Question 7
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1) Conducting audience research for the final product allowed the filmmakers to better understand what the target audience wants and expects from a horror opening sequence. This led to a more successful final product compared to the preliminary task which did not involve any audience research. 2) Planning was important for the final product. Key aspects like location filming times were scheduled in advance, improving the filming process compared to the preliminary task. 3) The filming quality improved for the final product by using a digital camera instead of a mobile phone. This provided higher quality shots and easier editing.
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Apple
1) The student created a short film called "Apple" with the message that people's everyday actions can affect others in unexpected ways. They used conventions of short films like a simple plot, creative techniques, and an intertextual reference to their previous project.
2) Their poster, magazine article, and film shared a color scheme and fonts to create brand identity and recognition across products. The ancillary texts promoted and were consistent with the film.
3) They utilized feedback throughout production from their teacher and classmates to improve elements like maintaining focus on the apple and the repetitive soundtrack. One suggested change to personalize the apple more was not implemented due to time constraints.
4) Technologies like blogs, social media, video
Question 6 powerpoint
The document discusses the technologies used during the process of creating a film product. It describes using presentation software like Prezi and PowerPoint during research and planning. It also discusses using digital cameras, tripods, and smartphones for filming and developing skills like camera angles and composition. Audio equipment like microphones, acoustic guitars, and music recording apps were used to capture diegetic and non-diegetic sounds. Movie editing software was used to edit the footage and improve editing skills with experience. Limitations in sound equipment, camera quality, and lighting are also described.
Evaluation: Question 4
The document discusses the use of digital technologies in the production of a film project. Various cameras, audio recording equipment, computers, software programs, and websites were used at different stages of production:
- A Sony HDV camera, digital video camera, and digital SLR were used to film footage, while a Zoom recorder captured audio. Software like Final Cut Express, Photoshop, Cubase, and GarageBand were used for editing, graphics, music, and more.
- Research was conducted online using resources like the Internet, IMDB, BBFC, Google Docs, Images, and Facebook to find information, inspiration, and get audience feedback.
- Other tools like YouTube, Blogger
Question 7
1) The document discusses improvements made to audio recording techniques between a preliminary task and final production. External microphones were used to capture clearer dialogue and sounds effects to enhance scenes.
2) Lighting techniques like high and low key lighting were more fully implemented in the final production compared to the preliminary task. Lighting was used to portray character emotions and received positive feedback.
3) A variety of editing techniques like jump cuts, fades, and dissolves were used in both tasks but applied more purposefully in the final production to manipulate pacing and enhance scenes, drawing from successful thriller films. Overall the document reflects on skills developed in audio recording, lighting, and editing between the preliminary and final tasks.
Question 6
The document discusses technologies used during the process of creating a film project. It describes using Prezi and PowerPoint for research presentations, uploading presentations to SlideShare, and embedding them in blogs. It also discusses using microphones to record critiques, cameras and tripods for filming, the Survey Monkey website to conduct audience research, and editing software. The document reflects on improvements in skills with these technologies from the preliminary task to the final film. It also notes limitations like a lack of proper sound equipment for location filming and lighting equipment.
A2 media evaluation part 7
The document describes the hardware and software used to create a documentary, magazine article, and radio trailer for a media coursework project. It discusses using a digital video camera, tripod, microphone, headphones, and Final Cut Express software to film, record audio, and edit footage for the documentary. It then explains using still images from the documentary footage, InDesign templates, and FinalCut Express to layout and produce the magazine article. For the radio trailer, it discusses using the microphone, headphones, and Final Cut Express to record and edit audio, and syncing it with music from the documentary.
Loe yourz question 7
1) The document compares the preliminary task and full product of a film production. It outlines improvements made in various areas including pre-production planning, mise-en-scene, lighting, camera skills, sound, and titles.
2) For the full product, more attention was paid to pre-production planning like storyboarding and timelines. Locations, props, costumes, and lighting were also improved.
3) Camera skills around techniques like the 180 degree rule and panning shots were better utilized. Sound and titles were added for the full product where the preliminary task lacked them.
Evaluation Question 6
The document discusses the various equipment used to create a short film opening for a media project. It describes the camera, tripod, lighting, flip camera, and iMovie software. The camera was the main tool for capturing footage and different techniques were learned and improved upon from the preliminary to final project. The tripod provided steady shots and allowed for panning and zooming. Various lights were used to set different moods and atmospheres. The flip camera recorded audience feedback but had limitations. iMovie was the main editing software and allowed additional effects, but school computers initially had issues uploading to blogs.
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Apple
1) The student created a short film called "Apple" with the message that people's everyday actions can affect others in unexpected ways. They used conventions of short films like a simple plot, creative techniques, and an intertextual reference to their previous project.
2) Their poster, magazine article, and film shared a color scheme and fonts to create brand identity and recognition across products. The ancillary texts promoted and were consistent with the film.
3) They utilized feedback throughout production from their teacher and classmates to improve elements like maintaining focus on the apple and the repetitive soundtrack. One suggested change to personalize the apple more was not implemented due to time constraints.
4) Technologies like blogs, social media, video
Question 6 powerpoint
The document discusses the technologies used during the process of creating a film product. It describes using presentation software like Prezi and PowerPoint during research and planning. It also discusses using digital cameras, tripods, and smartphones for filming and developing skills like camera angles and composition. Audio equipment like microphones, acoustic guitars, and music recording apps were used to capture diegetic and non-diegetic sounds. Movie editing software was used to edit the footage and improve editing skills with experience. Limitations in sound equipment, camera quality, and lighting are also described.
