Resources and equipment
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The document lists resources and equipment that will be used for a film project, including borrowing a Konig-Kn Tripod 100 Dolly and microphone from the school media department to achieve smooth tracking shots and clear sound. Studio lighting and a diffuser may also be needed for indoor scenes lacking natural light, such as a bedroom or bathroom. Final Cut Pro editing software will be used to edit clips, adjust color and sound, and add creative elements like split screens.
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The document outlines the resources and equipment that will be used for an upcoming production, including:
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Resources and equipment
The document outlines the resources and equipment that will be used for an upcoming production. It describes cameras, lights, audio equipment, and software that the group intends to borrow or use, including a Nikon D3100 camera, tripod, Paterson lights, Konig-kn tripod dolly, recording studio equipment for a radio advertisement, and Final Cut Pro, Garage Band, and Motion software. Tutorials will be needed to learn how to use some of the software programs that the group is not already familiar with.
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Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, free online music sources, Garageband for original music composition, portable studio lights for lighting issues, and Adobe Premier Elements for easy and accessible video editing. Key lessons were that portable lights could cause shadows or end up in shots, and that natural outdoor lighting worked well without issues.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, free online music sources, Garageband for original music composition, portable studio lights for lighting issues, and Adobe Premier Elements for easy and accessible video editing. Key lessons were that portable lights could cause shadows or end up in shots, and that natural outdoor lighting worked well without issues.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, Garageband for experimental music composition, portable studio lights for lighting that required careful placement to avoid shadows, and Adobe Premier Elements for easy and accessible video editing at home or school. Issues encountered included camera microphone limitations, difficulties exporting Garageband music, lights appearing in shots, and shadows from improper lighting placement.
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Evaluation question 6
Using various lighting techniques, the document discusses problems encountered and lessons learned during the construction of a film project. It discusses using multiple movie lights to achieve the right lighting levels and deciding to use the sun as a backlight. It also discusses learning how to maintain light levels and adjust brightness. Additionally, it discusses problems with microphones like static and ambient noise, and learning to use clip-on microphones. It discusses using a camera capable of throw focus and learning how to achieve this effect. It also discusses building editing skills like using filters and advanced titles.
Resources and equipment
The document outlines the resources and equipment that will be used for an upcoming production, including:
- A Nikon D3100 camera that the group is familiar with and has access to, though it has had focusing issues in the past requiring manual focus.
- A tripod that will hold the camera and allow for low and high angles, and can be attached to a dolly for smooth movement shots.
- Paterson lights that were initially tried but did not directly light the subject; the handle was useful but a different light with a shutter may focus the light better.
- A Konig-kn dolly that will attach to the tripod and camera to allow for smooth movement shots following the
Equipment and resources
The document outlines the resources and equipment that will be used for a film production. A Sony DSLR camera will be used along with a waterproof casing for underwater shots. Additional equipment includes a shoulder stabilizer, tripod, dolly, softbox lighting, studio lights, and reflectors. The school will provide the camera casing, stabilizer, lighting equipment, and editing software. Final Cut Pro X will be used for editing by Hannah Grinham, including jump cuts, fades, and slow motion shots. A recording studio at the school will be used for minimal dialogue.
Resources and equipment
The document outlines the resources and equipment that will be used for an upcoming production. It describes cameras, lights, audio equipment, and software that the group intends to borrow or use, including a Nikon D3100 camera, tripod, Paterson lights, Konig-kn tripod dolly, recording studio equipment for a radio advertisement, and Final Cut Pro, Garage Band, and Motion software. Tutorials will be needed to learn how to use some of the software programs that the group is not already familiar with.
Research into equipment
The document discusses the equipment, software, and lighting that will be used to create a music video. Specifically, it mentions that a Canon 550D camera will be used for high quality recording, footage will be edited in Adobe Premiere Pro which the author is familiar with, and the lighting in the school's black box drama studio can be adjusted to look professional.
Construction of the product
Bruno and the filmmaker faced problems with audio quality due to limited computer processing power, which forced them to record in compressed formats. All sound effects also had to be added in post-production due to weather conditions during filming. To improve audio, they added effects like reverb to make dialogue more believable, but it still sounded amateurish. Going forward, they will improve by recording more audio on set rather than relying on post and doing more acoustic planning for locations.
