Question 7
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In his preliminary task, Josh Warburton only knew basic Photoshop skills like placing text and editing images. For his final product, he became skilled at advanced Photoshop techniques through continued use, allowing him to professionally edit images and make his final product more attractive to his target market. He feels he has learned Photoshop skills that improved the quality of his work between the preliminary task and final product.
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Q7) looking back at you media preliminary
The document compares the author's preliminary task to their final product, noting several ways their skills have improved. They learned to use software like Photoshop and Quark Xpress more proficiently. Images, graphics, and layouts were of higher quality. An understanding of codes and conventions helped the final product appear more polished and "like a real music magazine."
Evaluation 7
The document discusses the differences between designing a preliminary task and final product for a media assignment. For the preliminary task, the author struggled using basic software like PowerPoint and had difficulty being creative. However, for the final product, the author gained experience using professional software like Photoshop and InDesign. This allowed for higher quality images, organization of layers, and a more polished overall design. The author also learned new skills like using a digital camera, editing photos, and publishing content online.
Question 7
The student learned many skills from their preliminary task to the final production that improved the professional quality of their work. Specifically, they learned how to better use lighting, select appropriate fonts, implement a consistent style, utilize layers in Photoshop, and incorporate industry conventions like well-designed mastheads. They were able to apply these lessons to create a double page spread for their final project that had unique colors, professional positioning of images, and an eye-catching "lens flare" effect. Overall, their skills in Photoshop and understanding of magazine design greatly increased, allowing them to produce a higher quality final product.
Question 7
The student learned many new skills in progressing from their preliminary task to the final product. For the preliminary task, the student had limited Photoshop knowledge and technology usage, which resulted in a basic layout with minimal text and effects. However, for the main product the student applied more effort, gained more Photoshop experience, and used technology more professionally. This included improved fonts, images, color scheme, and layout to create a higher quality product that would appeal more to the target audience.
Question 7 looking back at your preliminary task what do you feel you have le...
The student learned many skills from their preliminary task to their final media product. For the preliminary task, the student used minimal differentiation between contents and images, lacked lighting and Photoshop skills. For the final product, the student used different models and images, added professional lighting and Photoshop adjustments. The student also learned to carefully select fonts to follow conventions. Key skills learned included using Photoshop tools like adjustments and effects. The student increased the complexity of their layout by adding and moving layers. Overall, the student produced a higher quality final product by learning photography, design, and software skills.
Question 6
Kedeidra Joyce learned several skills and technologies when constructing various media products. She improved her skills in Photoshop, specifically cutting out backgrounds in photos using anchor points. She also learned how to upload different file types like pictures, videos, and presentations to Blogger. When taking photos with a Nikon DSLR camera, she learned about lighting techniques and different shots. Spider Scribe allowed her to create a mind map layout for her magazine proposal. While Illustrator was difficult to learn initially, she was able to create a shaded masthead. InDesign proved more challenging than Photoshop but she learned how to properly drag and drop images and resize them.
Opportunities
This document discusses the opportunities presented by a project to improve skills, challenge creativity, and develop professionally relevant abilities. It identifies opportunities to advance photography skills using a DSLR camera, develop Photoshop techniques to make images look professional, and strengthen transferable skills in graphic design, photography, and copywriting. These skills could be useful for roles requiring abilities in areas like graphic design, magazine work, and following briefs, preparing the writer for a career in media. The project also allows experimenting with composing images in Photoshop and combining it with other programs like InDesign to create professional products for different media.
i Question 7 evaluation abbey
The student learned many new skills from their preliminary task to the final production. They improved lighting, costumes, and image manipulation in Photoshop. They also varied shot types, experimented with lighting, and learned to use layers and conventions. Feedback from a focus group helped improve the masthead design. Overall, the final production showed increased quality, professionalism, and a masthead that better appealed to the target audience through lessons learned.