Evaluation: Question 4
The document discusses the use of digital technologies in the production of a film project. Various cameras, audio recording equipment, computers, software programs, and websites were used at different stages of production:
- A Sony HDV camera, digital video camera, and digital SLR were used to film footage, while a Zoom recorder captured audio. Software like Final Cut Express, Photoshop, Cubase, and GarageBand were used for editing, graphics, music, and more.
- Research was conducted online using resources like the Internet, IMDB, BBFC, Google Docs, Images, and Facebook to find information, inspiration, and get audience feedback.
- Other tools like YouTube, Blogger
Question 7
1) The document discusses improvements made to audio recording techniques between a preliminary task and final production. External microphones were used to capture clearer dialogue and sounds effects to enhance scenes.
2) Lighting techniques like high and low key lighting were more fully implemented in the final production compared to the preliminary task. Lighting was used to portray character emotions and received positive feedback.
3) A variety of editing techniques like jump cuts, fades, and dissolves were used in both tasks but applied more purposefully in the final production to manipulate pacing and enhance scenes, drawing from successful thriller films. Overall the document reflects on skills developed in audio recording, lighting, and editing between the preliminary and final tasks.
Question 6
The document discusses technologies used during the process of creating a film project. It describes using Prezi and PowerPoint for research presentations, uploading presentations to SlideShare, and embedding them in blogs. It also discusses using microphones to record critiques, cameras and tripods for filming, the Survey Monkey website to conduct audience research, and editing software. The document reflects on improvements in skills with these technologies from the preliminary task to the final film. It also notes limitations like a lack of proper sound equipment for location filming and lighting equipment.
A2 media evaluation part 7
The document describes the hardware and software used to create a documentary, magazine article, and radio trailer for a media coursework project. It discusses using a digital video camera, tripod, microphone, headphones, and Final Cut Express software to film, record audio, and edit footage for the documentary. It then explains using still images from the documentary footage, InDesign templates, and FinalCut Express to layout and produce the magazine article. For the radio trailer, it discusses using the microphone, headphones, and Final Cut Express to record and edit audio, and syncing it with music from the documentary.
Loe yourz question 7
1) The document compares the preliminary task and full product of a film production. It outlines improvements made in various areas including pre-production planning, mise-en-scene, lighting, camera skills, sound, and titles.
2) For the full product, more attention was paid to pre-production planning like storyboarding and timelines. Locations, props, costumes, and lighting were also improved.
3) Camera skills around techniques like the 180 degree rule and panning shots were better utilized. Sound and titles were added for the full product where the preliminary task lacked them.
Evaluation Question 6
The document discusses the various equipment used to create a short film opening for a media project. It describes the camera, tripod, lighting, flip camera, and iMovie software. The camera was the main tool for capturing footage and different techniques were learned and improved upon from the preliminary to final project. The tripod provided steady shots and allowed for panning and zooming. Various lights were used to set different moods and atmospheres. The flip camera recorded audience feedback but had limitations. iMovie was the main editing software and allowed additional effects, but school computers initially had issues uploading to blogs.
Tech 6
The document discusses various technologies used in the production of a film opening, including:
- Blogger to plan and chronicle the production process
- Facebook to communicate between group members
- LiveType to create titles and credits
- iMac desktop, Premier Pro, and camera equipment to film, edit, and produce the opening
- YouTube to upload and showcase the final production
The writer discusses learning to use these technologies and how they helped make the production process more efficient and the final product more professional. Skills like writing, communication, designing, editing, and camera work were developed through using these tools.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
Evaluation Question 4 By Sarah Reeve
The document discusses how various media technologies were used at different stages of a project to create a music promotion package. Technologies like the internet, YouTube, Google, blogs, Prezi, Microsoft Word, Excel, cameras, editing software, Photoshop, and websites were used for research, planning, construction, and evaluation. Feedback was also gathered from audiences on YouTube and Facebook and through questionnaires to evaluate the project.
Evaluation Question 4 By Sarah Reeve
The document discusses how various media technologies were used at different stages of a project to create a music promotion package. Technologies like the internet, YouTube, Google, blogs, Prezi, Microsoft Word, Excel, cameras, editing software, Photoshop, and websites were used for research, planning, construction, and evaluation. Feedback was gathered through posting the music video on YouTube and Facebook and distributing questionnaires online and in person.
Evaluation Question 4 By Sarah Reeve
The document discusses how various media technologies were used at different stages of a project to create a music promotion package. Technologies like the internet, YouTube, Google, blogs, Prezi, Microsoft Word, Excel, cameras, editing software, Photoshop, and websites were used for research, planning, construction, and evaluation. Feedback was also gathered from audiences on YouTube and Facebook and through questionnaires to evaluate the project.
A2 evaluation q4part1
The student used a variety of media technologies in the planning, research, construction, and evaluation of their three media products. They used online platforms like YouTube and Iplayer to research documentaries, and Blogger to plan and organize their research collaboratively. They used familiar software like Excel, Word, and the camera features to conduct audience research and film interviews. During construction, they learned how to use new technologies like Apple Macs, Final Cut Express for editing, and Garage Band for their radio trailer. Overall, while some technologies took time to learn, they found the tools useful for producing high quality media products.
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.
