Question4 media a2 coursework
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The document summarizes the use of various iPhone apps in the three stages of creating an artist. In the research and planning stage, Instagram was used to find inspiration for the artist's style by looking at popular profiles. WhatsApp allowed the group to easily share ideas, photos, and schedule meetings. YouTube was analyzed to learn music video conventions. In the construction stage, WhatsApp was primarily used for scheduling. Finally, in the evaluation stage, WhatsApp was used to share blog addresses, photos, and videos.
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Question 4
During the research, planning, and construction of a music video, the student used various media technologies. These included YouTube to research music videos in their chosen genre of rap; Blogger to record information, upload images and videos, and embed links; Microsoft Word for drafting documents; and Wikipedia and record label websites to gather background information on the artist 2Pac. Communication apps like WhatsApp helped the group coordinate, and presentation tools like Prezi were used to share ideas visually. Photoshop and Final Cut Pro were utilized for editing album artwork and assembling the final video. Filming equipment like a DSLR camera, tripod, and mobile phones also supported the project from start to finish.
Q4: How did you use Media Technologies in the construction and researching, p...
The student used various media technologies at different stages of their media project.
During research and planning, they used YouTube to find music videos as influences, Google to research artists and lyrics, and Wikipedia to learn about music industry promotion methods.
During construction, they used a Canon DSLR camera to film the music video, and a Samsung camera for photography. They communicated plans using Instagram, WhatsApp, and a shared online moodboard.
During editing, they used Photoshop for print layouts, applying new skills like deleting layers and font effects. They also used POCO Camera and Beauty Cam to edit photographs.
Album Artwork
The document discusses research and planning for an album artwork project. It describes searching similar artists' albums on Google Images to analyze color schemes and styles. Research found that a dark color palette and individual, non-posed photos aligned with the indie genre. Photoshop was used to design the minimalist artwork with individual photos of band members and a red color scheme.
Evaluation Task 1
This document discusses how the media product challenges and develops conventions of real media products within the indie rock genre. It analyzes the conventions used in music videos by bands like The Killers and Bastille and how the documentary's music video challenges some conventions, such as showing the band clearly and including a love story, while developing others, such as using a minimalist website design. It also discusses how the conventions of album artwork and costumes are challenged to create a sense of mystery around the band.
Evaluation question 4 part 1
Evaluation Question 4: How did you use new media technologies in the construction and research, planning and evaluation stages?
Evaluation question 3 rebecca ankrah a2 media coursework
The document discusses the online tools and media technology used during the research, planning, and production of a music video and ancillary project. Google was used extensively during the initial research stages to explore UK artists and find background information and inspiration. YouTube provided music videos and urban-style videos for inspiration. An email was used to contact a record label for song permission. Timetoast mapped out the production schedule. Prezi, blogger, flip cameras, still cameras, and editing software were used to plan, record, and illustrate ideas. Blogger proved useful for reflection posts and tracking progress throughout the project.
Evaluation question 3 rebecca ankrah a2 media coursework
The document discusses the various online tools and media technologies used during the research, planning, and production of a music video and ancillary project. Google was helpful for initial research on UK artists. YouTube provided music videos to analyze artist style. Email was used to contact record labels. Timetoast mapped out the production schedule. Prezi and blogger were used to present and log ideas. A flip camera, still camera, and editing software were used to film, record feedback, and piece together the final projects. Blogging at each stage proved useful for reflection and tracking progress.
Media products 2
The document discusses the use of various new media technologies in the production of a music video and magazine. Research was conducted online using sites like YouTube and Rewind to find examples in the grime/hip-hop genre. WordPress was used to create a website to showcase the work. Photoshop and InDesign were used to edit photos and design layouts for things like album covers. Final Cut Pro was used to edit the music video. YouTube, Facebook, and iPods were also utilized at different stages of planning, production and promotion.
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Question 4
During the research, planning, and construction of a music video, the student used various media technologies. These included YouTube to research music videos in their chosen genre of rap; Blogger to record information, upload images and videos, and embed links; Microsoft Word for drafting documents; and Wikipedia and record label websites to gather background information on the artist 2Pac. Communication apps like WhatsApp helped the group coordinate, and presentation tools like Prezi were used to share ideas visually. Photoshop and Final Cut Pro were utilized for editing album artwork and assembling the final video. Filming equipment like a DSLR camera, tripod, and mobile phones also supported the project from start to finish.
Q4: How did you use Media Technologies in the construction and researching, p...
The student used various media technologies at different stages of their media project.
During research and planning, they used YouTube to find music videos as influences, Google to research artists and lyrics, and Wikipedia to learn about music industry promotion methods.
During construction, they used a Canon DSLR camera to film the music video, and a Samsung camera for photography. They communicated plans using Instagram, WhatsApp, and a shared online moodboard.