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Q7) looking back at you media preliminary
The document compares the author's preliminary task to their final product, noting several ways their skills have improved. They learned to use software like Photoshop and Quark Xpress more proficiently. Images, graphics, and layouts were of higher quality. An understanding of codes and conventions helped the final product appear more polished and "like a real music magazine."
Evaluation 7
The document discusses the differences between designing a preliminary task and final product for a media assignment. For the preliminary task, the author struggled using basic software like PowerPoint and had difficulty being creative. However, for the final product, the author gained experience using professional software like Photoshop and InDesign. This allowed for higher quality images, organization of layers, and a more polished overall design. The author also learned new skills like using a digital camera, editing photos, and publishing content online.
Question 7
The student learned many skills from their preliminary task to the final production that improved the professional quality of their work. Specifically, they learned how to better use lighting, select appropriate fonts, implement a consistent style, utilize layers in Photoshop, and incorporate industry conventions like well-designed mastheads. They were able to apply these lessons to create a double page spread for their final project that had unique colors, professional positioning of images, and an eye-catching "lens flare" effect. Overall, their skills in Photoshop and understanding of magazine design greatly increased, allowing them to produce a higher quality final product.
Question 7
The student learned many new skills in progressing from their preliminary task to the final product. For the preliminary task, the student had limited Photoshop knowledge and technology usage, which resulted in a basic layout with minimal text and effects. However, for the main product the student applied more effort, gained more Photoshop experience, and used technology more professionally. This included improved fonts, images, color scheme, and layout to create a higher quality product that would appeal more to the target audience.
Question 7 looking back at your preliminary task what do you feel you have le...
The student learned many skills from their preliminary task to their final media product. For the preliminary task, the student used minimal differentiation between contents and images, lacked lighting and Photoshop skills. For the final product, the student used different models and images, added professional lighting and Photoshop adjustments. The student also learned to carefully select fonts to follow conventions. Key skills learned included using Photoshop tools like adjustments and effects. The student increased the complexity of their layout by adding and moving layers. Overall, the student produced a higher quality final product by learning photography, design, and software skills.
Question 6
Kedeidra Joyce learned several skills and technologies when constructing various media products. She improved her skills in Photoshop, specifically cutting out backgrounds in photos using anchor points. She also learned how to upload different file types like pictures, videos, and presentations to Blogger. When taking photos with a Nikon DSLR camera, she learned about lighting techniques and different shots. Spider Scribe allowed her to create a mind map layout for her magazine proposal. While Illustrator was difficult to learn initially, she was able to create a shaded masthead. InDesign proved more challenging than Photoshop but she learned how to properly drag and drop images and resize them.
Opportunities
This document discusses the opportunities presented by a project to improve skills, challenge creativity, and develop professionally relevant abilities. It identifies opportunities to advance photography skills using a DSLR camera, develop Photoshop techniques to make images look professional, and strengthen transferable skills in graphic design, photography, and copywriting. These skills could be useful for roles requiring abilities in areas like graphic design, magazine work, and following briefs, preparing the writer for a career in media. The project also allows experimenting with composing images in Photoshop and combining it with other programs like InDesign to create professional products for different media.
i Question 7 evaluation abbey
The student learned many new skills from their preliminary task to the final production. They improved lighting, costumes, and image manipulation in Photoshop. They also varied shot types, experimented with lighting, and learned to use layers and conventions. Feedback from a focus group helped improve the masthead design. Overall, the final production showed increased quality, professionalism, and a masthead that better appealed to the target audience through lessons learned.
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Question 6 evalutation abbey
The student learned to use various technologies in creating their music magazine, including a digital camera, iPhone, Photoshop, internet browsers, PowerPoint, and lighting. They took photos with the camera and iPhone, edited images and laid out pages in Photoshop, researched conventions online, organized information in PowerPoint, and experimented with lighting. Through this process, the student gained skills in using these technologies and merging them to produce a professional final product.
Media evaluation 6
Through constructing their product using Adobe Premier Pro, which was new software to them, the author learned skills in editing film including how to adjust shots, mirror flip images, fade credits, and use short shots to build tension. While it took time to learn the new software, the author was able to realize their envisioned edit and will now be able to create more professional-looking media in the future, better understanding the filmmaking process.
