several technologies. They discovered using an older camera allowed for better focus pulls, but resulted in lower quality video requiring re-filming. Editing software like Adobe Premiere Pro helped smoothly edit transitions and add sound/music. Creating surveys and researching other films aided the development of ideas and plot. Photoshop assisted with logos and posters while Blogger organized work and Prezi offered a creative presentation alternative to PowerPoint. Overall, hands-on experience with these technologies improved the quality of the student's media product.
Untitled presentation (2)
The document discusses technologies used to communicate with a target audience, film a project, and edit the final product. Social media platforms like WhatsApp, Facebook, and blogger were used to research the audience and share project updates. A Canon camcorder, tripod, bicycle, monopod, and microphone were used to film scenes. Adobe After Effects was used to edit clips and add titles, dubbing, and music, though rendering took time.
Sonny new technologies AS media
By sonny southwell discusses the various technologies used throughout a school project. To store and share files, a 32GB memory stick was used allowing easy file transfer between group members. Surveys and interviews were conducted for research using Survey Monkey and voice recordings. A Facebook messenger group chat enabled constant communication outside of school. Video editing software like Adobe Premiere and After Effects were used to composite video clips and add titles. YouTube was used to share drafts with teachers for feedback before the final version was distributed.
Q6 edited
Through producing a film opening sequence, the author learned about various technologies required for film production. They gained experience using editing software like Adobe Premier Elements and Windows Movie Maker to improve footage. They also learned how to more effectively operate and handle a camera using techniques like a tripod. Additionally, the author expanded their understanding of using YouTube for both researching other films and exhibiting their own production. They also used SlideShare to present planning materials on their blog to give audiences easy access to their filmmaking process.
Evaluation Question 6
Celtex and Adobe Premier Pro provided effective but initially confusing software tools for writing scripts and editing footage. While a Panasonic camera was portable and high quality, only having one required multiple takes to get different angles, increasing outdoor filming time. Overall, planning tools like IMDB, Rotten Tomatoes, and Google helped with research, while Microsoft Word templates streamlined creating shot lists and risk assessments.
Evaluation 6
Ethan and his group learned about various technologies through constructing their film project. They used Blogger to store and present all of their work. Google and other search engines helped with research. Digital cameras allowed them to film different shots. Adobe Premier Pro was extremely useful for editing the film together and adding effects. Sites like Slideshare and Prezi helped present work in different visual ways.
Powerpoint evaluation
The document discusses the various media technologies used at different stages of a project involving research, planning, construction, and evaluation of a music video. In the research stage, the person used Prezi to present ideas and information, Voki to create an animated example audience member, and Survey Monkey to collect audience feedback. During planning, Prezi and PowerPoint were used to present features, and Adobe Premier Pro was used for video editing trials uploaded to YouTube. For construction, a DSLR camera was used to film high quality footage and Photoshop was used to create a digipack and poster. Evaluation involved using Prezi, Windows Movie Maker, PowerPoint and video to present the work and collect audience feedback.
Evaluation – Q6
I have learned about various technologies through constructing this product:
- Using Blogger to write blog posts and view others' work, and Google to research information for the project.
- Watching films on Netflix for inspiration and information on the horror genre.
- Using Celtx scriptwriting software to layout our script and format it in a director's style.
- Filming with a Canon DSLR camera and Zoom audio recorder for high quality video and audio, adding effects in post.
- Editing in Adobe Premiere Pro and Corel VideoStudio to trim shots, add effects like flashbacks, and make the product look professional.
- Uploading the final video to YouTube and blog
What have you learnt about technologies from the process of constructing this...
We used a Panasonic HD camera that we were familiar with for filming. Final Cut Express was used to edit shots and add transitions to create an uneasy feeling for the nightmare scenes. FreeSound.org provided a creepy track for the non-diegetic sound. Blogger allowed for organization and progression of pre-production ideas through embedding images and videos. Google Forms created an easy questionnaire for feedback, though more social media could have provided more responses. Planning utilized search engines, cameras, and Celtx for scriptwriting. The initial idea was difficult to agree on, but filming went smoothly until issues with sound required refilming conversation clips.
Media evaluation task 4
The document discusses the processes of creating sound, recording, and editing for a teaser trailer. Sound was created in GarageBand since desired sounds could not be found online. Recording was done using a Canon DSLR to capture quality footage. Final Cut Pro and Photoshop were used for editing clips, adding effects, and designing posters. Multiple versions were created to allow for experimentation without overwriting work.
Question 4
The document discusses how various media technologies were used at different stages of a project. YouTube was used for research on indie pop music videos. Adobe Photoshop was used to experiment with image manipulation techniques. Facebook was used to gather feedback on experimental images. Communication with group members was enabled through technology convergence. A DSLR camera and settings were used to take high quality photos. Adobe Premiere Pro was used to edit video, including adding effects like speed and dissolve transitions.