During editing, they used Photoshop for print layouts, applying new skills like deleting layers and font effects. They also used POCO Camera and Beauty Cam to edit photographs.
Album Artwork
The document discusses research and planning for an album artwork project. It describes searching similar artists' albums on Google Images to analyze color schemes and styles. Research found that a dark color palette and individual, non-posed photos aligned with the indie genre. Photoshop was used to design the minimalist artwork with individual photos of band members and a red color scheme.
Evaluation Task 1
This document discusses how the media product challenges and develops conventions of real media products within the indie rock genre. It analyzes the conventions used in music videos by bands like The Killers and Bastille and how the documentary's music video challenges some conventions, such as showing the band clearly and including a love story, while developing others, such as using a minimalist website design. It also discusses how the conventions of album artwork and costumes are challenged to create a sense of mystery around the band.
Evaluation question 4 part 1
Evaluation Question 4: How did you use new media technologies in the construction and research, planning and evaluation stages?
Evaluation question 3 rebecca ankrah a2 media coursework
The document discusses the online tools and media technology used during the research, planning, and production of a music video and ancillary project. Google was used extensively during the initial research stages to explore UK artists and find background information and inspiration. YouTube provided music videos and urban-style videos for inspiration. An email was used to contact a record label for song permission. Timetoast mapped out the production schedule. Prezi, blogger, flip cameras, still cameras, and editing software were used to plan, record, and illustrate ideas. Blogger proved useful for reflection posts and tracking progress throughout the project.
Evaluation question 3 rebecca ankrah a2 media coursework
The document discusses the various online tools and media technologies used during the research, planning, and production of a music video and ancillary project. Google was helpful for initial research on UK artists. YouTube provided music videos to analyze artist style. Email was used to contact record labels. Timetoast mapped out the production schedule. Prezi and blogger were used to present and log ideas. A flip camera, still camera, and editing software were used to film, record feedback, and piece together the final projects. Blogging at each stage proved useful for reflection and tracking progress.
Media products 2
The document discusses the use of various new media technologies in the production of a music video and magazine. Research was conducted online using sites like YouTube and Rewind to find examples in the grime/hip-hop genre. WordPress was used to create a website to showcase the work. Photoshop and InDesign were used to edit photos and design layouts for things like album covers. Final Cut Pro was used to edit the music video. YouTube, Facebook, and iPods were also utilized at different stages of planning, production and promotion.
Question 4
The document discusses the technology used to create a music video and ancillary task. It describes using a camera, editing software, and online sources for research. Adobe Premiere was used to edit the music video, applying effects like transitions between shots. A website was created using Wix to document the process. Having these technologies available allowed for professional editing and presentation of the work online. Without this technology, the project could not have been completed or shared effectively.
A2 media evaluation
The document discusses the media student's music video project. It summarizes that the video uses conventions of hip hop by setting the scene in an estate and graveyard to highlight street life struggles. Feedback was that the video was good but could experiment more. The student learned they could have taken better locations and included more images/clips to further portray struggles. They also learned to focus on conventions like certain backgrounds, pictures of artists, and abstract ideas to engage audiences.
EVALUATION TASK 4 (WEBSITE)
The document discusses research and planning for a website design project for an indie rock band. It describes researching other bands' websites for conventions, creating a practice website, planning photo shoots and communication with the band, shooting photos with a DSLR camera, editing photos in Photoshop, and including red colors and interactive elements to tie the website to the band's music videos and image. The goal was to present the band as real people while attracting their target audience of 25-30 year olds.
Evaluation Question 4
The document discusses various tools and platforms used for research and planning a music video project. It describes using Twitter to follow musicians, blogs to research music video guidelines, Prezi for analyzing example videos, MySpace and YouTube to view musician pages and videos, SoundCloud to discover songs, and a mobile phone for planning with actors and listening to the song during filming. Flickr, Tumblr, Evernote, and an iPad were used for additional planning, and a digital camera, tape recorder, Adobe Premiere Pro, and Photoshop were used for construction of the video and related materials.
Question 2
The document discusses the themes, visual elements, and distribution strategies for a music video and accompanying print products. The theme of confidence is portrayed through the music video's lighting, shots, and lyrics. Print products like the album cover and advertisements continue this theme through the artist's poses. A red, white, and black color scheme and Minion Pro font create consistency across items. Locations with bold colors and lighting reinforce the upbeat theme. Distribution through magazines and social media aims to expand the artist's fan base.
Personal evaluation
The document provides a personal evaluation of a music video the author created called "Away". It discusses how the music video both uses conventions of typical music videos, such as an artist lip syncing, but also challenges conventions through original shot angles, quick cuts, and unique transitions. The author aimed to capture the obscure trip-hop genre of the song through a visual style that presented the artist alone to match the lyrics about feeling distant. Feedback helped the author improve the pacing and ending. A range of media technologies were used in planning, producing, and promoting the music video, as well as creating a website and digital packaging to further develop the artist's imagery and themes.