Critical evaluation question 4 how did you
The document discusses the use of new media technologies in the production stages of a film. It describes using a Mac computer for research online and editing a blog. An Apple software called Final Cut Express was used for video editing, and it was challenging at first but became easier to use. A Sony HDV 1000 camera captured high quality footage, though its size limited filming in some spaces. Photoshop was utilized to design a film poster, adding effects and editing images. A sound recorder captured audio clearly for inclusion in the film and radio trailer. Throughout the process, familiar technologies from prior work proved adaptable for this new project.
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
Q4
Media technologies were used throughout the planning, research, filming, and editing stages of creating a documentary on underage binge drinking. In the planning stage, mind maps and storyboards were created by hand, while the internet was used for initial research. More in-depth research used online sources like the BBC and newspapers, accessed via browsers. Documentaries on film formats were watched to learn techniques. Filming used a video camera, microphone, and tripod to capture professional-quality footage. Editing was done in Final Cut Pro on iMac computers, including cutting clips, adding titles, adjusting audio levels, and applying effects like fading transitions. A radio trail was created in GarageBand by selecting promotional clips over music. In
Evaluation: Question 4
The document discusses how digital technologies were used at various stages of creating a film project. A Sony HDV camera was used to film high quality footage, though importing took a long time. A zoom recorder captured voiceovers but picked up too much background noise. iMovie and Windows Movie Maker were used for basic editing tasks, while Final Cut Express allowed complex layering, effects, and audio mixing. Cubase and Garageband were used for MIDI and sample-based music composition. Photoshop designed a professional poster. Online tools like YouTube, Blogger, Prezi, and Slideshare helped with research, scriptwriting, and presenting work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Evaluation Question 6
The document discusses what the author has learned about technology through constructing a media product.
It covers several areas:
- Pre-production: They used online resources to research titles and audiences. Technology facilitated planning.
- Production: They experimented with DSLR vs. camcorder and chose DSLR for better visuals.
- Post-production: They learned to use Motion for complex titles and lighting effects. Sound editing software helped sync music. Compatibility issues arose.
- Feedback: Technology enabled viewing peers' work and receiving timely feedback to improve their project.
Evaluation 4
Group 1 used various new media technologies in their construction and research stages including YouTube, Slideshare, Prezi and Powtoons to document their work in multiple formats. They learned how to tag and label posts to organize their work. In post-production, they used iMacs running applications like Final Cut Pro, Fireworks and Photoshop to edit their opening and create a synergistic link between products. They overcame challenges like fixing lighting and stabilizing shots in Final Cut Pro.
Evaluation 7
This document summarizes the improvements made to camerawork, editing, and overall production quality between a preliminary task and final media product titled "They Follow". For the final product, the document notes the use of more varied shots like close-ups and POV to convey emotion, camera movements like tilts and focus pulls, effective framing using rules of thirds, smoother matching in edits, and more professional execution of techniques overall.
Mv production assignment evaluation form 2020
This document summarizes an evaluation of a music video production project. It discusses the strengths and weaknesses of the document author's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. The peer feedback suggested using a wider variety of shots, angles, locations, and colors to make the video feel less plain and more complex. The author agreed with using more locations to tell the story better and more varied colors to make it less quiet.
How Did You Use Media Technologies in the Construction and Research, Planning...
The document describes the various media technologies used at each stage of the student's documentary project. In the research and planning stage, they used WhatsApp, YouTube, Microsoft Word, search engines, blogs, PowerPoint, and email to collaborate, gather information, and organize their work. For construction, they filmed using a video camera and microphones, edited footage in Premiere Pro, and created graphics. Their evaluation involved photos, Prezi, voice recordings, interactive presentations, and PowerPoint to analyze their process. The student found construction the most challenging but would explore more technologies for research next time.
EVALUATION: HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEAR...
Throughout the process of making their short film "IN BLOOM", the filmmakers used a wide variety of media technologies. These included cameras, editing software, lighting equipment, social media, websites for research, and WordPress for blogging. Key technologies that played a central role were the Sony camera for filming, Edius editing software to assemble the footage, and Vistitle for creating opening titles. Without access to these technologies, the film would not have been possible to create.
Evaluation 4
Laura used various media technologies throughout the research, planning, construction, and evaluation stages of her music video project.
For research, she used the internet (YouTube, Spotify) to analyze trends in the acoustic pop genre and gather demographic data on the target artist and audience. She filmed interviews with Canon XA10 camera and edited them with Movie Studio Platinum.
For construction of the video, Laura used the Canon XA10 camera with tripod and some handheld shots. She downloaded the song from YouTube and edited the video together with transitions, filters, and slow motion effects in Movie Studio Platinum.
For ancillary tasks like the album cover and poster, Laura took photos on her phone and
Evaluation 4
Laura used various media technologies throughout her media project. She used the internet for research, YouTube to establish artist information, and websites to find demographic data. A Canon camera on a tripod was used to film interviews and her pitch. Movie Studio Platinum edited the interviews and pitch. Word created production documents and PowerPoint showed editing updates. Phones and email communicated between group members. The same Canon camera filmed the music video on a tripod and handheld. OnlineVideoConverter downloaded the song. Movie Studio Platinum edited the video, adding transitions and filters. YouTube hosted the final video. A phone took album and poster photos. Photoshop edited the photos, adding filters, text, and layers. Prezi and Power
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Tech 6
The document discusses various technologies used in the production of a film opening, including:
- Blogger to plan and chronicle the production process
- Facebook to communicate between group members
- LiveType to create titles and credits
- iMac desktop, Premier Pro, and camera equipment to film, edit, and produce the opening
- YouTube to upload and showcase the final production
The writer discusses learning to use these technologies and how they helped make the production process more efficient and the final product more professional. Skills like writing, communication, designing, editing, and camera work were developed through using these tools.