Question 4.
The document discusses the use of new media technologies in the research, planning, construction, and evaluation stages of a film project. It describes using the internet for research on film genres and influences. Planning involved video questionnaires filmed on a camera and tripod and uploaded to Final Cut. A blog was used to share ideas. A phone camera documented props and locations. Scripting software and a camera with tripod were used to film scenes, though the camera had some focusing issues. Final Cut was used to edit footage and add effects. SoundCloud and YouTube were used to find music. A voice recorder captured audio. Photoshop designed the film poster. A questionnaire on Google Docs gathered audience feedback on YouTube. Digital technologies enabled creative development
MEDIA EVALUATION - Alice Rudwick
The document discusses the various media technologies used at different stages of a media project. It describes using Facebook to communicate with artists and organize cast and crew. Blogger was used to display coursework online in a creative way. Photoshop was essential for designing the DIGIPAK and magazine advert. Final Cut Express was used to edit the main coursework piece. DaFont provided fonts. YouTube allowed for research and sharing of created content. Filming equipment included a Canon camera, SD card, tripod and dolly. Google was used for initial research, online purchases, and providing directions.
Question 4 how did you use media technologies
The student used various media technologies at different stages of their project. In the planning stage, they used WhatsApp and Skype to communicate ideas and share work efficiently. In the research stage, they searched online sources like Google to find examples and inspiration. YouTube tutorials helped them learn Photoshop skills for constructing print work. iMovie allowed them to edit video and receive feedback. Prezi helped organize research ideas. A PC tablet was used to handwrite the film title for the poster.
Evaluation question 4 (1)
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a project. WhatsApp was used for communication between group members and the performer. Adobe Premiere Pro was the primary software used for video editing due to its user-friendly interface and effects. Digital cameras were used to record footage at 450 ISOs. Photoshop was employed for designing digital materials like posters. YouTube facilitated video research and sharing work-in-progress cuts. Blogger allowed creating an online portfolio for planning documentation and gaining teacher feedback. Google was the main search engine used for general research due to its vast information sources.
Evaluation q4
The document discusses the use of new media technologies throughout the planning, production, and evaluation stages of creating a film trailer for an A2 Media Studies course. Technologies used included a blogger site to share work, YouTube for research and sharing drafts, Mac computers for production software, Adobe Premiere and After Effects for editing, Adobe Photoshop for print work, cameras for filming, phones for communication, IMDB for research, Facebook for feedback, Celltx for script planning, and Prezi/Powtoon for presentations. Search engines supported initial research.
Question 4 how did you use media technologies
The student used various media technologies at different stages of their project. WhatsApp and Skype were used for planning and communication. Online research was conducted using search engines and YouTube. iMovie was used to edit video and add voiceovers. Photoshop was used to manipulate images for print work after learning skills from online tutorials. A mini DV camera and digital SLR camera captured footage and images that could easily be uploaded for construction. Prezi helped with organizing and sharing research ideas.
Evaluation Question 4
We used various media technologies throughout the research, planning, construction, and evaluation stages of our project. During research, we used websites like YouTube and Google on computers and phone internet to find ideas and gather information. We also used Photoshop to design a poster and WhatsApp, phones, and computers to communicate and share photos. Blogger allowed us to document our progress and ideas with embedded photos and plans. During construction, we used iMovie to edit footage from our camera onto iMac and create our film, and took photos with a Canon camera to design a poster.
Question 4 how did you use media technologies
The student used various media technologies at different stages of their project. WhatsApp and Skype were used for planning and communication. Online research was conducted using search engines and YouTube. iMovie was used to edit video and Prezi for visual organization. Photoshop was used for print work after learning skills from online tutorials. A mini DV camera recorded footage and a digital SLR took high-quality photos for editing. Various technologies facilitated collaboration, research, production, and evaluation.
Q4
The student used various new media technologies at different stages of their short film project. In the construction stage, they used a Panasonic camera to film and iMovie to edit. Microsoft Publisher was used to design the film poster. In the research stage, they relied heavily on online resources like YouTube, Google, Wikipedia, and Blogger. Planning was done mostly with traditional methods. For evaluation, the student created audio and video files to upload to YouTube and used PowerPoint, SlideShare and their blog to receive and share feedback.
Presentation1
The document discusses the research, planning, construction, and evaluation stages of creating a music video. For research, the group used YouTube to explore their genre of hip hop/rap, Google to learn the genre's history, and SlideShare to share their presentations. They created a website using Webs to plan aspects and used Microsoft Word to record their plans. For construction, they used HD cameras and a stabilizing tripod to film footage. They learned to use lighting equipment and edited in Final Cut Pro. For evaluation, the group used Prezi and YouTube to present their audience feedback and the media technologies used in each stage.