A2 media evaluation
The document discusses the media student's music video project for their course. They aimed to highlight issues in society through a hip hop music video. They drew inspiration from J. Cole's "Who Dat" video. Feedback from audiences was positive and suggested ways to further develop the video's message and use of conventions like location shots. The student learned about operating cameras and editing software to bring their vision to life. Extensive research was done on the genre and artist to authentically represent hip hop.
Evaluation q2
The document discusses the themes of a music video and accompanying print products. The main theme of the music video is spreading love, while the print products explore simplicity through limited colors and neutral facial expressions of the artist. The music video also has a fun and bright theme created through lighting that represents happiness and togetherness. While the video and print products have different visuals, they maintain a consistent theme of urbanism.
Shanaz Q4
New media technologies were crucial to Shanaz Ahmed at each stage of her media project. In research, she used Google, YouTube, Jamendo and Blogger to gather information and organize her work. During planning, Google, Photoshop, YouTube and Blogger helped with developing ideas and receiving feedback. Construction involved using a camera, mobile phones, Final Cut Pro and Photoshop to film footage, communicate and edit together the music video and ancillary tasks. For evaluation, PowerPoint, Final Cut Pro and Powtoon allowed for detailed analysis using various visual and audio formats. Overall, Shanaz developed new technical skills through creative use of different media across each phase.
Personal evaluation
Evaluation of the process of pre production planning, post production planning, and the filming of the music video.
Media evaluation Q2 - Dilraj Singh
The student created a promotional package for their rap artist A$AP RAJ, including a digipak (album cover), website, and music video. They felt these three ancillary products would have good synergy. For the website, they linked all the artist's social media and included pages like store and tour dates. The bright, colorful digipak matched the music video. Consistent use of color, fonts, and the artist's signature pose across the three products created clear links between them. The overall package looked professional and conveyed a unified brand for the artist.
Media evaluation Q4 - Dilraj Singh
Dilraj used Weebly to create a blog to house all of his coursework. He used various technologies like YouTube, Prezi, and SlideShare for research and analysis. He created surveys using Google Docs and used YouTube to upload progress updates. Photoshop was used to create a digipak cover. A Canon 700D camera was used to film the music video, and Final Cut Pro was used to edit it, applying effects like slow motion, trails and transitions. Overall, Dilraj utilized a range of technologies to produce high quality work for his course.
How did you use media technologies in the construction and research, plannin...
The document discusses the process a group went through to create a music video and accompanying digipak for a class project. First, they analyzed other R&B music videos to get inspiration and ideas for concepts. They created a Prezi presentation to outline their treatment, which they presented to the class and uploaded online to get feedback. They learned how to use equipment like DSLR cameras to film their video. They edited the footage in Final Cut Pro and designed the digipak in Photoshop and Illustrator. Throughout the process, they used Blogger to organize their work.
Personal Evaluation
During the filming of the music video, the group tried to make the subject, Jem, feel comfortable by being well-prepared, rehearsing scenes, and ensuring Jem knew his lyrics so they did not have to stop frequently. They also experimented with different shot types and editing techniques to test the boundaries of a contemporary music video and emphasize the song. Feedback sessions were held during editing to get input from a wide range of people in the target demographic of 16-25 years old. Feedback was generally positive about the catchy song. Media technologies like social media, cameras, and editing software were used throughout the process for communication, filming, and editing.
In what ways does your media product use, develop or challenge forms and conv...
The document discusses conventions used in a music video, related genres, and packaging like digipaks and advertisements. It notes conventions like close-ups, shots changing with the beat, and the artist singing. It also discusses using conventions from the pop/rock genre. The created music video uses conventions like clear performance/narrative distinction, prolonged artist shots, and a clear storyline. The accompanying digipak and advertisement also use conventions like images, names, and release details while emphasizing simplicity.
Director's commentary
1) The directors created a music video for the song "Mardy Bum" by the Arctic Monkeys to accompany their concept of a dollhouse narrative.
2) They storyboarded and filmed an animatic to plan shots and see how they cut to the music, realizing some shots needed adjusting.
3) On the shoot day, they used a professional Sony camera and various lenses to film establishing shots, performance shots, and close-ups, helping produce a near industry-standard video.
Evaluation for media
The document discusses the production process of creating a music video for the song "Lover of the Light" by Mumford and Sons. It describes brainstorming ideas, filming in different locations on campus using various shots and lighting techniques, and editing the video in Adobe Premier. It discusses using practice shots, narrative elements, and cutting parts of the song. Feedback was gathered through a Facebook event and YouTube comments, which provided suggestions to use a wider range of shots. Various media technologies were used during the production process, including Photoshop, Adobe Premier, Microsoft Word, Excel, Slideshare, YouTube, and Blogger.