Production techniques evaluation
The document discusses various experiments and production techniques for graphic design, radio production, and advergames. It analyzes the advantages and disadvantages of working in Photoshop and Premiere Pro. It also compares two of the author's products and reflects on what was learned.
TASK 2- OPPORTUNITIES
This document discusses the opportunities presented in a project for skills development. It identifies opportunities to challenge oneself creatively using new techniques. Technically, it aims to improve skills in photography using a DSLR camera and in Photoshop. Experience with Photoshop and photography would be valuable for jobs in media, graphics, and photography fields. The project also allows for designing different media like banners, cans, and posters to gain experience applicable to design careers.
New plan of action
The document summarizes a new plan of action created by Suman Uttamchandani and their partner. Originally, they planned to interview teachers but learned the teachers would be unavailable. As an alternative, they will now create an animated movie, edit a movie, make a logo and poster. This allows them to demonstrate a wider range of technical skills like video editing, animation, and using software like Google SketchUp and Corel. The author believes the new plan better showcases their abilities and will make a more interesting video by incorporating different techniques.
Evaluation question 7
The document discusses the progression from a preliminary task to a final production. There were improvements in several areas:
Images were better lit with a wider variety of shot types and more planning. Text fonts were less bold and easier to read. The layout was dramatically improved by using Photoshop layers and research. The masthead became more professional and enticing to audiences by manipulating the text. Skills like camera techniques, Photoshop editing, and researching layouts were applied to a double page spread for the final production.
Evaluation question 6
During the production of a magazine, the author used several technologies to create the final product and learned how to use them. The technologies included:
- A Canon DSLR camera to take high quality photos for the image-heavy magazine. The camera's features like ISO, aperture, and memory capacity helped improve the photos.
- Lighting equipment and online research to properly position lights and achieve a professional, studio-like look for photos.
- Adobe Photoshop to manipulate and enhance photos, add text, and layout the magazine. Photoshop tutorials helped learn features.
- A web browser for research on codes, conventions and tutorials to aid the production process and document progress in an online blog.
Evaluation question 6
The document discusses the technologies used to create a media product. It describes learning to use Blogger to document the planning, filming, and editing process. It also discusses gaining experience using a Panasonic HD camcorder, tripod, Adobe Premier Pro for editing, and Live Type for titles and credits. These tools helped produce a professional quality media product.
What have you learnt about technologies
We learned several new technology skills from creating this product, including how to use video editing software like Adobe Premier Pro, which allows us to efficiently edit and produce longer, more complex videos. We also learned how to create custom logos and titles for our production company by designing one ourselves. Additionally, we gained experience with cameras and their angles to improve visual effects in our final project. We are now familiar with various online tools for planning, presenting, and sharing our work.
What have you learnt about technologies
We learned several new technology skills from creating our final product, including how to use video editing software like Adobe Premier Pro, which allows us to efficiently edit and produce longer, more complex videos. We also learned how to create custom logos and titles for our production company by designing one ourselves. Additionally, we gained experience with cameras and their different angles to improve the visual representation in our film. Finally, we became familiar with various online presentation tools such as Prezi and SlideShare to help showcase our work.
Evaluation question 6
The document discusses what the author has learned about various technologies from constructing their product. They learned how to use Photoshop features like the channel mixer, grids, guides, and layers to construct a professional-looking front cover. They also learned how to export files in different formats and continue working across different versions of Photoshop. InDesign allowed them to make a contents page and spread, using features like display performance, the direct selection tool, and grids. They also learned how to update placed Photoshop images. Blogger taught them how to make posts with text, images, videos and presentations and change post dates. Prezi helped them make online presentations with images, while Slideshare and YouTube allowed them to upload and
Deepak Vishwakarma
The document is a resume for Deepak Vishwakarma seeking a photographer position. He has 5 years of experience in photography and image editing. He is skilled in photography, image editing software like Photoshop, and has experience with video editing software. His most recent role was as a senior image editor and backup photographer for Myntra Designs where he processed images, ensured quality standards, and mentored others. He is looking for a creative role where he can continue developing his photography and editing skills.