The filmmaker used a shoulder rig for higher shots and a spider rig for lower angles to get stable shots. Color grading, masking, and compositing green screen footage were important editing techniques used to distinguish between heaven and reality scenes.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, free online music sources, Garageband for original music composition, portable studio lights for lighting issues, and Adobe Premier Elements for easy and accessible video editing. Key lessons were that portable lights could cause shadows or end up in shots, and that natural outdoor lighting worked well without issues.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, free online music sources, Garageband for original music composition, portable studio lights for lighting issues, and Adobe Premier Elements for easy and accessible video editing. Key lessons were that portable lights could cause shadows or end up in shots, and that natural outdoor lighting worked well without issues.
Question 6
The document discusses technologies used in creating a film project, including a compact camera for filming, a boom microphone for focused audio recording, Garageband for experimental music composition, portable studio lights for lighting that required careful placement to avoid shadows, and Adobe Premier Elements for easy and accessible video editing at home or school. Issues encountered included camera microphone limitations, difficulties exporting Garageband music, lights appearing in shots, and shadows from improper lighting placement.
media eval
We learned several technologies through constructing this product:
1) We used different cameras and equipment like tripods that we were familiar with from school, allowing us to complete filming without much setup.
2) Adobe Premiere Pro was used to edit footage, add voiceovers, music and titles. We learned how to import media, adjust audio levels and use keyframes to fade elements in and out.
3) Tumblr was used to share our final product. Through this process, we learned how to upload and customize our blog page on the site.
Question 6
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was important.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects helped streamline the filmmaking process.
Question 6- evaluation
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was crucial.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects allowed for a smoother process without much learning time needed for the equipment. Different settings on the professional camera were explored for lighting and shots.
media evaluations
By using different cameras, equipment, and editing software for their preliminary and main tasks, the students learned several technologies. For the main task, they used a Nikon camera which produced higher quality images than the camcorder used previously. They became more proficient with the sound kit and Adobe Premiere Pro software by having experience with it in the preliminary task. Editing in Premiere Pro allowed them to add voiceovers, adjust audio levels, and use keyframes to fade music in and out under the voiceover. Working with these technologies helped them improve the quality of their video and learn new skills.
Question 6 2
By using different cameras, equipment, and editing software for their preliminary and main tasks, the students learned several technologies. For the main task, they used a Nikon camera which produced higher quality images than the camcorder used previously. They became more proficient with the sound kit and Adobe Premiere Pro software by having experience with it in the preliminary task. Editing in Premiere Pro allowed them to add voiceovers, adjust audio levels, and use keyframes to fade music in and out under the voiceover. Working with these technologies helped improve the quality of their main task video.
eval
We learned several skills related to camera work, sound equipment, video editing software, and social media platforms through constructing this product:
1) We gained experience using different cameras, microphones, and other equipment which allowed us to film higher quality footage for our main task compared to our preliminary task.
2) Editing software like Adobe Premiere Pro taught us how to import footage, adjust audio levels, add titles and effects, and publish online. We learned techniques like using keyframes to fade music and enhance voiceovers.
3) Platforms like Tumblr required learning how to upload, personalize, and customize our blog page to share our final product online.
Evaluation question 6
The document discusses the use of various technologies for filming and editing a student film project. It describes using a Canon video camera to film scenes and having some difficulties with framing shots. It also discusses lighting challenges both outdoors and indoors, and using microphones to capture dialogue outdoors. For editing, the document mentions learning to use Adobe Premiere Elements and applying effects to enhance footage. It concludes that gaining experience using these technologies was a valuable learning experience and will help with future film projects.
Construction of the product
The document discusses the audio and filming challenges faced in creating a short film. It summarizes problems with limited computing power hindering audio quality, challenges syncing sound effects recorded post-production, and difficulties achieving believable dialogue with ADR. It also describes the filmmaker's camera rig, use of color grading and compositing to blend footage and achieve desired visual effects.
Question 6 technologies
The document discusses the technologies used to create a student film project. A Canon DSLR camera was used for filming, along with a tripod, microphone, and lighting kit. Premiere Pro was used for editing, After Effects for titles and effects, and Garageband for music. The camera, tripod, and microphone were easy to use with few issues. The lights were difficult to set up and heavy. After Effects was challenging since no one had used it before. Premiere Pro and After Effects sometimes caused quality issues when exporting. Lessons learned included keeping light wires tidy, not covering lights, protecting equipment from rain, and choosing low-traffic roads for driving scenes.