Evaluation question 4
The document discusses how new technologies were used at various stages of creating a music video project. In the construction stage, the director learned to use a Canon EOS DSLR 650d camera, applying knowledge of framing, angles, and settings. During filming, lighting was considered and adjusted based on time of day. In post-production, Final Cut Pro was used to edit clips, adding effects like slow motion. Photoshop edited the magazine poster and digipak. Research involved finding unsigned artists online and reviewing other music videos. Planning included storyboarding and looping audio in GarageBand. New technologies like SlideShare, Blogger, Prezi, SoundCloud, PowerPoint, and Photo Booth were used to evaluate
media questions
The document discusses how media technologies were used at different stages of creating a music video for the artist Father John Misty.
Social media platforms like Facebook and Instagram were used for communication, planning, sharing work, and gathering feedback. YouTube was used for research, uploading the final video, and analyzing other artists' styles.
Premiere Pro and iMovie were utilized for editing footage, adding filters, and creating a split screen effect to tell the narrative. Online tutorials helped learn software skills. The internet provided research on the artist and audience preferences.
Photoshop, scanners, cameras, and tripods were other technologies that supported planning mockups, sharing hand-drawn work, filming, and achieving different
Question 4
The document discusses how new media technologies were used in constructing a music video project. Final Cut Pro was used extensively for video editing, including syncing music and video, adding transitions, and precision cutting. PhotoShop was also used to edit photos for a digital album cover. Research was conducted online using sources like Google, YouTube, and blogs. Planning involved creating storyboards and scripts shared via Slideshare and discussion on Facebook. The resulting music video was a performance-based concept filmed efficiently using detailed pre-production planning.
Question 4
The student used various media technologies throughout the construction, planning, and evaluation of their music video project. They relied heavily on smartphones, using iPhones to communicate with their team via messaging and scheduling meetings. They also used iPhone cameras to film some footage for the video. Social media platforms like Facebook, Twitter, and YouTube were used for research, planning, feedback, and sharing the final video. Other software like Adobe Premiere Pro, Photoshop, Mind Genius, and online surveys were utilized at different stages of the process.
How did you use media technologies in the construction and research, planning...
The document discusses the use of various media technologies in the production of a music video. An iPhone was used for communication between team members during planning and construction. iPhones were also featured as props in the video itself. Other technologies used included WhatsApp, cameras, Adobe Premiere Pro for editing, and social media like Facebook and YouTube for research, feedback, and distribution.
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Question 4
The document discusses the technology used to create a music video and ancillary task. It describes using a camera, editing software, and online sources for research. Adobe Premiere was used to edit the music video, applying effects like transitions between shots. A website was created using Wix to document the process. Having these technologies available allowed for professional editing and presentation of the work online. Without this technology, the project could not have been completed or shared effectively.
A2 media evaluation
The document discusses the media student's music video project. It summarizes that the video uses conventions of hip hop by setting the scene in an estate and graveyard to highlight street life struggles. Feedback was that the video was good but could experiment more. The student learned they could have taken better locations and included more images/clips to further portray struggles. They also learned to focus on conventions like certain backgrounds, pictures of artists, and abstract ideas to engage audiences.
EVALUATION TASK 4 (WEBSITE)
The document discusses research and planning for a website design project for an indie rock band. It describes researching other bands' websites for conventions, creating a practice website, planning photo shoots and communication with the band, shooting photos with a DSLR camera, editing photos in Photoshop, and including red colors and interactive elements to tie the website to the band's music videos and image. The goal was to present the band as real people while attracting their target audience of 25-30 year olds.
Evaluation Question 4
The document discusses various tools and platforms used for research and planning a music video project. It describes using Twitter to follow musicians, blogs to research music video guidelines, Prezi for analyzing example videos, MySpace and YouTube to view musician pages and videos, SoundCloud to discover songs, and a mobile phone for planning with actors and listening to the song during filming. Flickr, Tumblr, Evernote, and an iPad were used for additional planning, and a digital camera, tape recorder, Adobe Premiere Pro, and Photoshop were used for construction of the video and related materials.
Question 2
The document discusses the themes, visual elements, and distribution strategies for a music video and accompanying print products. The theme of confidence is portrayed through the music video's lighting, shots, and lyrics. Print products like the album cover and advertisements continue this theme through the artist's poses. A red, white, and black color scheme and Minion Pro font create consistency across items. Locations with bold colors and lighting reinforce the upbeat theme. Distribution through magazines and social media aims to expand the artist's fan base.