Evaluation 4.
The document discusses how new media technologies were used at various stages of creating a film. In the planning stage, the author researched online using keywords to find inspiration for the film poster and learned about film conventions. Google Docs was used to create questionnaires. A blog was made using Google Blogger to share updates. Equipment like a high-quality camera, tripod, and voice recorder were used in filming. Photoshop was used to design the film poster. Final Cut Express was the primary editing software. Overall, various online resources and software tools were vital in researching, producing, and distributing the finished film.
Media Studies A2 Evaluation Question 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
Evaluation Question 4.
The student used various media technologies at different stages of constructing and evaluating their short film project. During construction, they used a Canon DSLR camera to take thousands of photos for their stop-frame animation. They also used red headlights, iPhoto to organize photos, iMovie to edit photos into a film, and Final Cut Pro to add a soundtrack from GarageBand. During planning, they used Google to research, YouTube to gain inspiration, their blog on Blogger to plan and share plans, and Prezi and Glogster to organize thoughts. During evaluation, they used YouTube and Facebook to distribute their film and gain feedback.
Evaluation Question 3
This document discusses potential media institutions to distribute a low-budget action thriller film set in England about a debt collector who works for a loan shark. Mainstream distributors like 20th Century Fox would be interested if the film had a bigger budget to allow for more extensive action sequences to attract larger audiences. However, an independent UK distributor like Momentum would be more likely to distribute the low-budget film, even if it couldn't afford big stars or action, as Momentum has distributed similar films in terms of genre, rating, and characteristics.
4. Who would be the audience for your media product?
The document summarizes the pre-production research a film group did to determine the target audience for their film "Vodka and Coke". They created a questionnaire to gather feedback on the initial film storyline. Most respondents were aged 15-18, fitting the target of young adults aged 15 and older. Both males and females said they would watch it, though they aimed particularly at females by including strong female leads. They also wanted to attract those interested in genres like psychology, crime, horror and drugs. Their goal was to have the film widely available on streaming services and DVD.
Quesion 4 - Audience
The document discusses research conducted to determine the target audience for a film. Based on questionnaires, the target audience is identified as being between 15-18 years old since younger audiences may not understand topics and older audiences may not relate to the 17-year-old characters. Most respondents also believed the film would appeal more to female audiences, so the film features two strong female lead actresses. Common interests of the potential audience that may influence their interest in the film include psychology, murder mysteries, the supernatural, drugs, and crime. Since the film will be distributed by Film Four, profits may rely more on DVD and streaming services than box office sales. Race, sexuality, and socioeconomic class were not factors considered for the target audience.
Question 3 - Distribution
The document discusses how a media product represents different social groups. It focuses on analyzing the representation of gender, age, and regional identity in the product. For gender, it notes that only female characters are shown initially, which could promote stereotypes, but this was intentional for the plot. The camera angles look down on the women, making them seem weak. For age, the 17-year-old characters may fit drug user stereotypes and be more relatable to the target audience. For regional identity, the film portrays the North of England negatively by showing people from there taking drugs and drinking, reinforcing stereotypes.
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Evaluation – Q6
I have learned about various technologies through constructing this product:
- Using Blogger to write blog posts and view others' work, and Google to research information for the project.
- Watching films on Netflix for inspiration and information on the horror genre.
- Using Celtx scriptwriting software to layout our script and format it in a director's style.
- Filming with a Canon DSLR camera and Zoom audio recorder for high quality video and audio, adding effects in post.
- Editing in Adobe Premiere Pro and Corel VideoStudio to trim shots, add effects like flashbacks, and make the product look professional.
- Uploading the final video to YouTube and blog
What have you learnt about technologies from the process of constructing this...
We used a Panasonic HD camera that we were familiar with for filming. Final Cut Express was used to edit shots and add transitions to create an uneasy feeling for the nightmare scenes. FreeSound.org provided a creepy track for the non-diegetic sound. Blogger allowed for organization and progression of pre-production ideas through embedding images and videos. Google Forms created an easy questionnaire for feedback, though more social media could have provided more responses. Planning utilized search engines, cameras, and Celtx for scriptwriting. The initial idea was difficult to agree on, but filming went smoothly until issues with sound required refilming conversation clips.
Media evaluation task 4
The document discusses the processes of creating sound, recording, and editing for a teaser trailer. Sound was created in GarageBand since desired sounds could not be found online. Recording was done using a Canon DSLR to capture quality footage. Final Cut Pro and Photoshop were used for editing clips, adding effects, and designing posters. Multiple versions were created to allow for experimentation without overwriting work.