Lo2
The document summarizes image editing tasks performed on character faces for a music production. First, the faces were scaled to similar ratios to improve professionalism and proportion. Backgrounds were then deleted using selection and removal tools in Photoshop to allow custom backgrounds. Effects were also added to the images to match the theme of the accompanying music video.
Project 1 evaluation
The document discusses production techniques for graphic design, radio, and video game projects. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. It reflects on a radio advertisement the author created, mentioning elements like a Coca-Cola can opening and a film reel with witches. The author would change some elements in the radio ad for improvement. The document also compares the author's projects and identifies the poster as most professional for its ability to advertise in various locations.
Question 6
The document discusses the technologies used to create a magazine. It describes using a Canon 550D camera to take high-quality images and learning photography skills like controlling aperture and depth of field. Adobe Photoshop was used to adjust image brightness and contrast before adding text. Internet Explorer and a mobile phone helped with research, communication with a focus group, and uploading content to a blog for easy access and future reference. Microsoft PowerPoint helped organize codes and conventions and create evaluations. Through this process, the author learned new technological skills that allowed them to professionally produce and organize their magazine research.
Question 7
The student learned several skills that improved their work from the preliminary task to the final production. For layout, they learned to use layers in Photoshop to make the page more visually interesting. They also researched magazine conventions to create a double page spread with a flowing layout. For images, the student learned to manipulate brightness, contrast and saturation in Photoshop, and how to take better photos with their digital SLR camera. For text, they learned how to use drop shadows to make text stand out on busy backgrounds. Overall, acquiring these new skills through practice, research and tutorials allowed the student to create a higher quality final production with professionally styled images, text and layout.
Photoshop in marketing
Presented by Prof. Mark Gallian at the BBLA-NCLIS seminar for librarians held at the ICT Hall, Benguet State University Library, La Trinidad, Benguet. The objectives are 1) Introduce to the librarian desktop publishing and photoshop, 2) Develop in the librarians the skill of technological marketing, and 3) enable librarians for marketing Filipiniana materials.
Alevel media evaluation question 6
Lewis Robinson learned several new technologies while constructing a title and opening sequence for a media coursework project. He used Serif Movie Plus software to edit footage, adding effects and transitions to improve the quality and pace. He also learned new camera techniques like shots and angles using a handheld video camera and drone. Photoshop allowed him to create professional-looking titles by adding text and visual effects. Research online taught him additional editing, shooting, and presentation skills to enhance his project. Overall, the media course helped expand his technical skills in filmmaking.
Q6
The document discusses technologies learned during the construction of a media production project. These include Photoshop for image editing and logo creation, camera skills for professional filming using a tripod, and Serif Movie Plus x6 for video editing skills like cropping, adding effects, and fading. The internet was also important for creating online surveys to gather audience feedback and finding fonts. Overall, the document outlines the various software programs and technical skills learned to produce a professional quality end product.
To start with i placed the clips i wished to use into the work area
The author placed video clips into their work area and edited them down to the desired length. They then rearranged the clips into a sequence that would tell a narrative reflecting the lyrics and ideas of the song. Finally, they added the last clips, soundtrack, and song title to complete the video. Additional effects were included to keep the audience engaged and allow smooth transitions between clips rather than just jump cuts.
Production diary
This document outlines the weekly progress of a student over several months as they worked to complete various coursework assignments for their A2 Media Studies course. It details the tasks they planned to complete each week, such as storyboarding, filming test shots, editing video clips, analyzing ancillary materials, designing surveys, and receiving feedback to implement improvements. By the end, the student had finalized their music video, production diary, and evaluation questions to submit for their coursework.