Personal evaluation
The document provides a personal evaluation of a music video the author created called "Away". It discusses how the music video both uses conventions of typical music videos, such as an artist lip syncing, but also challenges conventions through original shot angles, quick cuts, and unique transitions. The author aimed to capture the obscure trip-hop genre of the song through a visual style that presented the artist alone to match the lyrics about feeling distant. Feedback helped the author improve the pacing and ending. A range of media technologies were used in planning, producing, and promoting the music video, as well as creating a website and digital packaging to further develop the artist's imagery and themes.
A2 media evaluation
The document discusses the media student's music video project for their course. They aimed to highlight issues in society through a hip hop music video. They drew inspiration from J. Cole's "Who Dat" video. Feedback from audiences was positive and suggested ways to further develop the video's message and use of conventions like location shots. The student learned about operating cameras and editing software to bring their vision to life. Extensive research was done on the genre and artist to authentically represent hip hop.
Evaluation q2
The document discusses the themes of a music video and accompanying print products. The main theme of the music video is spreading love, while the print products explore simplicity through limited colors and neutral facial expressions of the artist. The music video also has a fun and bright theme created through lighting that represents happiness and togetherness. While the video and print products have different visuals, they maintain a consistent theme of urbanism.
Shanaz Q4
New media technologies were crucial to Shanaz Ahmed at each stage of her media project. In research, she used Google, YouTube, Jamendo and Blogger to gather information and organize her work. During planning, Google, Photoshop, YouTube and Blogger helped with developing ideas and receiving feedback. Construction involved using a camera, mobile phones, Final Cut Pro and Photoshop to film footage, communicate and edit together the music video and ancillary tasks. For evaluation, PowerPoint, Final Cut Pro and Powtoon allowed for detailed analysis using various visual and audio formats. Overall, Shanaz developed new technical skills through creative use of different media across each phase.
Personal evaluation
Evaluation of the process of pre production planning, post production planning, and the filming of the music video.
Media evaluation Q2 - Dilraj Singh
The student created a promotional package for their rap artist A$AP RAJ, including a digipak (album cover), website, and music video. They felt these three ancillary products would have good synergy. For the website, they linked all the artist's social media and included pages like store and tour dates. The bright, colorful digipak matched the music video. Consistent use of color, fonts, and the artist's signature pose across the three products created clear links between them. The overall package looked professional and conveyed a unified brand for the artist.
Media evaluation Q4 - Dilraj Singh
Dilraj used Weebly to create a blog to house all of his coursework. He used various technologies like YouTube, Prezi, and SlideShare for research and analysis. He created surveys using Google Docs and used YouTube to upload progress updates. Photoshop was used to create a digipak cover. A Canon 700D camera was used to film the music video, and Final Cut Pro was used to edit it, applying effects like slow motion, trails and transitions. Overall, Dilraj utilized a range of technologies to produce high quality work for his course.
How did you use media technologies in the construction and research, plannin...
The document discusses the process a group went through to create a music video and accompanying digipak for a class project. First, they analyzed other R&B music videos to get inspiration and ideas for concepts. They created a Prezi presentation to outline their treatment, which they presented to the class and uploaded online to get feedback. They learned how to use equipment like DSLR cameras to film their video. They edited the footage in Final Cut Pro and designed the digipak in Photoshop and Illustrator. Throughout the process, they used Blogger to organize their work.
Personal Evaluation
During the filming of the music video, the group tried to make the subject, Jem, feel comfortable by being well-prepared, rehearsing scenes, and ensuring Jem knew his lyrics so they did not have to stop frequently. They also experimented with different shot types and editing techniques to test the boundaries of a contemporary music video and emphasize the song. Feedback sessions were held during editing to get input from a wide range of people in the target demographic of 16-25 years old. Feedback was generally positive about the catchy song. Media technologies like social media, cameras, and editing software were used throughout the process for communication, filming, and editing.
In what ways does your media product use, develop or challenge forms and conv...
The document discusses conventions used in a music video, related genres, and packaging like digipaks and advertisements. It notes conventions like close-ups, shots changing with the beat, and the artist singing. It also discusses using conventions from the pop/rock genre. The created music video uses conventions like clear performance/narrative distinction, prolonged artist shots, and a clear storyline. The accompanying digipak and advertisement also use conventions like images, names, and release details while emphasizing simplicity.
Director's commentary
1) The directors created a music video for the song "Mardy Bum" by the Arctic Monkeys to accompany their concept of a dollhouse narrative.
2) They storyboarded and filmed an animatic to plan shots and see how they cut to the music, realizing some shots needed adjusting.
3) On the shoot day, they used a professional Sony camera and various lenses to film establishing shots, performance shots, and close-ups, helping produce a near industry-standard video.