Question 4
The document discusses how various media technologies were used at different stages of a project. YouTube was used for research on indie pop music videos. Adobe Photoshop was used to experiment with image manipulation techniques. Facebook was used to gather feedback on experimental images. Communication with group members was enabled through technology convergence. A DSLR camera and settings were used to take high quality photos. Adobe Premiere Pro was used to edit video, including adding effects like speed and dissolve transitions.
Question 4.
The document discusses the use of new media technologies in the research, planning, construction, and evaluation stages of a film project. It describes using the internet for research on film genres and influences. Planning involved video questionnaires filmed on a camera and tripod and uploaded to Final Cut. A blog was used to share ideas. A phone camera documented props and locations. Scripting software and a camera with tripod were used to film scenes, though the camera had some focusing issues. Final Cut was used to edit footage and add effects. SoundCloud and YouTube were used to find music. A voice recorder captured audio. Photoshop designed the film poster. A questionnaire on Google Docs gathered audience feedback on YouTube. Digital technologies enabled creative development
MEDIA EVALUATION - Alice Rudwick
The document discusses the various media technologies used at different stages of a media project. It describes using Facebook to communicate with artists and organize cast and crew. Blogger was used to display coursework online in a creative way. Photoshop was essential for designing the DIGIPAK and magazine advert. Final Cut Express was used to edit the main coursework piece. DaFont provided fonts. YouTube allowed for research and sharing of created content. Filming equipment included a Canon camera, SD card, tripod and dolly. Google was used for initial research, online purchases, and providing directions.
Question 4 how did you use media technologies
The student used various media technologies at different stages of their project. In the planning stage, they used WhatsApp and Skype to communicate ideas and share work efficiently. In the research stage, they searched online sources like Google to find examples and inspiration. YouTube tutorials helped them learn Photoshop skills for constructing print work. iMovie allowed them to edit video and receive feedback. Prezi helped organize research ideas. A PC tablet was used to handwrite the film title for the poster.
Evaluation question 4 (1)
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a project. WhatsApp was used for communication between group members and the performer. Adobe Premiere Pro was the primary software used for video editing due to its user-friendly interface and effects. Digital cameras were used to record footage at 450 ISOs. Photoshop was employed for designing digital materials like posters. YouTube facilitated video research and sharing work-in-progress cuts. Blogger allowed creating an online portfolio for planning documentation and gaining teacher feedback. Google was the main search engine used for general research due to its vast information sources.
Evaluation q4
The document discusses the use of new media technologies throughout the planning, production, and evaluation stages of creating a film trailer for an A2 Media Studies course. Technologies used included a blogger site to share work, YouTube for research and sharing drafts, Mac computers for production software, Adobe Premiere and After Effects for editing, Adobe Photoshop for print work, cameras for filming, phones for communication, IMDB for research, Facebook for feedback, Celltx for script planning, and Prezi/Powtoon for presentations. Search engines supported initial research.
Question 4 how did you use media technologies
The student used various media technologies at different stages of their project. WhatsApp and Skype were used for planning and communication. Online research was conducted using search engines and YouTube. iMovie was used to edit video and add voiceovers. Photoshop was used to manipulate images for print work after learning skills from online tutorials. A mini DV camera and digital SLR camera captured footage and images that could easily be uploaded for construction. Prezi helped with organizing and sharing research ideas.
Evaluation Question 4
We used various media technologies throughout the research, planning, construction, and evaluation stages of our project. During research, we used websites like YouTube and Google on computers and phone internet to find ideas and gather information. We also used Photoshop to design a poster and WhatsApp, phones, and computers to communicate and share photos. Blogger allowed us to document our progress and ideas with embedded photos and plans. During construction, we used iMovie to edit footage from our camera onto iMac and create our film, and took photos with a Canon camera to design a poster.
Question 4 how did you use media technologies
The student used various media technologies at different stages of their project. WhatsApp and Skype were used for planning and communication. Online research was conducted using search engines and YouTube. iMovie was used to edit video and Prezi for visual organization. Photoshop was used for print work after learning skills from online tutorials. A mini DV camera recorded footage and a digital SLR took high-quality photos for editing. Various technologies facilitated collaboration, research, production, and evaluation.
Q4
The student used various new media technologies at different stages of their short film project. In the construction stage, they used a Panasonic camera to film and iMovie to edit. Microsoft Publisher was used to design the film poster. In the research stage, they relied heavily on online resources like YouTube, Google, Wikipedia, and Blogger. Planning was done mostly with traditional methods. For evaluation, the student created audio and video files to upload to YouTube and used PowerPoint, SlideShare and their blog to receive and share feedback.
Presentation1
The document discusses the research, planning, construction, and evaluation stages of creating a music video. For research, the group used YouTube to explore their genre of hip hop/rap, Google to learn the genre's history, and SlideShare to share their presentations. They created a website using Webs to plan aspects and used Microsoft Word to record their plans. For construction, they used HD cameras and a stabilizing tripod to film footage. They learned to use lighting equipment and edited in Final Cut Pro. For evaluation, the group used Prezi and YouTube to present their audience feedback and the media technologies used in each stage.
