Robinson Roller Coaster Fun
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This 3 line poem describes a class project where students in Ms. Robinson's class created diamante poems about rollercoasters using photos taken on MacBooks and music from an online tool. The poem form uses 7 lines to shape words into a diamond structure.
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Beason roller coaster fun
This three sentence summary provides the key information about the document:
The document is about a diamante poem created by Ms. Beason's class describing rollercoaster fun, with the poem formed in the shape of a diamond using descriptive words. Photographs were taken on MacBooks using Photo Booth and background music was created on an online tool to accompany the poem.
Wise Roller Coaster Fun
This 3 line poem describes a class project where students in Ms. Wise's class created diamante poems about rollercoasters. The students used Photo Booth on their MacBooks to take pictures for their poems and created music at an online site to accompany their works.
Jernigan Roller Coaster Fun
The document is a 7 line poem called a diamante about rollercoasters. It follows the diamante form of starting with a noun, then two adjectives, three ing words describing the first noun, three more ing words and two adjectives, and ending with a noun. The poem was created by Ms. Jernigan's class using photos and music made on MacBooks.
Donaho Roller Coaster Fun
This three sentence summary provides the key information about the document:
The document is about a class that created diamante poems about rollercoasters using descriptive words in a diamond shape format with 7 lines. The class used Photo Booth on their MacBooks to create pictures for the poems and an online tool to make music to accompany the poems.
Ashley Roller Coaster Fun
The document is a 7 line poem called a diamante about rollercoaster fun. It was created by Ms. Ashley's class using photos taken on MacBooks with Photo Booth and music from an online tool. The poem forms the shape of a diamond through its lines that start with a noun, include adjectives and verbs, and end with a noun.
Motley Roller Coaster Fun
This 3 line poem describes a class project where students in Ms. Motley's class created diamante poems about rollercoasters. The students used Photo Booth on their MacBooks to take pictures for their poems and created music at an online site to accompany their works.
Winslett Roller Coaster Fun
This 3 sentence summary provides the key information about the document:
The document is about a class creating diamante poems about rollercoasters using photos and music created on their MacBooks. It contains examples of diamante poems formed in the shape of a diamond with 7 lines describing a noun in the first and last lines and adjectives in between. The class used Photo Booth on their MacBooks to create pictures for the poems and music was created on an online tool.
Huey Roller Coaster Fun
Rollercoasters are described in a 7 line diamond poem format created by Ms. Huey's class. The students used Photo Booth on MacBooks to create pictures and an online tool to make music for the diamantes. The document shares original diamante poems about rollercoasters from a classroom.
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Beason roller coaster fun
This three sentence summary provides the key information about the document:
The document is about a diamante poem created by Ms. Beason's class describing rollercoaster fun, with the poem formed in the shape of a diamond using descriptive words. Photographs were taken on MacBooks using Photo Booth and background music was created on an online tool to accompany the poem.
Wise Roller Coaster Fun
This 3 line poem describes a class project where students in Ms. Wise's class created diamante poems about rollercoasters. The students used Photo Booth on their MacBooks to take pictures for their poems and created music at an online site to accompany their works.
Jernigan Roller Coaster Fun
The document is a 7 line poem called a diamante about rollercoasters. It follows the diamante form of starting with a noun, then two adjectives, three ing words describing the first noun, three more ing words and two adjectives, and ending with a noun. The poem was created by Ms. Jernigan's class using photos and music made on MacBooks.
Donaho Roller Coaster Fun
This three sentence summary provides the key information about the document:
The document is about a class that created diamante poems about rollercoasters using descriptive words in a diamond shape format with 7 lines. The class used Photo Booth on their MacBooks to create pictures for the poems and an online tool to make music to accompany the poems.
Ashley Roller Coaster Fun
The document is a 7 line poem called a diamante about rollercoaster fun. It was created by Ms. Ashley's class using photos taken on MacBooks with Photo Booth and music from an online tool. The poem forms the shape of a diamond through its lines that start with a noun, include adjectives and verbs, and end with a noun.
Motley Roller Coaster Fun
This 3 line poem describes a class project where students in Ms. Motley's class created diamante poems about rollercoasters. The students used Photo Booth on their MacBooks to take pictures for their poems and created music at an online site to accompany their works.
Winslett Roller Coaster Fun
This 3 sentence summary provides the key information about the document:
The document is about a class creating diamante poems about rollercoasters using photos and music created on their MacBooks. It contains examples of diamante poems formed in the shape of a diamond with 7 lines describing a noun in the first and last lines and adjectives in between. The class used Photo Booth on their MacBooks to create pictures for the poems and music was created on an online tool.
Huey Roller Coaster Fun
Rollercoasters are described in a 7 line diamond poem format created by Ms. Huey's class. The students used Photo Booth on MacBooks to create pictures and an online tool to make music for the diamantes. The document shares original diamante poems about rollercoasters from a classroom.
Jernigan diamantes
The document appears to be a photo album created by Mrs. Jernigan's class containing pictures from a roller coaster ride. It includes an explanation of diamante poems, which are 7 line poems in the shape of a diamond. The class used Photo Booth on their MacBooks to create pictures and includes a link to music creation software.