Evaluation for media
The document discusses the production process of creating a music video for the song "Lover of the Light" by Mumford and Sons. It describes brainstorming ideas, filming in different locations on campus using various shots and lighting techniques, and editing the video in Adobe Premier. It discusses using practice shots, narrative elements, and cutting parts of the song. Feedback was gathered through a Facebook event and YouTube comments, which provided suggestions to use a wider range of shots. Various media technologies were used during the production process, including Photoshop, Adobe Premier, Microsoft Word, Excel, Slideshare, YouTube, and Blogger.
Evaluation question 4
The document discusses how new technologies were used at various stages of creating a music video project. In the construction stage, the director learned to use a Canon EOS DSLR 650d camera, applying knowledge of framing, angles, and settings. During filming, lighting was considered and adjusted based on time of day. In post-production, Final Cut Pro was used to edit clips, adding effects like slow motion. Photoshop edited the magazine poster and digipak. Research involved finding unsigned artists online and reviewing other music videos. Planning included storyboarding and looping audio in GarageBand. New technologies like SlideShare, Blogger, Prezi, SoundCloud, PowerPoint, and Photo Booth were used to evaluate
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How did you use media technologies in the construction and research, plannin...
How did you use media technologies in the construction and research, plannin...
In what ways does your media product use, develop or challenge forms and conv...
In what ways does your media product use, develop or challenge forms and conv...
Similar to Question4 media a2 coursework
media questions
The document discusses how media technologies were used at different stages of creating a music video for the artist Father John Misty.
Social media platforms like Facebook and Instagram were used for communication, planning, sharing work, and gathering feedback. YouTube was used for research, uploading the final video, and analyzing other artists' styles.
Premiere Pro and iMovie were utilized for editing footage, adding filters, and creating a split screen effect to tell the narrative. Online tutorials helped learn software skills. The internet provided research on the artist and audience preferences.
Photoshop, scanners, cameras, and tripods were other technologies that supported planning mockups, sharing hand-drawn work, filming, and achieving different
Question 4
The document discusses how new media technologies were used in constructing a music video project. Final Cut Pro was used extensively for video editing, including syncing music and video, adding transitions, and precision cutting. PhotoShop was also used to edit photos for a digital album cover. Research was conducted online using sources like Google, YouTube, and blogs. Planning involved creating storyboards and scripts shared via Slideshare and discussion on Facebook. The resulting music video was a performance-based concept filmed efficiently using detailed pre-production planning.
Question 4
The student used various media technologies throughout the construction, planning, and evaluation of their music video project. They relied heavily on smartphones, using iPhones to communicate with their team via messaging and scheduling meetings. They also used iPhone cameras to film some footage for the video. Social media platforms like Facebook, Twitter, and YouTube were used for research, planning, feedback, and sharing the final video. Other software like Adobe Premiere Pro, Photoshop, Mind Genius, and online surveys were utilized at different stages of the process.
How did you use media technologies in the construction and research, planning...
The document discusses the use of various media technologies in the production of a music video. An iPhone was used for communication between team members during planning and construction. iPhones were also featured as props in the video itself. Other technologies used included WhatsApp, cameras, Adobe Premiere Pro for editing, and social media like Facebook and YouTube for research, feedback, and distribution.
Evaluation question 4
The document discusses the various media technologies used at different stages of creating a music video.
At the research and planning stage, YouTube was used to research the music genre and conventions, find inspiration, and learn video techniques through tutorials. Playbuzz, UK Tribes, and YouGov were used to design and distribute an online questionnaire to gather audience feedback.
During construction, Final Cut Pro was used to edit footage and add effects like superimposition and speed/reflection adjustments. Picsart and Photoshop helped design packaging images.
Communication technologies like Skype, WhatsApp, Facebook, and Twitter supported collaboration and promotion. Presentation tools like Prezi, Emaze, and Slideshare were
Evaluation question 4:-
The student used several new media technologies throughout the construction, research, planning and evaluation of their music video coursework, including a Canon HD camera, tripod, Samsung digital camera, Blackberry smartphone, Unsigned.com, YouTube, Final Cut Express, Adobe Photoshop, Picnik.com, iMac, Microsoft PowerPoint, SlideShare, Prezi, Survey Monkey, Facebook, and Wordle. These technologies were used at various stages for filming, taking photos, finding music, editing, creating ancillary materials, gathering feedback, and presenting results.
Evaluation Question
The document discusses how various media technologies were used at different stages of creating a music video project. YouTube, Google, and social media were used for initial research to gather ideas. Instagram was used for makeup inspiration. Microsoft Excel and the weather app were used for planning. A Sony camera and tripod were used to film, and Adobe Premiere Pro and After Effects were used to edit and add effects. Wix was used to build the artist's website. Feedback was gathered and the video was evaluated using Prezi, Emaze, and Premier Pro.
Evaluation question 4
The document discusses the various media technologies used at different stages of a project to create a music video and ancillary products promoting Avril Lavigne.