Evaluation 4.
The document discusses how new media technologies were used at various stages of creating a film. In the planning stage, the author researched online using keywords to find inspiration for the film poster and learned about film conventions. Google Docs was used to create questionnaires. A blog was made using Google Blogger to share updates. Equipment like a high-quality camera, tripod, and voice recorder were used in filming. Photoshop was used to design the film poster. Final Cut Express was the primary editing software. Overall, various online resources and software tools were vital in researching, producing, and distributing the finished film.
Media Studies A2 Evaluation Question 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
Evaluation Question 4.
The student used various media technologies at different stages of constructing and evaluating their short film project. During construction, they used a Canon DSLR camera to take thousands of photos for their stop-frame animation. They also used red headlights, iPhoto to organize photos, iMovie to edit photos into a film, and Final Cut Pro to add a soundtrack from GarageBand. During planning, they used Google to research, YouTube to gain inspiration, their blog on Blogger to plan and share plans, and Prezi and Glogster to organize thoughts. During evaluation, they used YouTube and Facebook to distribute their film and gain feedback.
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What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
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Evaluation Question 3
This document discusses potential media institutions to distribute a low-budget action thriller film set in England about a debt collector who works for a loan shark. Mainstream distributors like 20th Century Fox would be interested if the film had a bigger budget to allow for more extensive action sequences to attract larger audiences. However, an independent UK distributor like Momentum would be more likely to distribute the low-budget film, even if it couldn't afford big stars or action, as Momentum has distributed similar films in terms of genre, rating, and characteristics.
4. Who would be the audience for your media product?
The document summarizes the pre-production research a film group did to determine the target audience for their film "Vodka and Coke". They created a questionnaire to gather feedback on the initial film storyline. Most respondents were aged 15-18, fitting the target of young adults aged 15 and older. Both males and females said they would watch it, though they aimed particularly at females by including strong female leads. They also wanted to attract those interested in genres like psychology, crime, horror and drugs. Their goal was to have the film widely available on streaming services and DVD.
Quesion 4 - Audience
The document discusses research conducted to determine the target audience for a film. Based on questionnaires, the target audience is identified as being between 15-18 years old since younger audiences may not understand topics and older audiences may not relate to the 17-year-old characters. Most respondents also believed the film would appeal more to female audiences, so the film features two strong female lead actresses. Common interests of the potential audience that may influence their interest in the film include psychology, murder mysteries, the supernatural, drugs, and crime. Since the film will be distributed by Film Four, profits may rely more on DVD and streaming services than box office sales. Race, sexuality, and socioeconomic class were not factors considered for the target audience.
Question 3 - Distribution
The document discusses how a media product represents different social groups. It focuses on analyzing the representation of gender, age, and regional identity in the product. For gender, it notes that only female characters are shown initially, which could promote stereotypes, but this was intentional for the plot. The camera angles look down on the women, making them seem weak. For age, the 17-year-old characters may fit drug user stereotypes and be more relatable to the target audience. For regional identity, the film portrays the North of England negatively by showing people from there taking drugs and drinking, reinforcing stereotypes.
6. What have you learnt about technologies from the process of constructing t...
This document discusses the various technologies used during the process of creating a media production project. It describes using Blogger for pre-production research and planning, a Sony HD100 camera and tripod for filming, Final Cut Express for editing, free sound effect and music sites to add audio, Google Docs questionnaires to gather feedback, and social media like YouTube, Tumblr and Twitter to share work and gather a wider audience for feedback. The document indicates that while some technologies like Blogger and Google Docs were familiar, others like the camera and Final Cut Express required learning but were relatively easy to learn and use.
2. How does your media product represent particular social groups?
The document discusses how a media product represents social groups such as gender, age, regional identity, and other social groups. It asks how the media product represents particular social groups.
Media Evaluation Part 3
An independent media company would be the best choice to distribute the film. Independent companies tend to take more risks and are less focused on wide audience appeal, allowing for more creative freedom. While the budget and production sophistication would be lower, the style of the film would be more similar to the finished product. A mainstream company could drastically change the film by providing a larger budget for effects and locations, but the film's low-budget style and complex storyline make it unsuitable for a wide audience. An independent distributor like Verve Pictures that specializes in small, low-budget student films would be the ideal choice.