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Question 6 evalutation abbey
The student learned to use various technologies in creating their music magazine, including a digital camera, iPhone, Photoshop, internet browsers, PowerPoint, and lighting. They took photos with the camera and iPhone, edited images and laid out pages in Photoshop, researched conventions online, organized information in PowerPoint, and experimented with lighting. Through this process, the student gained skills in using these technologies and merging them to produce a professional final product.
Media evaluation 6
Through constructing their product using Adobe Premier Pro, which was new software to them, the author learned skills in editing film including how to adjust shots, mirror flip images, fade credits, and use short shots to build tension. While it took time to learn the new software, the author was able to realize their envisioned edit and will now be able to create more professional-looking media in the future, better understanding the filmmaking process.
Production techniques evaluation
The document discusses various experiments and production techniques for graphic design, radio production, and advergames. It analyzes the advantages and disadvantages of working in Photoshop and Premiere Pro. It also compares two of the author's products and reflects on what was learned.
TASK 2- OPPORTUNITIES
This document discusses the opportunities presented in a project for skills development. It identifies opportunities to challenge oneself creatively using new techniques. Technically, it aims to improve skills in photography using a DSLR camera and in Photoshop. Experience with Photoshop and photography would be valuable for jobs in media, graphics, and photography fields. The project also allows for designing different media like banners, cans, and posters to gain experience applicable to design careers.
New plan of action
The document summarizes a new plan of action created by Suman Uttamchandani and their partner. Originally, they planned to interview teachers but learned the teachers would be unavailable. As an alternative, they will now create an animated movie, edit a movie, make a logo and poster. This allows them to demonstrate a wider range of technical skills like video editing, animation, and using software like Google SketchUp and Corel. The author believes the new plan better showcases their abilities and will make a more interesting video by incorporating different techniques.
Evaluation question 7
The document discusses the progression from a preliminary task to a final production. There were improvements in several areas:
Images were better lit with a wider variety of shot types and more planning. Text fonts were less bold and easier to read. The layout was dramatically improved by using Photoshop layers and research. The masthead became more professional and enticing to audiences by manipulating the text. Skills like camera techniques, Photoshop editing, and researching layouts were applied to a double page spread for the final production.
Evaluation question 6
During the production of a magazine, the author used several technologies to create the final product and learned how to use them. The technologies included:
- A Canon DSLR camera to take high quality photos for the image-heavy magazine. The camera's features like ISO, aperture, and memory capacity helped improve the photos.
- Lighting equipment and online research to properly position lights and achieve a professional, studio-like look for photos.
- Adobe Photoshop to manipulate and enhance photos, add text, and layout the magazine. Photoshop tutorials helped learn features.
- A web browser for research on codes, conventions and tutorials to aid the production process and document progress in an online blog.
Evaluation question 6
The document discusses the technologies used to create a media product. It describes learning to use Blogger to document the planning, filming, and editing process. It also discusses gaining experience using a Panasonic HD camcorder, tripod, Adobe Premier Pro for editing, and Live Type for titles and credits. These tools helped produce a professional quality media product.
What have you learnt about technologies
We learned several new technology skills from creating this product, including how to use video editing software like Adobe Premier Pro, which allows us to efficiently edit and produce longer, more complex videos. We also learned how to create custom logos and titles for our production company by designing one ourselves. Additionally, we gained experience with cameras and their angles to improve visual effects in our final project. We are now familiar with various online tools for planning, presenting, and sharing our work.
What have you learnt about technologies
We learned several new technology skills from creating our final product, including how to use video editing software like Adobe Premier Pro, which allows us to efficiently edit and produce longer, more complex videos. We also learned how to create custom logos and titles for our production company by designing one ourselves. Additionally, we gained experience with cameras and their different angles to improve the visual representation in our film. Finally, we became familiar with various online presentation tools such as Prezi and SlideShare to help showcase our work.