YouTube, Blogger, Photoshop, Google, SurveyMonkey, a video camera, mobile phones, Dafont font website, and Sony Vegas video editing software were used for research, planning, production, and evaluation. YouTube provided music video examples for inspiration and a platform to get feedback on drafts. Blogger was used to present work. Photoshop designed packaging and ads. Google aided research on the artist. SurveyMonkey gathered audience opinions. The technologies helped bring the project to completion.
Elle evaluation question 4
1) The group used various media technologies in the planning stages of their music video, including researching the artist and genre on websites like Google, Pinterest, and Instagram for inspiration. They created surveys using SurveyMonkey to get audience feedback.
2) During filming, they used a DSLR camera on a tripod and handheld, as well as LED lights and different lenses. WhatsApp helped with organization.
3) Editing software like iMovie, Final Cut Pro, and Photoshop were used to edit footage, add effects, and design promotional materials like a digipak and magazine ad.
Evaluation question 4
The document discusses the various media technologies used at different stages of creating a music video.
At the research and planning stage, YouTube was used to research the music genre and conventions, find inspiration, and learn video techniques through tutorials. Playbuzz, UK Tribes, and YouGov were used to design and distribute an online questionnaire to gather audience feedback.
During construction, Final Cut Pro was used for video editing, effects, and transitions. Picsart and Photoshop helped design packaging materials.
Presentation tools like Prezi, Emaze, and PowToon were employed at the evaluation stage to engage readers and incorporate images, while blogs on Blogger tracked progress and Slideshare published presentations online. Social
Question 4 checked 24th march
Edward used several new media technologies throughout the construction, research, planning and evaluation of RowTown. He used WordPress for blogging, GarageBand to create music, SoundCloud to transfer music to blogs, Vimeo to upload and get feedback on videos, YouTube for research on soap operas, Adobe Premiere Elements for video editing, PhotoPlus for print design, Facebook for group communication, Microsoft Word for writing, and PowerPoint for presentations and embedding in blogs. These technologies were vital at various stages for planning, research, collaboration, and evaluation.
Media Q4
The document discusses the various tools and equipment used to create a music video. It describes using programs like Photoshop, Final Cut Express, and CamWow to edit footage from HDV cameras and iPhones. iMac computers allowed the use of these programs to edit footage and add effects. Equipment like cameras, tripods, and smartphones were used to film and take photos for the video and promotional materials. The internet was crucial for research, distribution, and gathering audience feedback through SurveyMonkey.
Question 4
Edward used several new media technologies throughout the construction, research, planning and evaluation of his project. He used WordPress for blogging, GarageBand to create music, SoundCloud to share the music, Vimeo to share video drafts and get feedback, YouTube for research, Adobe Premiere Elements for video editing, PhotoPlus for print design, Facebook for group communication, Microsoft Word and Publisher for writing his evaluation, and PowerPoint to present his work. These technologies helped at various stages of the project from planning to completion and evaluation.
Media Tech Presentation
This document discusses the use of various creative technologies in a music video project. It describes researching album covers and artists online, planning the video using video editing software, shooting footage with a supplied camera, editing the video in Final Cut Express, creating album pages and ads in Photoshop, downloading fonts from online, collecting audience feedback via video and questionnaires, and evaluating the project using online references. The student reflects on advancing skills from last year and effectively using technologies to create a professional final product.
EValuation question 4
This document discusses various digital technologies used at different stages of creating a music video project. It describes how blogger was used to document the research process, posting findings and construction updates. YouTube and SoundCloud were used to research songs and artists, while Prezi, PowerPoint and Photoshop were employed for planning and presentation. During construction, a DSLR camera, lighting and editing software like Final Cut Pro were utilized. Challenges around filming conditions and corrupted files were overcome. Overall, digital technologies enriched the project presentation and engagement at each stage.
How did I use media technologies in the contruction,and research and evaluati...
This document summarizes how the author used various media technologies throughout their research, construction, and evaluation stages of creating a music video project. In the research stage, they relied heavily on internet searches using Google to find information on their chosen artist. YouTube was also used to compare other music videos. During construction, they used flip cameras and iPhone cameras to record footage at various locations. A professional camera was also used to capture higher quality footage. Final Cut Pro was utilized to edit all the footage together. For evaluation and ancillary work, tools like Photoshop, Facebook, and PowerPoint were employed to create a digipak, advertisement, and presentation evaluating the entire process.
Media presentation
The student used various digital tools and online resources during the planning, construction, and evaluation of their music video project. During planning and research, they used YouTube, Google, and other websites to research the artist and genre. They also used a blog to document their progress. For construction, they filmed footage on their phone and transferred it to their computer to edit using Adobe Premiere Pro. Photoshop was used to design promotional materials. To evaluate the final video, they posted it on YouTube to gather feedback and used SurveyMonkey to understand audience preferences.
