Question 6
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The group learned about various technologies through constructing their product. They used a camera with low distortion and astigmatism to get natural shots. Limitations with camera availability required improved group communication and shot list flexibility. Battery issues with cameras forced them to problem solve like charging cameras on set. Editing options like iMovie and Final Cut were considered, with iMovie chosen due to the group's familiarity to save time.
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Use of digital technology
The document discusses the use of digital technology in filmmaking. It describes using Blogger to upload a one-minute film and taking feedback to improve a preliminary film. It also discusses researching film techniques like the rule of thirds. The document then covers using a Canon DSLR camera and 50mm macro lens to film openings, having battery issues. It finishes by discussing using Final Cut Pro for editing and YouTube for uploading and storing video footage.
Looking back at your preliminary tasks, what
The document summarizes the learning Phoebe has gained from preliminary media tasks in her AS Level Media Studies course. Through exercises in continuity, filming techniques, editing, and recreating a TV scene, she has gained practical skills in using equipment like cameras, tripods, and editing software. She has also broadened her understanding of essential film elements like sound, editing, mise-en-scene, and camera shots. Reflecting on early tasks, she has identified areas for improvement like lighting that helped strengthen her final media project of a film opening sequence.
Digital Technology
Sarah Bamba developed her digital skills while working on a group documentary project about being a student in 2011. She learned how to properly use cameras, Mac computers, tripods, and editing software like Final Cut Express. While proud of her improved skills, she recognizes areas for further growth, such as practicing various camera shots like panning shots and learning to create steadier footage using a tripod.
Storytelling and video discussion for CHIFOO 2014
Storytelling structures from simple to complex; understanding production value; techniques for optimizing your level of production value
Evaluation question 2
The document discusses the various media technologies used at different stages of creating a horror film campaign. It describes using a Canon EOS camera with adjustable brightness, contrast, and lenses to film scenes. Adobe Premiere Pro and Adobe Bridge were used to edit footage, add transitions, and synchronize scenes with music. Blogs were created at each stage of research, planning, and evaluation using technologies like Prezi, SlideShare, and uploading videos.
Evaluation of preliminary task
The student learned several things about planning a film project. Their group struggled with the pitch process to choose an idea and instead decided on an anti-smoking film collectively. They also researched the target audience. For equipment, they learned how to use the camera and sound equipment. They were taught editing on Final Cut Pro, including cutting clips and controlling sound and image separately. The student believes their first film product turned out well despite challenges with planning and equipment, and that teamwork helped overcome these challenges.
Evaluation 6
The document discusses the group's process of creating an opening sequence for a media project. It describes some of the equipment and software used, including cameras, editing software, and platforms for sharing work. The group found the Hitachi camera provided by the teacher had poor sound and lighting quality. They instead used a Sony Cybershot, which produced higher quality footage. For editing, they used iMovie rather than the recommended Serif Movie Plus, as iMovie had better features and was more familiar. They presented drafts on YouTube and blogged about their process on Blogger.
Technical Skills
This document provides descriptions of various technical skills and equipment used for videography and filmmaking. It summarizes 14 pieces of equipment including cameras (Nikon D3200, GoPro), lighting equipment (Paglight, reflectors), software (Photoshop, Final Cut Pro, Wix), and equipment for stable shots (tripod, tracks/dolly, crane). For each item, it describes its purpose and limitations. The overall purpose is to outline resources available for creating a professional film trailer.
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Use of digital technology
The document discusses the use of digital technology in filmmaking. It describes using Blogger to upload a one-minute film and taking feedback to improve a preliminary film. It also discusses researching film techniques like the rule of thirds. The document then covers using a Canon DSLR camera and 50mm macro lens to film openings, having battery issues. It finishes by discussing using Final Cut Pro for editing and YouTube for uploading and storing video footage.
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The document summarizes the learning Phoebe has gained from preliminary media tasks in her AS Level Media Studies course. Through exercises in continuity, filming techniques, editing, and recreating a TV scene, she has gained practical skills in using equipment like cameras, tripods, and editing software. She has also broadened her understanding of essential film elements like sound, editing, mise-en-scene, and camera shots. Reflecting on early tasks, she has identified areas for improvement like lighting that helped strengthen her final media project of a film opening sequence.
Digital Technology
Sarah Bamba developed her digital skills while working on a group documentary project about being a student in 2011. She learned how to properly use cameras, Mac computers, tripods, and editing software like Final Cut Express. While proud of her improved skills, she recognizes areas for further growth, such as practicing various camera shots like panning shots and learning to create steadier footage using a tripod.