Evaluation question 6
The document discusses what the author has learned about various technologies from constructing their product. They learned how to use Photoshop features like the channel mixer, grids, guides, and layers to construct a professional-looking front cover. They also learned how to export files in different formats and continue working across different versions of Photoshop. InDesign allowed them to make a contents page and spread, using features like display performance, the direct selection tool, and grids. They also learned how to update placed Photoshop images. Blogger taught them how to make posts with text, images, videos and presentations and change post dates. Prezi helped them make online presentations with images, while Slideshare and YouTube allowed them to upload and
Deepak Vishwakarma
The document is a resume for Deepak Vishwakarma seeking a photographer position. He has 5 years of experience in photography and image editing. He is skilled in photography, image editing software like Photoshop, and has experience with video editing software. His most recent role was as a senior image editor and backup photographer for Myntra Designs where he processed images, ensured quality standards, and mentored others. He is looking for a creative role where he can continue developing his photography and editing skills.
Lo2
The document summarizes image editing tasks performed on character faces for a music production. First, the faces were scaled to similar ratios to improve professionalism and proportion. Backgrounds were then deleted using selection and removal tools in Photoshop to allow custom backgrounds. Effects were also added to the images to match the theme of the accompanying music video.
Project 1 evaluation
The document discusses production techniques for graphic design, radio, and video game projects. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. It reflects on a radio advertisement the author created, mentioning elements like a Coca-Cola can opening and a film reel with witches. The author would change some elements in the radio ad for improvement. The document also compares the author's projects and identifies the poster as most professional for its ability to advertise in various locations.
Question 6
The document discusses the technologies used to create a magazine. It describes using a Canon 550D camera to take high-quality images and learning photography skills like controlling aperture and depth of field. Adobe Photoshop was used to adjust image brightness and contrast before adding text. Internet Explorer and a mobile phone helped with research, communication with a focus group, and uploading content to a blog for easy access and future reference. Microsoft PowerPoint helped organize codes and conventions and create evaluations. Through this process, the author learned new technological skills that allowed them to professionally produce and organize their magazine research.
Question 7
The student learned several skills that improved their work from the preliminary task to the final production. For layout, they learned to use layers in Photoshop to make the page more visually interesting. They also researched magazine conventions to create a double page spread with a flowing layout. For images, the student learned to manipulate brightness, contrast and saturation in Photoshop, and how to take better photos with their digital SLR camera. For text, they learned how to use drop shadows to make text stand out on busy backgrounds. Overall, acquiring these new skills through practice, research and tutorials allowed the student to create a higher quality final production with professionally styled images, text and layout.
Photoshop in marketing
Presented by Prof. Mark Gallian at the BBLA-NCLIS seminar for librarians held at the ICT Hall, Benguet State University Library, La Trinidad, Benguet. The objectives are 1) Introduce to the librarian desktop publishing and photoshop, 2) Develop in the librarians the skill of technological marketing, and 3) enable librarians for marketing Filipiniana materials.
Alevel media evaluation question 6
Lewis Robinson learned several new technologies while constructing a title and opening sequence for a media coursework project. He used Serif Movie Plus software to edit footage, adding effects and transitions to improve the quality and pace. He also learned new camera techniques like shots and angles using a handheld video camera and drone. Photoshop allowed him to create professional-looking titles by adding text and visual effects. Research online taught him additional editing, shooting, and presentation skills to enhance his project. Overall, the media course helped expand his technical skills in filmmaking.
Q6
The document discusses technologies learned during the construction of a media production project. These include Photoshop for image editing and logo creation, camera skills for professional filming using a tripod, and Serif Movie Plus x6 for video editing skills like cropping, adding effects, and fading. The internet was also important for creating online surveys to gather audience feedback and finding fonts. Overall, the document outlines the various software programs and technical skills learned to produce a professional quality end product.
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To start with i placed the clips i wished to use into the work area
The author placed video clips into their work area and edited them down to the desired length. They then rearranged the clips into a sequence that would tell a narrative reflecting the lyrics and ideas of the song. Finally, they added the last clips, soundtrack, and song title to complete the video. Additional effects were included to keep the audience engaged and allow smooth transitions between clips rather than just jump cuts.