Question 4.v2
The document discusses the stages of research, planning, construction, ancillary tasks, and evaluation for a music video project. For research, the group analyzed conventions of different music genres and professional versus amateur music videos. In planning, they developed an idea influenced by their research and created a storyboard. For construction, they filmed using a Canon camera after a Sony camera had a disc error, and edited in Adobe Premiere Pro. They created ancillary materials like a digipak and poster in Photoshop. Their skills increased through using new technologies like editing software.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
Evaluation Question 4 By Sarah Reeve
The document discusses how various media technologies were used at different stages of a project to create a music promotion package. Technologies like the internet, YouTube, Google, blogs, Prezi, Microsoft Word, Excel, cameras, editing software, Photoshop, and websites were used for research, planning, construction, and evaluation. Feedback was also gathered from audiences on YouTube and Facebook and through questionnaires to evaluate the project.
Evaluation Question 4 By Sarah Reeve
The document discusses how various media technologies were used at different stages of a project to create a music promotion package. Technologies like the internet, YouTube, Google, blogs, Prezi, Microsoft Word, Excel, cameras, editing software, Photoshop, and websites were used for research, planning, construction, and evaluation. Feedback was gathered through posting the music video on YouTube and Facebook and distributing questionnaires online and in person.
Evaluation Question 4 By Sarah Reeve
The document discusses how various media technologies were used at different stages of a project to create a music promotion package. Technologies like the internet, YouTube, Google, blogs, Prezi, Microsoft Word, Excel, cameras, editing software, Photoshop, and websites were used for research, planning, construction, and evaluation. Feedback was also gathered from audiences on YouTube and Facebook and through questionnaires to evaluate the project.
A2 evaluation q4part1
The student used a variety of media technologies in the planning, research, construction, and evaluation of their three media products. They used online platforms like YouTube and Iplayer to research documentaries, and Blogger to plan and organize their research collaboratively. They used familiar software like Excel, Word, and the camera features to conduct audience research and film interviews. During construction, they learned how to use new technologies like Apple Macs, Final Cut Express for editing, and Garage Band for their radio trailer. Overall, while some technologies took time to learn, they found the tools useful for producing high quality media products.
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.
Critical evaluation question 4 how did you
The document discusses the use of new media technologies in the production stages of a film. It describes using a Mac computer for research online and editing a blog. An Apple software called Final Cut Express was used for video editing, and it was challenging at first but became easier to use. A Sony HDV 1000 camera captured high quality footage, though its size limited filming in some spaces. Photoshop was utilized to design a film poster, adding effects and editing images. A sound recorder captured audio clearly for inclusion in the film and radio trailer. Throughout the process, familiar technologies from prior work proved adaptable for this new project.
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
Q4
Media technologies were used throughout the planning, research, filming, and editing stages of creating a documentary on underage binge drinking. In the planning stage, mind maps and storyboards were created by hand, while the internet was used for initial research. More in-depth research used online sources like the BBC and newspapers, accessed via browsers. Documentaries on film formats were watched to learn techniques. Filming used a video camera, microphone, and tripod to capture professional-quality footage. Editing was done in Final Cut Pro on iMac computers, including cutting clips, adding titles, adjusting audio levels, and applying effects like fading transitions. A radio trail was created in GarageBand by selecting promotional clips over music. In
Evaluation: Question 4
The document discusses how digital technologies were used at various stages of creating a film project. A Sony HDV camera was used to film high quality footage, though importing took a long time. A zoom recorder captured voiceovers but picked up too much background noise. iMovie and Windows Movie Maker were used for basic editing tasks, while Final Cut Express allowed complex layering, effects, and audio mixing. Cubase and Garageband were used for MIDI and sample-based music composition. Photoshop designed a professional poster. Online tools like YouTube, Blogger, Prezi, and Slideshare helped with research, scriptwriting, and presenting work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Question 4 powerpoint
The document discusses the use of new media technologies in the stages of constructing a music video project. In the research stage, the group analyzed professional and amateur music videos to inform their idea. In planning, they created a storyboard to guide shooting. They filmed using a Sony camera, but encountered errors, so re-filmed with a Canon camera. In construction, they edited footage in Corel but switched to Adobe Premiere Pro for its advanced tools. They created ancillary materials like a digipak and poster in Photoshop. Overall, the new technologies increased the quality and skills of the group's work.
Evaluation Question 6
The document discusses what the author has learned about technology through constructing a media product.
It covers several areas:
- Pre-production: They used online resources to research titles and audiences. Technology facilitated planning.
- Production: They experimented with DSLR vs. camcorder and chose DSLR for better visuals.
- Post-production: They learned to use Motion for complex titles and lighting effects. Sound editing software helped sync music. Compatibility issues arose.
- Feedback: Technology enabled viewing peers' work and receiving timely feedback to improve their project.
Evaluation 4
Group 1 used various new media technologies in their construction and research stages including YouTube, Slideshare, Prezi and Powtoons to document their work in multiple formats. They learned how to tag and label posts to organize their work. In post-production, they used iMacs running applications like Final Cut Pro, Fireworks and Photoshop to edit their opening and create a synergistic link between products. They overcame challenges like fixing lighting and stabilizing shots in Final Cut Pro.