AS Media Product Evaluation- Question 1
The document discusses how a student media product uses, develops, or challenges conventions of real supernatural thriller media. The narrative is nonlinear and open-ended, with the most significant event occurring before the credits. Various aspects of the film, like isolation and mysterious events, fit the chosen supernatural thriller genre. Cinematography, editing, lighting, sound, mise-en-scene, and typography were all intentionally manipulated to create feelings of tension, suspense, confusion, and isolation for the audience, as is common in the supernatural thriller genre.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Conventions of crime films
Crime films typically involve plots around illegal activities like robbery, weapons, and substance abuse. They often show a failed attempt by police to catch the criminals. Common settings include banks, shops, and gang hideouts. These films use cinematography techniques like low-key lighting, angle changes, and different shot types to add mystery and tension. Background music and sounds are also usually present throughout the movie. Examples given are The Untouchables, Now You See Me, and Ocean's Eleven.
Media evaluation Question 4
This document discusses the target audience for a horror film media product. It identifies that both female and male audiences aged 15 and older would be suitable given the film contains both male and female lead actors and has some violent and disturbing scenes. Research was conducted through questionnaires to shape the script, characters, sets and dialogue to match audience preferences and opinions. The film is intended for cinema viewing for a more unsettling experience, and may also be distributed on DVD and Blu-ray if viewership goals are met. Stereotypes are subverted by portraying a female character as initially innocent but later proving to be strong.
Question 1. In what ways does your media product use, develop or challenge fo...
This document discusses how the media product uses and develops conventions of real horror films. It describes using close-ups to create tension, a nonlinear narrative with flashbacks to intrigue audiences, costumes and settings to represent the genre, close-ups and camera angles to build suspense and reflect power dynamics between characters, stylized title design to signify the genre, and faster editing and shorter shots to build anticipation for a climactic event. The goal is to engage audiences and emulate techniques common to successful horror films.
Javeds Proteligent Sales And Marketing Plan2
This document outlines the marketing plan for BirdsEye, including the mission to gain 5-10% market share in the network systems management market within 5 years. The plan discusses the 4P's of marketing - product, price, place and promotion. It details the pricing, distribution through direct sales and channel partners, and the promotional strategy involving publicity, advertising and events. Resources and timelines are provided for publicity, product reviews, word-of-mouth promotion, trade shows, advertising and selling tactics over the next year.
Simular Genres
The document summarizes the plots of four mystery/suspense films: The Third Man, In the Line of Fire, The DaVinci Code, and Source Code. The Third Man follows a writer who travels to post-war Vienna to investigate the mysterious death of his friend. In the Line of Fire stars Clint Eastwood as a Secret Service agent haunted by his failure to protect President Kennedy who now finds himself tracking a new would-be assassin. The DaVinci Code features a murder and clues in Da Vinci paintings that uncover a religious mystery suppressed for 2000 years. Source Code follows a soldier who finds himself reliving the last eight minutes of another man's life in order to stop a bomber threatening Chicago.
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4. Who would be the audience for your media product?
4. Who would be the audience for your media product?
6. What have you learnt about technologies from the process of constructing t...
6. What have you learnt about technologies from the process of constructing t...
2. How does your media product represent particular social groups?
2. How does your media product represent particular social groups?
Question 1. In what ways does your media product use, develop or challenge fo...
Question 1. In what ways does your media product use, develop or challenge fo...
Similar to Question 6
Evaluation Question Six
The document discusses the technologies used at different stages of constructing a media product for an AS Media course. In the planning stage, websites like IMDb, RottenTomatoes, and YouTube were used to research the genre and find examples. Movie Studio Platinum, a video camera, boom microphone, and Photoshop were learned to construct the product. Blogger was an important tool for evaluating and getting feedback on the product. Using various technologies at each stage helped gain experience and complete the coursework.
Evaluation Question Six
The document discusses the technologies and multimedia tools used during the process of constructing a media product for an AS Media course. It describes three main stages: planning and research, construction, and evaluation. During planning, websites like IMDb and YouTube were used to research the genre and find inspiration. Movie Studio Platinum, Photoshop, and other software were learned to edit video, audio, titles, and more during construction. Evaluation involved using tools like Blogger, Prezi, and YouTube to analyze the finished product and gather feedback. Overall, repeated use of different multimedia across all stages improved the creator's skills and made completing the project easier.
Question 4
The document discusses the equipment and software used to create a music video. It describes:
1) Using a DSLR camera and HD camera to film scenes and capture quality footage. Features like optical zoom and ISO controls were utilized.
2) Equipment like a tripod, steady mount, and Bluetooth speaker helped stabilize shots and cue actors.
3) Improvising lighting by using phone flashes to illuminate a character's face against an urban background.
4) Editing software like Final Cut Pro to merge clips, add effects like blurring, and ensure audio and video were synchronized.
Question 4: How did you use media technologies in the construction and resear...
The document discusses the various media technologies used at different stages of creating a music video, including YouTube for research, WhatsApp for communication, Google for general research, Moodle for accessing forms, and various software like Prezi, PowerPoint, Final Cut Pro, and Photoshop for creating and editing elements of the project. Equipment like a Canon DSLR camera and tripod were also utilized to capture high quality footage. Overall, a wide range of technologies were employed at different stages of planning, filming, and producing the music video case study.