Evaluation Question 4) Media Technologies.
1. The student used various new media technologies throughout the construction, research, planning and evaluation of their music video coursework project.
2. Technologies used included cameras, tripods, smartphones, editing software, online music platforms, social media and presentation tools.
3. The technologies allowed the student to plan, film, edit and gather feedback on their music video and related materials.
A2 Media Evaluation
Charlotte created a music video for her A2 coursework that challenged conventions of real music videos. Originally, the video was going to include drug and alcohol scenes shot in clubs, but those ideas were changed due to difficulties filming in locations. The final video included fast scene transitions and shots repeated like real music videos. Blogger and YouTube were used to save work and get feedback. The website promoting the artist used Dreamweaver and matched layouts of existing pop artist sites. Some lyrics were linked to visuals to fuel emotion, though links were less obvious than lyrics.
Question 4 – evaluation
The document discusses the various technologies used during the planning, production, and evaluation of a music video project. It describes using the internet for research, YouTube to analyze other music videos, Microsoft Word and PowerPoint for planning tables and presentations, and Blogger to upload work and receive feedback. Video and photo equipment were used to film footage and conduct a photoshoot. Adobe Premiere and Photoshop were used to edit the video and create promotional materials. Different media were employed to structure the evaluation, including Slideshare, Prezi, and receiving feedback.
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How did you use media technologies in the construction and research, planning...
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Question4 media a2 coursework
- 2. IPHONE The iPhone has various apps which helped us through all three stages. Firstly, Instagram helped us out very well during our research and planning stage, when it came to choosing the style that we wanted our artist to adopt. Instagram has over 150 million active users which means that we had a wide variety of different styles, to base our artist off. Whilst going through Instagram on my phone, I found on the most popular page a Female, who looked a similar age to our artist that we already had, and also shared the same nationality. What my group and I liked about this female the most however was her unique style of red lipstick and a leather jacket, this fit in perfectly with what we wanted to do with our artist by not over sexualising her. As well as using Instagram for inspiration in our research and planning stage, we also used it for some of our audience feedback. Annabel created a Rosa Red Instagram page, where we posted pictures, to receive feedback from other people on what they thought about our artist, what they liked, and what they thought we should change. Watasap is an incredible communication app that most certainly made life easier in all three stages. My group and I created a group chat meaning we could send one message that could be seen by everyone. During the research and planning stage, we used whatsapp to share ideas, and express our opinion, as well as sending pictures and screenshots, for example when I found the girl from Instagram, that I thought we could style our artist off I screenshot the picture and sent it to the group chat. Within seconds I was able to able see what the rest of my group thought of this particular style. During the construction stage, we used whatsapp mostly to arrange meeting times and discuss what days we were and were not available, we each made a timetable of when we were available, took pictures on our iPhones and then sent them on the group chat. This meant that we knew when each person in the group was available, and helped us arrange times to film. Finally during the evaluation stage we have used whatsapp to send blog addresses, photos and videos that we each might need.
- 3. YOUTUBE Behind blogger, my group and i's most used website is most certainly YouTube. YouTube is without a doubt the biggest website for watching music videos. We were able to analyse music videos is great detail, through our ability to pause, fast forward and rewind any YouTube video. My group and I learned the codes and conventions of a house/pop music video inside out, through analysing many videos on YouTube. Without YouTube we would never have come up with the idea of a narrative video and our camera shots would not have been of the same standard.
- 4. WIX WIX is an online website builder, and this is what we used to create our website. Wix was extremely simple to use, and provided very clear and premise tutorials for first time users. WIX gave a wide variety of options in terms of the layout of the website, the colours, and adding pictures. Because WIX is an online website creator, it meant that we could edit and work on the website anywhere, and not just on the same computer, this also meant that although annabel was the main editor me and Mohammed could add things at home as we had the login details.
- 5. PHOTOSHOP Photoshop is an extremely detailed editing software which I used to design our digipak. After I had imported the photos that we would be using for our digipak, I was able to edit them in many different ways. For the back of the digipak, we used a picture of a famous Ecuadorian landmark. Because of this, the song list could not be seen, however I was able to edit the original picture by fading the colour, and making it less bold, which enabled the writing to stand out and be seen. Using Photoshop, I was able to remove spots and blemishes from our artist, along with making her eyes and teeth stand out using the sharpen effect, and the spot healing tool.
- 6. GARAGEBAND This is an application that helped us resolve a problem during our construction period. My group and I realised that the song we had chosen was almost 7 minutes long, and the ending of the song was extremely unique and we definitely wanted the end in our video. To resolve this situation, we imported the song into GarageBand, we were then able to cut out around 2 and a half minutes I the middle of the song. GarageBand is and extremely good music app, and it enabled us to be able to time where we had made the cuts so that it was not noticeable.