Evaluation 7
This document summarizes the improvements made to camerawork, editing, and overall production quality between a preliminary task and final media product titled "They Follow". For the final product, the document notes the use of more varied shots like close-ups and POV to convey emotion, camera movements like tilts and focus pulls, effective framing using rules of thirds, smoother matching in edits, and more professional execution of techniques overall.
Mv production assignment evaluation form 2020
This document summarizes an evaluation of a music video production project. It discusses the strengths and weaknesses of the document author's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. The peer feedback suggested using a wider variety of shots, angles, locations, and colors to make the video feel less plain and more complex. The author agreed with using more locations to tell the story better and more varied colors to make it less quiet.
How Did You Use Media Technologies in the Construction and Research, Planning...
The document describes the various media technologies used at each stage of the student's documentary project. In the research and planning stage, they used WhatsApp, YouTube, Microsoft Word, search engines, blogs, PowerPoint, and email to collaborate, gather information, and organize their work. For construction, they filmed using a video camera and microphones, edited footage in Premiere Pro, and created graphics. Their evaluation involved photos, Prezi, voice recordings, interactive presentations, and PowerPoint to analyze their process. The student found construction the most challenging but would explore more technologies for research next time.
EVALUATION: HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEAR...
Throughout the process of making their short film "IN BLOOM", the filmmakers used a wide variety of media technologies. These included cameras, editing software, lighting equipment, social media, websites for research, and WordPress for blogging. Key technologies that played a central role were the Sony camera for filming, Edius editing software to assemble the footage, and Vistitle for creating opening titles. Without access to these technologies, the film would not have been possible to create.
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How Did You Use Media Technologies in the Construction and Research, Planning...
How Did You Use Media Technologies in the Construction and Research, Planning...
EVALUATION: HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEAR...
EVALUATION: HOW DID YOU USE MEDIA TECHNOLOGIES IN THE CONSTRUCTION AND RESEAR...
Similar to Question 7
Evaluation 4
Laura used various media technologies throughout the research, planning, construction, and evaluation stages of her music video project.
For research, she used the internet (YouTube, Spotify) to analyze trends in the acoustic pop genre and gather demographic data on the target artist and audience. She filmed interviews with Canon XA10 camera and edited them with Movie Studio Platinum.
For construction of the video, Laura used the Canon XA10 camera with tripod and some handheld shots. She downloaded the song from YouTube and edited the video together with transitions, filters, and slow motion effects in Movie Studio Platinum.
For ancillary tasks like the album cover and poster, Laura took photos on her phone and
Evaluation 4
Laura used various media technologies throughout her media project. She used the internet for research, YouTube to establish artist information, and websites to find demographic data. A Canon camera on a tripod was used to film interviews and her pitch. Movie Studio Platinum edited the interviews and pitch. Word created production documents and PowerPoint showed editing updates. Phones and email communicated between group members. The same Canon camera filmed the music video on a tripod and handheld. OnlineVideoConverter downloaded the song. Movie Studio Platinum edited the video, adding transitions and filters. YouTube hosted the final video. A phone took album and poster photos. Photoshop edited the photos, adding filters, text, and layers. Prezi and Power
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.
Evaluation question 7
The student completed a preliminary task early in the course to learn camera skills and basic editing. They have since progressed significantly, gaining experience with more advanced equipment and software. Their preliminary task footage showed unsteady camera work and lacked continuity in editing. For their final opening sequence, they dedicated more time to planning shots, lighting, locations and props. They used a more advanced editing software to add effects and smooth transitions between clips. Overall, the student felt they had gained valuable experience and improved their filmmaking abilities since the preliminary task.
Question 7
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and enhance editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Question 7: Looking back at your preliminary task, what do you feel you have ...
The document discusses what the author learned from their preliminary task to their final film project. They realized the importance of effective communication within their group, allowing them to meet deadlines. They also learned to properly plan casting, research conventions, engage audiences on social media, improve mise-en-scene with locations and props, and strengthen editing skills like using color, sound, and higher quality software. Going through challenges on the preliminary task helped them identify areas for improvement to create a more polished final product.
Evaluation question 6
Throughout creating a horror film opening sequence, the author learned about various technologies. They used a Canon camera to film scenes but found lighting was poor, requiring re-shoots. Adobe Premiere Pro was used to edit the film, where the author learned editing skills like trimming clips and adding transitions. Online surveys and research of other horror openings helped develop plot ideas. Adobe Photoshop allowed creating logos and banners to brand the film. Blogging about the project helped organize work and develop a creative horror theme.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
How did you use media technologies in the
The document discusses how the author used various media technologies during the planning, research, construction, and evaluation stages of their project. During planning and research, the author used Blogger and Prezi to organize work, YouTube to research music videos and present their own work, the internet to conduct research, and Movie Studio Platinum to edit videos. During construction, the author used cameras, lighting, and Movie Studio Platinum for editing. They concluded they improved their skills with these technologies through the project.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Evaluation question 7
The preliminary task allowed the document author to practice filming techniques like shots, angles, and basic editing. This was a learning experience that helped in planning and production for the full film. Some lessons learned were improving storyboards, planning props/costumes, using better equipment, and more advanced editing software. Overall, the preliminary task helped improve skills for the successful final film production.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having more experience and lessons in filmmaking led to improved storyboarding, camerawork, use of sound, and editing skills in the main task compared to the preliminary task.
- The additional planning and experience gained between the two assignments resulted in a higher quality final production for the main task.
Evaluation task 7
- The preliminary task required little planning and was completed quickly, while the main task involved more planning, decision making, and coordination over a longer period of time.