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Evaluation question 2
The document discusses the various media technologies used at different stages of creating a horror film campaign. It describes using a Canon EOS camera with adjustable brightness, contrast, and lenses to film scenes. Adobe Premiere Pro and Adobe Bridge were used to edit footage, add transitions, and synchronize scenes with music. Blogs were created at each stage of research, planning, and evaluation using technologies like Prezi, SlideShare, and uploading videos.
Evaluation of preliminary task
The student learned several things about planning a film project. Their group struggled with the pitch process to choose an idea and instead decided on an anti-smoking film collectively. They also researched the target audience. For equipment, they learned how to use the camera and sound equipment. They were taught editing on Final Cut Pro, including cutting clips and controlling sound and image separately. The student believes their first film product turned out well despite challenges with planning and equipment, and that teamwork helped overcome these challenges.
Evaluation 6
The document discusses the group's process of creating an opening sequence for a media project. It describes some of the equipment and software used, including cameras, editing software, and platforms for sharing work. The group found the Hitachi camera provided by the teacher had poor sound and lighting quality. They instead used a Sony Cybershot, which produced higher quality footage. For editing, they used iMovie rather than the recommended Serif Movie Plus, as iMovie had better features and was more familiar. They presented drafts on YouTube and blogged about their process on Blogger.
Technical Skills
This document provides descriptions of various technical skills and equipment used for videography and filmmaking. It summarizes 14 pieces of equipment including cameras (Nikon D3200, GoPro), lighting equipment (Paglight, reflectors), software (Photoshop, Final Cut Pro, Wix), and equipment for stable shots (tripod, tracks/dolly, crane). For each item, it describes its purpose and limitations. The overall purpose is to outline resources available for creating a professional film trailer.
Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Production techniques evaluation
This document summarizes experiments with graphic design, radio, and advergame production techniques. It discusses advantages and disadvantages of working in Photoshop and Premiere Pro. For a radio advertisement project, sound effects and music were downloaded. The radio ads are identified as advertising the product best because people are more likely to pay attention to them. Skills that could be further developed include animation, design, and basic Photoshop skills.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
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Part 1 of presentation
Note: Audio and video will not play directly in the Slideshare viewer. Some video slides have links to YouTube. To play other audio and video slides, you will need to download the presentation.Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Question 6
The document discusses various technologies used in making a film opening, including:
1) A blog was used for audience research, filming logs, and feedback to facilitate collaboration.
2) A digital handheld camera and tripod were used for shooting, with the tripod improving shot clarity, depth of field, and professionalism.
3) Basic fade effects were used for title transitions to connote unconsciousness. Lighting issues were addressed through contrast adjustments to achieve continuity.
High definition hd
High Definition (HD) provides sharper, higher quality video and sound through higher pixel counts and improved compression formats like 1080p. HD can only be viewed on HD monitors or TVs. 3D works by feeding the eyes two slightly different images that combine to give the illusion of depth, though some people report headaches from prolonged 3D viewing. Pay Per View allows purchasing temporary access to movies, sports or other programming. On-Demand viewing provides access to catch-up TV and other shows through online services like BBC iPlayer for a limited period after initial broadcast.
5. pre production (done)
This document outlines the pre-production planning for a podcast. It includes details on the logo design, layout, cast, storyboards, software and equipment needed, potential issues and solutions, health and safety considerations, and an 8-day production schedule. The logo will use red and grey/white colors. Recording software, microphones, a camera and tripod will be needed. Potential issues addressed include microphone placement, wiring, COVID protocols, and back pain prevention. The production schedule allocates days for scripting, setup, practice, recording, editing, and final review.
Evaluation: Question 7
This document summarizes the learning and progression between an initial preliminary task and the final media product. It discusses improvements in camera work and shots, increased experience and skills using Final Cut Pro for editing, better quality acting that more clearly communicated the intended message, and stronger time management that allowed the production of a high quality final film meeting all deadlines. The overall progression resulted in a much stronger final media product capable of delivering its message effectively to the audience.
QUESTION 4
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
W200 present your finding
This document summarizes three articles about using technology to assist students with disabilities. The first article discusses considerations for assistive technology decisions during IEP meetings. The second describes how iPad applications help students with communication and learning. The third highlights a technology summer camp that engaged students through internet activities. The summaries identify the key topics, benefits discussed, and legal acts related to providing technology accommodations.