Evaluation question 6
The document discusses the technologies used during the different stages of creating a film opening project. During the research and planning stage, the individual used software like Blogger, Slideshare, Prezi, Word, and PowerPoint to present research and planning, as well as YouTube and IMBD to conduct research. Hardware like cameras were used to film interviews. During construction, various hardware like cameras, microphones, and computers were used along with software like Movie Studio Platinum for editing and Photoshop for titles and logos. The evaluation stage involved using software like Prezi, PowerPoint, Word, Emaze, Blogger and Slideshare to analyze the project, with Emaze being the most difficult to learn.
Evaluation Question 4
The document discusses the various media technologies used by Amy Clarke at different stages of her media project. During research and planning, she used computers, Prezi, Blogger, cameras, and Movie Studio Platinum to conduct research, create presentations and storyboards, record findings, and edit footage. For construction of the music video, she used a Canon camera to film and Movie Studio Platinum to edit and add filters/transitions. Photoshop and a mobile phone were used to create the ancillary texts. During evaluation, she used computers, Prezi, Blogger, Movie Studio Platinum, and voice recordings to answer the evaluation questions.
Evaluation question 4
The student used a variety of media technologies in the construction, research, planning, and evaluation of their music video project. They used YouTube, Google, television, and magazines to conduct research. They used a Lumix camera to film the video and Serif MoviePlus X3 to edit it. Photoshop was used to edit photos for ancillary materials. Blogger was used to document the process, and social media like YouTube, Twitter, and Padlet were used to share the final video and receive feedback.
Question 4
Sanjidah Rahman used a wide range of media technologies throughout the research, planning, construction, and evaluation stages of creating a film. For research, websites like BBC Film Network, YouTube, and IMDB were used to gather inspiration and information. Survey Monkey was used to conduct audience surveys during planning. Technologies like Microsoft Word, email, Facebook, and mobile phones supported communication and planning. Video and audio editing software like Final Cut Pro, iMovie, and LiveType were utilized for construction. Photoshop was used to create the film poster. A blog on Blogspot.com supported the evaluation process.
Evaluation Question 4
The document discusses the various media technologies used at different stages of the production process. In the research stage, SurveyMonkey and YouTube were used to gather feedback and research other works. Blogger was used to document progress. In planning, Microsoft Word, Facebook, and Scribd were used to create schedules, organize collaborators, and view storyboards. Filming utilized DSLR and HD cameras, and editing was done in Premiere Pro and HitFilm. Photoshop created the digi-pack and WIX the website. Evaluation included questionnaires in Excel, videos in Final Cut Pro and PowerPoint presentations uploaded to Scribd and SlideShare.
Steph stafford question 4 evaluation
The document discusses the various media technologies used at each stage of creating a music video project. Throughout the project, a Mac computer was used to access programs like Final Cut Pro for video editing, Photoshop for creating graphics, and Blogger for organizing work. Footage was captured using cameras provided by the school, and YouTube was used to upload and get feedback on the final video. While green screen equipment could not be used as planned, overall access to these technologies helped create a successful, professional-looking music video.
Evaluation Question 4
The document discusses the use of various media technologies in the research, planning, construction, and evaluation stages of a music video project. YouTube, Google, WhatsApp, Word, and Moodle were used in the research and planning stages to analyze other music videos, search for resources, communicate within the group, and create production documents. A Canon DSLR camera, lighting equipment, and a tripod were used to film footage, while Adobe Premiere and After Effects were used to edit the video. Photoshop was used to construct print materials for the project. Overall, the group learned new skills through experimenting with the various technologies at each stage of the project.
Question Four
The document discusses the various media technologies used at different stages of a project. It describes using Wix to present coursework, Final Cut Pro to edit a film, Motion to create an ident, Garage Band to edit music, Photoshop and Illustrator for ancillary tasks and posters, YouTube to research genres and upload drafts, a Canon camera and tripod for filming, and Prezi, Wix, PowerPoint, and SlideShare to layout answers for evaluation questions.
Evaluation Question 4
Victoria used various new media technologies throughout the construction and research, planning, and evaluation stages of her documentary project. In the research stage, she used online programs like YouTube, Google, and Channel 4OD to help decide the documentary topic. She created questionnaires using Microsoft programs and used the results to help plan her documentary about dreams. During production, she used equipment like an HD camera, tripod, microphone, and SLR camera to film interviews and footage. Adobe programs like Photoshop, Premier Pro, and Audition were used for editing photos, video, sound, and putting everything together. Online tools also helped present her work and research on her blog.