- Having learned filmmaking skills, the group had more freedom and ability to create their own storyboard and shots for the main task, leading to a more polished final production.
- Handling the camera felt more natural for the main task, allowing for better shots than the basic shots in the preliminary task. Sound and editing skills also improved between the two projects.
Task 6
By taking a media studies course, the student learned about various software, hardware, and online tools used for video production. They gained experience shooting with a Canon 50D camera, using tripods, lighting equipment like red-head lights and diffusers, and an audio recorder. The student also learned how to edit video using Adobe Premiere Pro, becoming proficient with transitions, effects, and creating a polished final product. Through completing their video project, the student developed their technical skills with various equipment and got comfortable with the full video production process.
Evaluation 4
The document discusses how various media technologies were used at different stages of creating a music video project. In the research stage, YouTube and Google were used to find inspiration and existing artist works. A Lumix camera was used to film high quality video. iMessage, photos, and schedules were used for planning. The video was edited using Serif Movie Plus to add effects and piece scenes together. The same camera, tripod, and lights were used to take photos for ancillary materials. Photoshop and InDesign were then used to edit the photos and design the ancillary products.
evaluation q7. genice john-lewis media
The document discusses the differences between a preliminary and final product for a film opening scene. It describes the improved use of shot types, editing, sound, and titles in the final version. Researching the thriller genre and getting audience feedback helped enhance the suspense. Learning from the preliminary investigation allowed for better camerawork, editing, and use of various shots in the final opening, which successfully captured the audience's attention through conventions of the thriller genre.
What have you learnt about technolgies from the process of constructing the p...
The student learned several technologies through constructing a news bulletin product. They used a recording studio with a microphone to record presenters, achieving clear audio with minimal background noise. A dictaphone was used for portable recordings, but produced lower quality audio that picked up wind noise. USB sticks allowed transferring work between group members, but files could be lost. Adobe Audition software was used for editing, with skills developing in using multi-track layers, fades, and volume levels. Technical issues in Audition sometimes caused work to be lost. The student believes their editing skills improved through practice with the software.
Evauation 7
For their preliminary task, the student's group overcomplicated the concept and tried more difficult shots that ended up looking poor quality. They struggled with shots like the over the shoulder shot and had too much empty space. However, they learned better cinematography techniques from practicing. For the opening sequence, the student spent more time editing and using effects. They found better ambient music instead of using Final Cut's default options. Overall, the opening sequence demonstrated progression in cinematography, editing, sound design and time management from lessons learned in the preliminary task.
Question 7
The document discusses what the author learned from their preliminary task to their full film production. They learned important lessons about effective communication within their group through using messaging to coordinate better. They also learned to improve casting, research, planning, use of social media, mise-en-scene, and editing skills. Specifically for editing, they learned techniques like using black and white for flashbacks and improving sound design. Overall, experiencing challenges in their preliminary task helped them identify areas for improvement and apply those lessons to create a stronger final film.
Final question evaluation
The document discusses the learning and improvements the author experienced from an initial preliminary task to a completed film project in their video editing course. The author learned how to use effects, sound, and timing in Premiere Pro through experimentation. Issues with camera stability and finding the right sound effects occurred. Through the preliminary task, the author gained skills in using specific camera shots, planning with storyboards, and personal blogging. The finished product showed a vast improvement in professionalism compared to the preliminary task.
Similar to Question 7 (20)
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
Question 7: Looking back at your preliminary task, what do you feel you have ...
Question 7: Looking back at your preliminary task, what do you feel you have ...
What have you learnt about technolgies from the process of constructing the p...
What have you learnt about technolgies from the process of constructing the p...
More from Jesse Welland-Hammond
Question 4
The student used various media technologies at different stages of their project. During research, they used SlideShare to embed PowerPoints in their blog, YouTube to view existing media, and Pinterest for inspiration. PowerPoint and Word were used to organize and display research findings. During planning, Wix hosted all project work, Photoshop allowed for creative display, and Prezi and email facilitated communication. Construction involved using a camera, tripod, Photoshop, YouTube tutorials, and Premiere Pro for editing. Evaluation was conducted using PowerPoint, which was uploaded to SlideShare and embedded in the Wix blog, along with Word documents.
Question 1
The document discusses how the student's media product uses and develops conventions of real indie music videos.
The title of the artist, album, and song are conventional to the indie genre. The locations used in the music video, including woodlands and water, are also conventional and reflect the song lyrics.
The costumes and makeup are important for portraying the artist as trendy and allowing creative expression, without challenging conventions. The camerawork and editing employ techniques like close-ups and tracking shots that are common for promoting the independent artist.
While some indie music videos have narratives and others are more journey-based, the student's portrays a journey of self-discovery, making it seem professionally produced while fulfilling audience
Question 2
The document discusses how three promotional products for an indie pop artist - a digipak, album poster, and music video - work together effectively. The digipak includes the artist's tour dates to promote her first tour to fans. Both the digipak and poster feature the artist prominently and use consistent typography, color schemes, and fonts to clearly associate the products. While the music video lacks the full color scheme due to technology limitations, overall the products work well together to promote the artist and boost sales by creating brand recognition across the synced visual identity.
Question 5
The document discusses how the filmmakers addressed their target audience in the opening sequence of their horror film. They chose to partner with Blumhouse Productions as their distributor because Blumhouse specializes in similar horror films that already have an established audience. Using a child as the first antagonist was meant to intrigue audiences by subverting expectations, as was including chase scenes shot with handheld cameras to create tension. The film spans different eras to allow modern audiences to relate to characters and settings. A female antagonist challenges gender stereotypes and makes the film stand out from most horror films that feature male antagonists.