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Ringkasan dokumen tersebut adalah sebagai berikut:
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2. Acara akan dirasmikan oleh Guru Besar SKBT dan akan menampilkan berbagai pertandingan sukan seperti larian dan sukaneka untuk pelajar berbagai tingkatan.
3. Rancangan tersebut mencakup daftar pegawai su
Preliminary task review
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
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.
Evaluation question 6 Commute
The document discusses what was learned from constructing a media product using various cameras, microphones, and editing software. It describes both the strengths and weaknesses of the cameras used, such as the high image quality but difficulty keeping the camera steady. Problems filming in public areas are addressed, such as needing permission and dealing with people in shots. New equipment like tripods and microphones were used to enhance stability and audio quality. Editing software previously used allowed for efficient editing and application of effects like fades to transition between audio clips in the opening.
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Evaluation of prelim task
The student worked with a team of four on a film project. They created storyboards and did practice runs to plan the sequence. They used a Canon HD camera, tripod, Adobe Premiere software, and LaCie drive to complete the filming and editing. Some challenges included balancing schedules and learning to use the new technology. Overall the sequence was successful and completed ahead of schedule. The student learned new camera, editing, and filmmaking skills through this project.
Production techniques evaluation
This document summarizes experiments with graphic design, radio, and advergame production techniques. It discusses advantages and disadvantages of working in Photoshop and Premiere Pro. For a radio advertisement project, sound effects and music were downloaded. The radio ads are identified as advertising the product best because people are more likely to pay attention to them. Skills that could be further developed include animation, design, and basic Photoshop skills.
Evaluation of prelim task
The team of four students managed tasks well through assigning main roles for filming and editing. They storyboarded and practiced their scene before filming with a Canon HD camera and tripod. Footage was edited together in Adobe Premiere on a Lacie drive. Factors like schedules, lighting, location, and sound quality were considered during planning and shooting. The sequence was completed ahead of schedule, and the group learned new filming, editing, and project management skills through hands-on experience with the technology and creative process.
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Part 1 of presentation
Note: Audio and video will not play directly in the Slideshare viewer. Some video slides have links to YouTube. To play other audio and video slides, you will need to download the presentation.Evaluation of prelim task
The student worked on a group project to create a film sequence for a preliminary task. They worked well as a team, with defined roles for filming, acting, and editing. They storyboarded their sequence and did practice runs to plan shots. They used a Canon HD camera, tripod, Adobe Premiere software, and external hard drive to complete the filming and editing. Factors like schedules, lighting, location, and sound quality were considered. The sequence was completed ahead of schedule. The student learned new camera, software, and film editing skills through this project.
Question 6
The document discusses various technologies used in making a film opening, including:
1) A blog was used for audience research, filming logs, and feedback to facilitate collaboration.
2) A digital handheld camera and tripod were used for shooting, with the tripod improving shot clarity, depth of field, and professionalism.
3) Basic fade effects were used for title transitions to connote unconsciousness. Lighting issues were addressed through contrast adjustments to achieve continuity.
High definition hd
High Definition (HD) provides sharper, higher quality video and sound through higher pixel counts and improved compression formats like 1080p. HD can only be viewed on HD monitors or TVs. 3D works by feeding the eyes two slightly different images that combine to give the illusion of depth, though some people report headaches from prolonged 3D viewing. Pay Per View allows purchasing temporary access to movies, sports or other programming. On-Demand viewing provides access to catch-up TV and other shows through online services like BBC iPlayer for a limited period after initial broadcast.
5. pre production (done)
This document outlines the pre-production planning for a podcast. It includes details on the logo design, layout, cast, storyboards, software and equipment needed, potential issues and solutions, health and safety considerations, and an 8-day production schedule. The logo will use red and grey/white colors. Recording software, microphones, a camera and tripod will be needed. Potential issues addressed include microphone placement, wiring, COVID protocols, and back pain prevention. The production schedule allocates days for scripting, setup, practice, recording, editing, and final review.
Evaluation: Question 7
This document summarizes the learning and progression between an initial preliminary task and the final media product. It discusses improvements in camera work and shots, increased experience and skills using Final Cut Pro for editing, better quality acting that more clearly communicated the intended message, and stronger time management that allowed the production of a high quality final film meeting all deadlines. The overall progression resulted in a much stronger final media product capable of delivering its message effectively to the audience.