Production diary
This document outlines the weekly progress of a student over several months as they worked to complete various coursework assignments for their A2 Media Studies course. It details the tasks they planned to complete each week, such as storyboarding, filming test shots, editing video clips, analyzing ancillary materials, designing surveys, and receiving feedback to implement improvements. By the end, the student had finalized their music video, production diary, and evaluation questions to submit for their coursework.
Q3
The document summarizes feedback received on a music video from audience members. Respondents felt the narrative was clear throughout the video and the edits effectively conveyed continuity, though some suggested more jump cuts. Feedback confirmed the video successfully presented the indie rock genre through elements like lighting, narrative, and guitar props. Some responses said the mix of narrative and performance became confusing halfway through but was clearer at the end, so the video was re-edited. Overall, respondents felt the characters were typical of the genre and relatable as they experienced problems audiences could relate to.
Question 4
The document discusses the use of various media technologies throughout the stages of constructing a coursework project on creating a music video. In the research stage, Google Chrome was used to find music tracks and YouTube to view official videos for analysis. Word was used to analyze the videos and Facebook for a survey. In planning, Word, Google Chrome, Survey Monkey, and Photoshop were used to develop a template, analyze lyrics, collect survey responses, and create promotional materials. In construction, Photoshop, Blogger, Chrome, and Adobe Premiere Pro were used to build materials and draft the video. In evaluation, Prezi, Word, Facebook, and PowerPoint were used to post the video, collect feedback, and
Evaluation, question 2
The combination of the main music video product and ancillary texts is effective. The video supports indie rock stereotypes through its use of props, narrative, settings and mise en scene. The first ancillary reflects the genre's uniqueness through manipulated hue and saturation of images. The second ancillary partially sets the scene by showing the main character traveling in the rain, helping to create a gloomy mood common in the genre. Together the products work well by having the ancillary texts enhance and provide context for the main video.
Naughty boy and sam smith
The music video portrays the artist and friends as characters escaping from their problems by running away together down a road. Through traveling countryside, they seem to be trying to distance themselves from issues instead of confronting them. This presents the male gender in both a negative way as childish for fleeing problems, but also positively by showing men helping each other break away from their own difficulties. The video uses techniques like tracking shots and jump cuts to tell a narrative of the characters' journey away from an initial urban setting.
Macklemore Downtown
The music video being analyzed is Macklemore's "Downtown". It features multiple male and female protagonists portrayed in both objectified and humanized ways, supporting Mulvey's "Male Gaze" theory. The urban setting matches the portrayal of supposed "biker gangs" and working class residents. Props are selectively chosen to depict the working class lifestyle and urban environment, including motorcycles, costumes, and dialects. The narrative progresses linearly from the purchase of a moped to riding bikes with others later in the day to a large group ride, using continuity of time editing and special effects like smoke, confetti, and diegetic sounds to match the festival-like urban setting.
Survey report
The survey found that the target audience for the music video product is 15-20 year olds, who are becoming interested in older bands and artists. The majority who watch music videos are female, so the product should aim at that gender to target the wider audience and potentially find more success. The target market is identified as working class individuals.
Kaiser chiefs poster analysis
1) The poster depicts five men in black clothing, supporting the stereotype of the indie rock genre. However, their ages ranging from 30-40 goes against the youthful stereotype.
2) The album title "Yours Truly, Angry Mob" hints that the band went through a major or minor revolution, and each band member taking up space suggests representing sections of a crowd.
3) The dark clothing worn by each band member helps support the stereotype that indie rock artists sing about emotional turmoil, and the black color hints that each person is a messenger of bad news, linking to the angry mob theme of the album title.
Jason derulo poster analysis
Jason Derulo is a pop music artist whose album poster goes against stereotypes of the genre. The poster depicts Derulo with a background fading from white to black, suggesting his journey from success to setbacks. The title "Everything Is" hints that the album will cover both positive and negative experiences. While most pop artists focus only on happier topics, the lighting and potential themes of Derulo's album signal that he will address both good and bad issues.