Design composistions
The document discusses different layout compositions for advertising, including the Z layout, golden ratio, rule of thirds, and vanishing points. It notes that the Z layout follows the natural eye movement from one corner of an image to another in a Z pattern. The chosen layout for the advertising is the Z layout as it follows how people naturally read and allows all information to be seen.
Music poster codes and conventions
The document discusses the codes and conventions of music posters. It explains that music posters are used to promote albums and persuade people to purchase them. To be successful, posters should incorporate the same color scheme and typography as the album packaging. The artist's name is one of the most important features, as it is how the artist advertises themselves and gains recognition. The album art also helps audiences recognize the album in stores or online if it shares the same color scheme as the poster. Music posters conventionally use short, coherent sentences to provide key information about the album release date, tour dates, and other details to encourage urgent purchases.
Music Video Analysis
Katy Perry's song "Thinking of You" tells the story of a woman who loses her soldier lover during World War 2. The music video depicts her attempts to move on with a new relationship while still longing for her past love. Flashbacks to her time with the soldier are contrasted with her unhappy present. When she learns of his death, the video turns to black and white, representing her loss. Through its use of lighting, camerawork, setting, and synchronization with the lyrics, the video effectively conveys the narrative of mourning a lost love.
Horror opening sequence conventions
The document discusses conventions used in horror film opening sequences. It explains that openings must engage audiences and hint at the narrative to intrigue them. It also notes that film logos are often shown to identify the producer and that cinematography, characters, settings and themes are commonly introduced. Opening credits then roll, listing important crew, and the title is revealed last. Genre is also established through recognizable conventions like lighting, antagonists and music. Music specifically is used to set mood, tension and unease the audience. Narratives often begin with equilibrium and sometimes use voiceovers to further engage audiences.
Pt evaluation
The document summarizes the learning and experiences of a group that completed a preliminary filmmaking task. It discusses:
1) New skills learned like film terminology and using Adobe Premiere Pro for editing.
2) Areas of success including strong group collaboration and effective basic editing. Some shots received praise.
3) An area for improvement around reliably casting actors given other commitments interfered with filming.
Music Label Research
This document discusses independent music labels, two British indie labels (Domino Records and XL Recordings), and the "Big Three" major music labels (Universal Music Group, Sony Music Entertainment, and Warner Music Group). Independent labels are not owned by the major labels and can vary in size from large profitable companies to small personal projects. While some large independent labels are now distributed by the majors, they generally have more financial independence. The document also notes that if releasing their own music, the author would prefer an independent label like XL Recordings due to their ability to target niche audiences.
Narratives within music videos
The document discusses different types of relationships between music video narratives and lyrics, including illustration, amplification, and disjuncture. It also outlines performance, combination, and narrative video styles. Several classic narrative theories are presented such as open and closed narratives. Todorov's narrative theory of equilibrium disruption and resolution is discussed. The author plans to use a non-linear narrative in their own music video to reflect an artist finding herself, and will illustrate the lyrics to help audiences connect to and follow the story.
Conventions of a digipak
A digipak is a patented CD packaging style. The front and back panels are used to attract customers with large, eye-catching pictures and artwork. Inside the digipak provides more information about the artist and album, including song lyrics, biographies, and other extras. The digipak secures the disc in place with cardboard or paper folded around a plastic case.
Conventions of a digipak
A digipak is a patented CD packaging style. The front and back panels are used to attract customers with large, eye-catching pictures and artwork. Inside the digipak provides more information about the artist and album, including lyrics, biographies, and messages. The inside packaging maintains the theme of the outside but is more subtle, with cardboard folding around the plastic CD case.
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一比一原版新西兰林肯大学毕业证(Lincoln毕业证书)学历如何办理
原版办【微信号:95270640】【新西兰林肯大学毕业证(Lincoln毕业证书)】【微信号:95270640】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
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二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号95270640】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
怎么办理(umiami毕业证书)美国迈阿密大学毕业证文凭证书实拍图原版一模一样
原版定制【微信:bwp0011】《(umiami毕业证书)美国迈阿密大学毕业证文凭证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
How to make a complaint to the police for Social Media Fraud.pdf
How to make a complaint to the police for Social Media Fraud.pdf
Bengaluru Dreamin' 24 - Personal Branding
Session on Personal Branding presented at Bengaluru Dreamin
HijackLoader Evolution: Interactive Process Hollowing
CrowdStrike researchers have identified a HijackLoader (aka IDAT Loader) sample that employs sophisticated evasion techniques to enhance the complexity of the threat. HijackLoader, an increasingly popular tool among adversaries for deploying additional payloads and tooling, continues to evolve as its developers experiment and enhance its capabilities.
In their analysis of a recent HijackLoader sample, CrowdStrike researchers discovered new techniques designed to increase the defense evasion capabilities of the loader. The malware developer used a standard process hollowing technique coupled with an additional trigger that was activated by the parent process writing to a pipe. This new approach, called "Interactive Process Hollowing", has the potential to make defense evasion stealthier.
Securing BGP: Operational Strategies and Best Practices for Network Defenders...
Md. Zobair Khan,
Network Analyst and Technical Trainer at APNIC, presented 'Securing BGP: Operational Strategies and Best Practices for Network Defenders' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
Honeypots Unveiled: Proactive Defense Tactics for Cyber Security, Phoenix Sum...