QUESTION 4
Throughout their project, the student and their group faced challenges keeping up with new media trends to make their music video production as realistic as possible. During planning and research, they studied techniques like split screening and color modification from other music videos. While planning, they created a digital blog to log decisions and get feedback. They used various software and editing tools like Adobe Premiere Pro to add special effects and improve footage quality. Their final presentation of the work will be on a blog format to professionally showcase the project.
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This document summarizes three articles about using technology to assist students with disabilities. The first article discusses considerations for assistive technology decisions during IEP meetings. The second describes how iPad applications help students with communication and learning. The third highlights a technology summer camp that engaged students through internet activities. The summaries identify the key topics, benefits discussed, and legal acts related to providing technology accommodations.
EnTrada
EnTrada: sinds 2010 een indrukwekkend landmark aan de skyline van Tilburg. Een imposante toeganspoort die u vanaf de A58 direct naar het centrum leidt. Kantoor houden in een omgeving van multinationals en logistieke dienstverleners. Hier zit u zakelijk op niveau!
Het nieuwe werken - terugkoppeling professionals
Presenatie over 'Het Nieuwe Werken'. Onderzoek naar mogelijkheden voor Entrada - Tilburg en een breder perspectief. Terugkoppeling professionals die bij hebben gedragen aan het onderzoek.
IJ-oevers, kantoor- en bedrijfsruimte blijven het hier gewoon goed doen!
MKB kiest voor IJ-oevers.
Bron: Bedrijfshuisvesting Noord-Holland/Flevoland 2012
Temasya Sukan Tahunan
Ringkasan dokumen tersebut adalah sebagai berikut:
1. Dokumen tersebut merupakan rancangan acara Temasya Sukan Tahunan SKBT kali ke-16 yang akan diadakan pada 29 September 2011.
2. Acara akan dirasmikan oleh Guru Besar SKBT dan akan menampilkan berbagai pertandingan sukan seperti larian dan sukaneka untuk pelajar berbagai tingkatan.
3. Rancangan tersebut mencakup daftar pegawai su
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IJ-oevers, kantoor- en bedrijfsruimte blijven het hier gewoon goed doen!
IJ-oevers, kantoor- en bedrijfsruimte blijven het hier gewoon goed doen!
Similar to Question 6
Preliminary task review
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
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.
Evaluation question 6 Commute
The document discusses what was learned from constructing a media product using various cameras, microphones, and editing software. It describes both the strengths and weaknesses of the cameras used, such as the high image quality but difficulty keeping the camera steady. Problems filming in public areas are addressed, such as needing permission and dealing with people in shots. New equipment like tripods and microphones were used to enhance stability and audio quality. Editing software previously used allowed for efficient editing and application of effects like fades to transition between audio clips in the opening.
Evaluation - Question 6
The document discusses what was learned from constructing a media product using various cameras, microphones, and editing software. It describes both the strengths and weaknesses of the cameras used, such as the high image quality but difficulty keeping the camera steady. Problems filming in public areas are addressed, such as needing permission and dealing with people in shots. New equipment like tripods and microphones were used to enhance stability and audio quality. Editing software previously used allowed for efficient editing and application of effects like fades to transition between audio clips in the opening.
Preliminary task film
Zabi Omar took on multiple roles in supporting the film production process, including serving as a lighting assistant. He helped advise his colleagues on filming angles and scripts.
Zabi communicated well with his team members, who had clear meetings and allocated roles without conflict. They supported each other through mistakes.
One major challenge was the limited time for meeting the deadline, which caused some rushing. Wires also occasionally got tangled. In the future, more planning is needed.
Using the new equipment was initially challenging but the team learned how to operate it effectively. Wires were wrapped to reduce risks. The camera was set to manual for more control.
Tracking shots and lighting effects worked well in the film.
Preliminary task ev.
The document discusses what was learned from completing a preliminary planning and filming task. Key lessons included:
1) Effective planning requires organizing shots, locations, and equipment needs to make vague ideas more concrete and achievable.
2) Experience using various filming and editing equipment builds comfort and knowledge of how to capture the best footage and create polished end products.
3) Editing teaches the importance of continuity both in filming and editing, and how to manipulate footage into a polished, professionally-paced final video.
4) Strong planning is needed to effectively link ideas to concrete work in practice, especially regarding shot organization, locations, and maintaining a coherent narrative.
Evaluation Technology
The document discusses the various technologies used during the process of creating a student production project. It describes how social media like Facebook was used for communication and scheduling between group members. A Canon EOS 600D camera was chosen for its video capabilities. A Sigma zoom lens was selected to help with shots requiring a shift in focus between characters, though it provided less sharp images than a prime lens. Adobe Premiere Elements 11 was used for editing, though it had long loading times and lacked tutorials.