Gorillaz poster analysis
The poster depicts 5 members of the band Gorillaz who break hip-hop genre stereotypes through their individual clothing rather than typical gangster attire. They are portrayed more like a family than intimidating artists, going against expectations. The suitcase implies the poster was advertising a tour or new release, with the group appearing to be on the move or excluded from social norms.
Take that - analysis
The document analyzes the digipack for the album "Beautiful World" by the band Take-That. It summarizes how various elements of the digipack imagery either support or go against stereotypes of the pop and indie-rock genres. The band members are dressed in dark clothes on a plain bright background, supporting indie-rock stereotypes but challenging pop stereotypes. High-key lighting and a high camera angle atypical of pop packaging are used, suggesting the band sees themselves as ordinary rather than arrogant.
Rihanna cd digi pack analysis
This Digi pack for Rihanna's album "Loud" reinforces several stereotypes about women and the pop music genre. The front cover depicts Rihanna wearing heavy makeup and looking downward, suggesting women use makeup to appeal to men and positioning women as inferior to men. As a pop album, the music is likely about relationships and heartbreak. The setting on the stage with an American flag continues pop music stereotypes by focusing on live performance and themes influenced by the artist's country. Camera angles and lighting are used to present Rihanna and the genre in a provocative way that emphasizes her appearance.
Kaiser chiefs analysis
The document analyzes the digipack for the album "Yours Truly, Angry Mob" by the band Kaiser Chiefs. It discusses several stereotypes presented in the packaging:
1) The band members conform to stereotypes of the indie rock genre by being all male dressed in dark clothing, suggesting turmoil and negative emotions.
2) The plain white backgrounds and use of low-key lighting on the inside cover further reinforce stereotypes of indie rock being dark and brooding.
3) While there is no clear narrative, the album title implies a theme of revolution often found in indie rock songs.
Ideas generation
The document discusses character and plot ideas for a music video based on the song "Wonderwall" by Oasis. The main characters will be a male protagonist dressed in dark clothes and a female protagonist dressed in a white dress to subvert stereotypes. The narrative will follow the male protagonist as he suffers from unrequited love for a girl who breaks up with her partner but only sees him as a friend, reinforcing a common indie rock theme. Iconography may include items like footballs and alcohol that play on stereotypes of male indie rock fans drowning their pain in drinking. The setting will be during daytime on a street, where dark clothes stand out to hint at the protagonist's depressed mood.
Question 4
The document discusses using Facebook to get feedback on a potential magazine product from a small focus group. Questions were asked about whether the colors, images, and articles would attract people to the product and if any features would persuade them to buy it. The feedback was mixed, with one response saying the color scheme suggested a mixed genre but didn't promote the genre enough to buy. This person also said warmer colors were needed to make the magazine seem more approachable and attractive compared to other magazines. As a result, the document concludes the magazine would need to be redesigned with more attractive colors to fully attract the target market.
Question 3
This document discusses Bauer Media, a company that distributes magazines worldwide through offices in many major cities. It has brands like NME, Golf Monthly, 4music and Kerrang. The document argues that using Bauer Media for magazine distribution would allow a product to reach a global audience at a relatively low cost due to Bauer Media's existing worldwide printing and distribution infrastructure.
Artist Image Manipulation
The artist started by loading an image into Photoshop to remove its background in order to place it on the front cover of a magazine. They used the Magic Eraser tool to quickly remove large parts of the background, which was a uniform color. Smaller colored pieces were removed using the rubber tool at a size of 110. Hue/Saturation was then used to lighten the subject's skin and reverse the lightness, making them stand out against the new dark background. The final product placed the edited image against the dark background and added text and other magazine elements following Gutenberg's design principles.
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- 1. Q7 - LOOKING BACK AT YOUR PRELIMINARY TASK, WHAT DO YOU FEEL YOU HAVE LEARNT IN THE PROGRESSION FROM IT TO THE FULL PRODUCT? Josh Warburton
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