Media evaluation
The document discusses the various media technologies and equipment used throughout the production process. This included a high quality camera, tripod, and editing suite to assemble the work. Foley recording was also used to add sound effects like car doors since the camera couldn't block out background noise. Social media sites like blogger, slideshare, and pinterest were utilized to share ideas.
Malice in manhattan equipment
The document discusses the technologies used and lessons learned during the production of a film noir opening sequence. A Panasonic HD video camera was used for filming and a tripod was important for smooth camera movements and eliminating shakiness. Final Cut Pro software allowed editing footage into black and white, adding filters and titles. Sound effects from online sources and a film noir soundtrack enhanced the atmosphere. Lighting posed challenges but created the desired noir style. Overall the production process taught the importance of planning, equipment, and software for professional quality results.
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- 100% of respondents felt the model was suitable and the message was clear for the Autumn/Winter and Spring/Summer video ads.
- For the radio ad, 14/15 felt the voice was appropriate but some felt the beat was repetitive or didn't fit.
- Most respondents understood the relevance of the jewelry box ending in the sponsorship TV ad, though some aspects could be made clearer.
- 100% felt the various ads worked together as a coherent campaign and would make them want to visit the website.
Sponsroship convetnions
The document discusses conventions of sponsorship sequences. It notes that sponsorship sequences are typically between 15-20 seconds to quickly advertise a product. The discussed sequence is 13 seconds and uses quick shots and jump cuts to showcase clothes in a short time. Sponsorship sequences also conventionally do not include narratives and link to specific programs through attributes like genre, protagonists, and target audience. The discussed sequence sponsors the TV show Pretty Little Liars due to similarities in protagonists, genre, target audience and message. It follows conventions like including an upbeat soundtrack, jump cuts, and a stationary camera to quickly catch attention.
Softwares used in production
The document discusses various software and online tools that the students used for their coursework, including WordPress, Final Cut Pro X, SlideShare, Prezi, Powtoon, Emaze, and YouTube. It describes how each tool was used, for example WordPress was used to create blogs to present work, Final Cut Pro X was used to design advertisements, and YouTube was used to distribute final productions and get feedback. It also discusses how the students' skills with these tools improved over the course of their work.
Gigglebox evaluation
The document summarizes feedback from test audiences on various marketing campaigns for a clothing brand. For a sponsorship sequence, Emily liked an outfit but Rory felt the shoes were overpriced. Lois, Sophie and Bethan engaged positively with the music and editing. For a radio ad, Lois, Sophie and Bethan enjoyed the beat but Sophie couldn't hear the words. Stuart was excited about the clothing selection. For print ads, Rory found a model attractive which made Emily jealous, and the girls and boys all commented positively on different items.
Costumes
The document discusses different outfits featured in a fashion advertising campaign and analyzes how each outfit relates to fashion theories and represents concepts like empowerment, confidence, and individuality. For each location backdrop, an outfit is described that is meant to stand out against the environment and convey messages about the brand through its style, fit, print and colors. The outfits are said to illustrate theories from academics like Gauntlett and Winship about empowered, independent women who find confidence through their self-selected clothes rather than dressing to please others or be viewed as sexual objects.
Conventions of tv sponsorship sequences
This document discusses conventions of television sponsorship sequences. It notes that sponsorship sequences are typically 15-20 seconds, use references from main advertisements, and feature spokespeople or celebrities endorsing products. Effective sequences grab attention through bright colors and animation within the short time frame. Conventions include upbeat sounds relating to the brand, quick cuts and jumps instead of long takes to match fast pacing, and stationary cameras rather than camera movements. Research shows viewers are more likely to buy products they associate with favored programs.
Acorn profiling
This group enjoys socializing and values appearance. They likely purchase clothes online via smartphones for instant gratification and accessibility. As digital natives involved in websites and apps, marketing should extend to these online platforms to interact with the brand through personal identity. They are busy career professionals who appreciate easy access and online shopping/deliveries via converged devices to save time compared to visiting stores.
Locations analysis
The document analyzes and summarizes several potential locations for shooting a car scene and fashion advertisements, focusing on the atmospheres and connotations that each location provides. Southampton Street is proposed for the car scene due to the contrasting buildings allowing adherence to filming rules while conveying an urban atmosphere. Manhattan 34 cocktail bar is suggested for its sophistication and ability to highlight empowerment. The Foister Buildings function room and roof are put forth for conveying fun, mystery, and empowerment through their lighting and views. Finally, HotMess Studio is presented as ideal for professionalism and making clothes stand out against its white background.