Question 6 Evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Q6 evaluation
The student learned several important things about technologies from constructing their film project:
1) Websites like IMDB, YouTube, and Celtx were invaluable for research, inspiration, and learning proper script formatting during pre-production.
2) Blogger allowed them to document their entire process and refer back to research and plans during filming.
3) While the Sony HD camera captured high quality footage, its short battery life caused disruptions; zoom recording enabled convenient close-ups.
Q6 evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Q6 evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge and appreciation for how these technologies enhanced their filmmaking process and final product.
Q6 evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Question 6 Evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Evaluation question 4
The group used various new media technologies throughout the research, planning, production and evaluation of their short film. They created a blog to share research and ideas. They used Final Cut Express for editing the film and adding filters/transitions. Different cameras were used for filming, photos and posters to achieve the best quality. Google Forms and spreadsheets gathered audience feedback. Final Cut Express and a Zoom recorder were used to create a radio trailer. Photoshop, with help from a graphics student, was used to design the poster and a prop. While technologies provided benefits, some issues arose like with the blog platform and camera batteries, but the group found ways to overcome problems.
Advance evaluation- Question 4
The document discusses the various stages of a media studies project to create an advertisement. In the research stage, online resources like YouTube were used to find example ads and develop initial ideas. DV cameras were also used to test different shot types. During filming, the portable DV cameras made location shooting easy. While the cameras were compact, the quality of footage was not ideal. iMovie software made basic editing straightforward, though more advanced effects were not possible. Feedback was gathered by sharing the final ad online.
Final2
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
A2 media product evaluation revised
The document discusses a group's media production project evaluating a horror film trailer they created. It covers the various stages of production including research, planning, filming, editing, and receiving feedback. Key points discussed include:
- They challenged conventions by using a point-of-view shot from the victim's perspective rather than the killer's.
- Feedback helped them improve pacing and shorten a long shot. They lacked variety in shots.
- They refilmed footage after receiving feedback and issues with overlapping audio.
- Feedback helped improve their poster and magazine cover to better match the sophisticated thriller genre.
- Technologies used included cameras, microphones, editing software, and online research tools. They created a
Evaluation of A2 Media Production
The document provides feedback on a group's media production project creating a trailer for a horror film called "The Recluse". It discusses how they used and challenged conventions of editing, music, and mise-en-scene in horror trailers. It also summarizes feedback received on the trailer, posters, and a magazine cover created to promote the film. The feedback helped the group improve pacing, variety of shots, titling, and quality of images used. Overall, the magazine cover was seen as the most professionally executed piece.
A2 media product evaluation wed 4th may
The document discusses a group's media production project evaluating a horror film trailer they created. It covers the various stages of production including research, planning, filming, editing, and receiving feedback. Key points discussed include:
- They challenged conventions by using a point-of-view shot from the victim's perspective rather than the killer's.
- Feedback helped them improve pacing and variety of shots. Refilming addressed technical issues and incorporated suggestions.
- Their magazine cover design effectively captured the film's tone and received positive feedback.
- Technologies like cameras, microphones, editing software, and online platforms supported production, research, and gathering audience feedback at different stages.
A2 Evaluation: Q4
The student used various media technologies at different stages of constructing their documentary film. IMDB provided information about other films during planning. Short Film of the Week introduced them to influential documentaries. YouTube allowed researching other student films and getting feedback. Wikipedia informed their understanding of documentary conventions. Google Maps helped locate suitable filming locations. Blogger documented their research and progress. Equipment like tripods, microphones, and cameras were used to capture quality footage. Communication technologies like email and messaging aided collaboration. Prezi, Photo Booth and iMovie supported evaluation. Final Cut Pro was used to edit the final film.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
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South African Journal of Science: Writing with integrity workshop (2024)
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What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
How to Setup Warehouse & Location in Odoo 17 Inventory
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Question 6
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- 3. Imovie vs. Final Cut When we came to look at the programmes we could use to edit our film opening we had the option between imovie and final cut. We looked at the different features that they both offer and the amount of knowledge that we have on both. We decided to use imovie as we thought that we could use the full potential of it from previous experience with it and through a constructive discussion we decided that imovie was more practical for us as a group. As a group we found that the different transitions, sounds and other features of imovie were better to final cut due to the group knowing exactly how to use it and would be beneficial as it would be less time consuming. VS