Evaluation Q 4
The document discusses the research, planning, construction, and evaluation stages of creating a music video. For research, the group used YouTube to explore their genre of hip hop/rap, Google to learn the genre's history, and SlideShare to share their presentations. They created a website using Webs to plan aspects and used Microsoft Word to record their plans. For construction, they used HD cameras and a stabilizing tripod to film footage. They learned to use lighting equipment and edited in Final Cut Pro. For evaluation, the group used Prezi and YouTube to present their audience feedback and the media technologies used in each stage.
Evaluation question 4
The document discusses the various media technologies used at different stages of producing a music video and ancillary texts. During planning and research, the author used tools like PowerPoint, WordPress, Google, and YouGov to understand the target audience and genre conventions. Filming utilized a Canon camera and phones, and editing was done in Final Cut Pro. Photoshop was used to create the ancillary texts, and difficulties arose learning the software. Presentations of evaluations used PowerPoint, Scribd, and WordPress. Social media like WhatsApp aided collaboration.
Evaluation question 4
The document discusses the various media technologies used during the planning, construction, and evaluation stages of creating a music video and ancillary texts. It describes using tools like PowerPoint, WordPress, Photoshop, and Final Cut Pro for research, project management, editing, and presentations. Some difficulties encountered included learning to use Photoshop for graphic design work and ensuring lip syncs matched the song pace during editing. Overall, the technologies facilitated collaboration, presentation of work, and completion of the project, though advanced editing software could have further improved the final music video.
Question 4
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a music video project. Final Cut Express was used for editing the video. Adobe Photoshop was used to create print materials like advertisements and CD packaging. YouTube was used to upload drafts and the final video. Facebook was used for group organization and collecting audience feedback. Various cameras were used to film footage. Prezi was used for an initial pitch presentation. PowerPoint was applied to discuss theories. Blogger hosted all research, planning and evaluation materials. Media 2.0 technologies like Facebook were invaluable for audience feedback and communication with the artist.
Q6
Through producing a film opening sequence, the document's author learned about various film production technologies. They gained experience using editing software like Adobe Premier Elements and Windows Movie Maker to improve footage. They also learned how to more effectively operate and handle a camera using techniques like a tripod. Additionally, the author expanded their understanding of using online platforms like YouTube and SlideShare to research other films, exhibit their own production, and ensure accessibility of planning documents and the finished film. The integration of multiple media platforms helped make the accompanying blog look professional and organized.
Q6 edited
Through producing a film opening sequence, the document's author learned about various film production technologies. They gained experience using editing software like Adobe Premier Elements and Windows Movie Maker to improve footage. They also learned how to more effectively operate and handle a camera using techniques like a tripod. Additionally, they expanded their understanding of using online platforms like YouTube and SlideShare to research other films, exhibit their own production, and ensure accessibility of planning documents and the finished film. The use of multiple media platforms helped present their work professionally and in an organized manner on the project blog.
Media evaluation pt 4
1. The document discusses the various media technologies used at different stages of a group project to create a music video, including using cameras, editing software, and online platforms for planning, gathering feedback, and sharing the final video.
2. Editing software like Premiere Pro was used to edit footage and add effects to create a high quality music video, while Adobe Photoshop helped design promotional materials.
3. Online surveys, interviews, social media, and video platforms like YouTube were utilized at different stages for research, feedback, and sharing the final project.
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Question 4: How did you use media technologies in the construction and resear...
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Question 6
- 1. QUESTION 6 What have you learnt about technology? Why did you use it?
- 2. PRE-PRODUCTION I had the idea to use blogger to apply all my information eg. final film, evaluation, analysis work. Why? Because then it would be all in the same place as I would be using the same program throughout the whole project. This was primarily used to achieve a way of showing the whole groups work eg. final ideas, genre research. all in one place on a simple group program.
- 3. PRODUCTION We chose to use websites to find free music to play throughout our film. Why? We chose to do this because I was an easy simple was to get multiple free music tracks for our film and we could also choose through lots to compliment the mood that was currently happening in the film. this was our main editing software for the film and was used as it was already installed onto the computers that we had available meaning the teachers could have helped us if we ever got suck in the process of editing
- 4. POST PRODUCTION After I had produced my film, I thought that the evaluation would be better to be done over more than one program. Why? I would do this so that they could be expressed in different ways than just one to give a different field of view to see each section of the evaluation differently.
- 5. HD CAMERA We used a HD camera to use the film our entire film, we learnt how to use it very quickly and it was very easy to upload the shot we had used on the computer and the editing software. By using a tripod we were able to get some very good shots throughout.
- 6. SOCIAL NETWORK We used social networking to spread our questionnaires to more people, this helped us get a better view on if people liked our film, we also used the results to change our film to meet our target audiences needs. The people that were filling out the questionnaire were also the age that our film was aimed at so it was a very accurate was of seeing what people wanted.