Costumes
The document discusses potential outfits and items of clothing to feature in an online fashion shop's advertisements. It considers jackets, tops, dresses, shorts, and other pieces that fit the shop's goals of appearing edgy but appealing to its target audience of teen and twenty-something females. The outfits are meant to show versatility for both spring/summer and autumn/winter and be photographed in different scenes involving cars and rooftops. Having various outfit options will allow flexibility if needed during the advert photo shoots.
Tv ads institutions
We have chosen to sponsor the TV show Pretty Little Liars on Viva in the UK. As this show airs on Viva, it makes sense to also air our TV ads on this channel. Viva targets 16+ viewers seeking entertainment, as do the shows it airs like My Super Sweet 16 and Jersey Shore. Since our clothing brand targets 16-24 year olds, advertising on Viva would be appropriate as it reaches our target audience. The document then lists some time slots that would be good for airing ads due to the audience and shows during those times.
Sponsership choice
The document discusses a clothing brand's plan to sponsor the TV show Pretty Little Liars. The brand believes the show's target audience of teenage girls aligns well with their own. They will create a sponsorship sequence featuring mystery graphics and a model wearing their clothes, linking to the mystery subgenre of the show. Brief descriptions are provided of main characters Spencer, Hanna, Aria, and Emily, explaining how each girl's personality and fashion style relates to the brand's desired message of empowering girls and helping them gain confidence in themselves.
Sponsership choice
The document discusses using the TV show Pretty Little Liars as a sponsorship property for a clothing brand. Pretty Little Liars features teenage girl protagonists and focuses on mystery and intrigue, making it a good fit for the clothing brand's target audience of teenage girls. The sponsorship will feature graphics opening up to reveal a model in the clothing brand's clothes, linking the mystery of the show to the brand. Characters from the show like Spencer and Aria exemplify the confident attitudes and styles the brand aims to portray, while a character like Emily demonstrates low self-esteem that the brand wants to help change.
Manhattan
After their meeting, the team was pleased with the feedback on their advertising idea and finalized many aspects of the adverts such as locations, props, and representations based on audience responses. They also set the dialogue for a radio advert and decided to create a poll to ask audiences about shot types since this question was not included in the original questionnaire. During the meeting, they secured the Manhattan 34 location in Leicester to film part of their autumn/winter advert and felt its interior style suited their brand.
Progress report
The progress report discusses the development of an advertising campaign for an online fashion brand. Initially, the group considered creating a documentary but decided an advertising campaign was better suited. They have chosen their target audience as girls aged 16-24 in income brackets C2-E. They have brainstormed content ideas from various fashion ads and are waiting on questionnaire results to finalize the ideas. They have identified several potential locations to film at and will use one model, India, as the face of the brand to promote continuity. The fashion range aims to have a bold and confident style to promote a daring and edgy message to the audience.
Conventions of tv sponsorship sequences
The document discusses conventions of television sponsorship sequences. Typically, sponsorship sequences are 15-20 seconds long with little narrative to quickly advertise a product associated with an upcoming show. Successful sequences grab attention through animation, bright colors, and large logos. Research shows viewers are more likely to buy products they associate with favorite programs.
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Resources and equipment
- 2. Konig-Kn Tripod 100 Dolly We will be borrowing this from the school media department. We will be attaching a dolly to the tripod to achieve a smooth track at multiple points in our film including the beginning scene of Arabella running in the field.
- 3. Microphone We will be using a similar microphone to this which can be mounted on the camera to give us extra sound coverage so that it is a clear as possible. We feel that this would be suitable over a boom pole as most of our filming with dialog is indoors so there shouldn’t be too much background noise to compete with. Again, we will be borrowing this from school
- 4. We may need some studio lighting in our film such as hot lights but we may need a diffuser to create a less harsh and strong light. This might be necessary when we are shooting in the bedroom if there is not enough natural, ambient lighting provided from the window if it is a cloudy day and when we shoot in the bathroom in the shower as this could also lack enough lighting.
- 5. Final Cut Pro The editing software which we will be using is Final Cut Pro for Mac. We are fairly familiar with this software as we have used it for previous projects. It allows us to do the basic editing of our clips along with adjustments to colour and sound and also any creative editing that we will attempt such as split screen.