Adli Wahid, Senior Internet Security Specialist at APNIC, delivered a presentation titled 'Honeypots Unveiled: Proactive Defense Tactics for Cyber Security' at the Phoenix Summit held in Dhaka, Bangladesh from 23 to 24 May 2024.
快速办理(Vic毕业证书)惠灵顿维多利亚大学毕业证完成信一模一样
学校原件一模一样【微信：741003700 】《(Vic毕业证书)惠灵顿维多利亚大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
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如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(uc毕业证书)加拿大卡尔加里大学毕业证如何办理
原版一模一样【微信：741003700 】【(uc毕业证书)加拿大卡尔加里大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uc毕业证书)加拿大卡尔加里大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(uc毕业证书)加拿大卡尔加里大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uc毕业证书)加拿大卡尔加里大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uc毕业证书)加拿大卡尔加里大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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快速办理(新加坡SMU毕业证书)新加坡管理大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(新加坡SMU毕业证书)新加坡管理大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Question 7
- 1. QUESTION 7 Looking back at your preliminary task, what do you feel like you have learnt in the progression from it to the full product?
- 2. RESEARCH The final product was more successful than the preliminary task due to audience research; a survey was created at the end of our research to find out what our audience found successful in an opening sequence so that we could fulfil their needs and wants. Before creating the preliminary task, no audience research was conducted which meant the targeted audience didn’t like what was created because it didn’t conform to their expectations (Pye). We also understood the importance of research as it allowed us to identify the conventions within the horror genre, meaning we could use them within our opening sequence so that it looked more like an official opening sequence. One location that we discovered was a common convention in horrors was the woods; hence why we used the woods. Whereas for our preliminary task we did not research conventions beforehand so the outcome was confusing to the audience as there was nothing that was recognisable conventions in it. Another benefit to completing research was to find out the purpose of an opening sequence so that we could fulfil what needs to be done.
- 3. PLANNING Having planned our final production allowed us for a smoother creation of the product and a much better and more successful opening sequence. One of the main benefits to planning was when it was time to film in our chosen locations; during our preliminary task we did not plan the times or locations we were going to film in, we just used what was available at that time which had a negative impact on our preliminary task production. As we learnt from this, our filming process was a lot quicker for our final production as we had a time slot at a certain location booked for our use only, this also meant that we could plan around the lighting conditions; we knew the time of day so were able to adjust what we film to suit the lighting and we could also research beforehand to check the weather to make sure we wouldn’t waste any time by turning up and it started to rain when we weren’t prepared for it.
- 4. FILMING For the final opening sequence in AS, I used a digital camera so that the production was better quality than our preliminary task as we filmed it on a mobile phone The main issue with using the mobile phone in our preliminary task was the mix of landscape and portrait shots which meant the final product wasn't smooth as the shots didn't match up and looked very amateur. During the filming of our opening sequence, our shots were of high quality, good lighting and were smooth due to the use of a tripod as we couldn't use one with the mobile phone. The overall look of our opening sequence was very professional due to the quality of it. The upload of our footage was also a lot easier compared to the mobile phone as it was saved onto a portable SD card that could be easily inserted into my laptop ready for editing. Where as the mobile phone footage took a lot of hassle to upload, there were two ways to upload; having to email myself each clip then downloading it or through a USB cable and having to transfer the clips from the phone to the laptop which was very time consuming. The digital camera had much better focus in our close up shots which enabled the audience to see the emotion of the characters and allowed us to be more adventurous with our shots which made the final production more successful.
- 5. EDITING When I first used Premier Pro, I was editing my preliminary task. As I had very little skill with the software, my production was very basic. I just had straight cuts that didn't allow the narrative to flow nicely. As my skills developed I was able to fade clips into one another, so the final production had a better flow which means the narrative could be understood more. In my AS production I had developed my skills more, especially how to use and change the sound; I changed the sound levels to connotate danger. For example during the chase scene I used fast paced and loud music to allow the audience to understand the tension within the opening sequence. During the calm scenes the music reflected that as it was slow and quiet. The sound used within my opening sequence reinforced the verisimilitude for the audience as the sound enabled me to follow horror sound conventions which meant that my opening sequence could be viewed as a horror as the audience would recognize the conventions within. I used the cutting tool within my opening sequence to crop my clips so that I was able to use the best bit, I was also able to cut out mistakes. The cutting tool also allowed the sequence to flow better as I was able to easily cut anything away that affected the flow. Finally the cutting tool allowed me to create pace within my opening sequence; the shorter and more clips there were, the faster the pace was. My AS production was a lot more developed within in the skills as I had more knowledge of the software. When editing my preliminary task I was unaware of that I could change the contrast of the clips so the lighting wasn't very good. My preliminary task also lacked atmosphere and realism due to my lack of knowledge and skill within using and changing the sound. Overall, my preliminary task was not as effective as my final opening sequence production.
- 6. FEEDBACK Collecting audience feedback from our opening sequence allowed us to continuously fulfil our target audience’s likes and dislikes within opening sequences. Our preliminary task was conducted without the thought of our target audience which was reflected through the unsuccessfulness of the product, whereas the final production was based around our target audience and their feedback. The more and more we worked on our production, the more feedback we gained to make sure we were fulfilling their needs to create a successful production. One of the main points was they wanted characters they could relate to which is why the opening sequence feature teenagers dressed in ‘cool’ clothing which made the characters more interesting for our audience.