Donaho diamantes
This document appears to be a photo album created by a class containing pictures taken with Photo Booth on MacBooks along with examples of diamante poems. The album includes captions crediting the photo source and music creator. It encourages viewing the student-created diamantes and trying one yourself.
Winslett diamantes
The document is a photo album created by Mrs. Winslett's class containing pictures from a roller coaster ride. It also contains examples of diamante poems written by the class in the shape of a diamond. The class used Photo Booth on their MacBooks to create the pictures and music for the album.
Ashley Diamantes
This photo album document describes how a valued Acer customer used Photo Booth on their MacBooks to create pictures for a diamante poem. Diamante poems are 7 line poems shaped like diamonds based on how they are written. The document encourages the reader to enjoy the diamante poem and try writing one themselves. It also provides information on how the music was created using an online tool.
Lambert Diamantes
This photo album document describes how a valued Acer customer used Photo Booth on their MacBooks to create pictures for a diamante poem. Diamantes are 7-line poems in the shape of a diamond that are written in a particular format. The customer encourages the reader to try writing their own diamante poem. They provide information on where the background music in the album was created.
Wise Diamantes
This photo album document describes how a valued Acer customer used Photo Booth on their MacBooks to create pictures for a diamante poem. Diamante poems are 7-line poems in the shape of a diamond that describe two opposite subjects. The customer encourages the reader to try writing their own diamante poem. They provide examples of diamante poems in the document and note that the music was created using an online tool.
Winslett Diamantes
This photo album document discusses how the author used Photo Booth on their MacBook to create pictures for a diamante poem. Diamante poems are 7-line poems in the shape of a diamond that describe two opposite subjects. The document encourages the reader to enjoy the diamante poems and try writing one themselves. It also provides information on the music and photo editing tools used.
Wise diamantes
The document is a photo album created by Mrs. Wise's class containing pictures from a roller coaster ride and examples of diamante poems. The class used Photo Booth on their MacBooks to create the pictures and includes information about creating diamante poems in 7 lines forming the shape of a diamond and encourages enjoying their examples and trying one yourself.
Jernigan Diamantes
This photo album document discusses how the author used Photo Booth on their MacBook to create pictures for a diamante poem. Diamante poems are 7 line poems in the shape of a diamond that describe two opposite subjects. The author encourages the reader to try writing their own diamante poem and enjoys sharing theirs, which was created using photo editing tools.
Beason diamantes
This document contains a photo album created by Mrs. Motley's class titled "Roller Coaster Fun". It includes diamante poems written by the class in the shape of diamonds describing various nouns. The class used Photo Booth on their MacBooks to create pictures for the album and includes information on the source of music used. It encourages readers to try writing their own diamante poems.
Motley diamantes
This document contains a photo album created by Mrs. Motley's class titled "Roller Coaster Fun". It includes diamante poems written by the class in the shape of diamonds describing various nouns. The class used Photo Booth on their MacBooks to create pictures for the album and includes information on the source of music used. It encourages readers to try writing their own diamante poems.
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Recording for the music video took place over 5 days. On the first day, establishing shots of the woods were captured, as well as makeup tests for the vampire character. Day 2 involved filming close-ups of the characters' eyes, fists, and a capture scene inside the drama room using red lighting. Day 3 was spent recording the dance sequence in the drama room made dark using blackout curtains. Day 4 included filming close-ups of fangs and lip sync shots in a spot with good lighting in a backyard. The final day focused on filler shots like characters tied up or dragging blood across surfaces, utilizing low light on the stage. Additional shots were also planned for close-ups and jump cuts.
Q#1
This document summarizes how the media product uses, develops, and challenges conventions of real pop music genres. It describes taking elements from research on pop music videos, magazines, and album packaging to inform the project. Some examples of challenging conventions include not using the stereotypical color red for a Valentine's Day release and having atypical clothing on the album cover. The music video combines scenes and stylistic elements found in other romantic pop songs and movies but applies them in a way suitable to the song. Camera angles, locations, and editing techniques also aim to clearly convey the narrative while incorporating techniques common in both pop music videos and classic poetry.
Q2 combining the main product
The combination of the main product (music video) and ancillary texts is generally effective, though some aspects could be improved. The costume, location, and font choices help link the music video and ancillary texts, while the mixture of direct and indirect addressing works despite some potential inconsistencies. Color and lighting are also fairly well linked, apart from some scenes in the music video. However, the themes, emotions, and attitudes conveyed do not have as strong of a connection between the music video and ancillary texts, as the ancillary texts focus more on moving past emotions rather than mirroring them.
Evaluation Question 1
This document summarizes how the media product, a music video, uses and develops conventions of real music videos. It provides 10 screenshots from the video with explanations of how they demonstrate techniques inspired by other music videos. These include using visuals to sync with lyrics, portraying the artist in an indie style, using nature themes, intertextual references to water, varied camera shots, lighting techniques like lens flares, mise-en-scene with natural elements, and props or themes inspired by other videos like sparklers and a theme of forbidden love.
Mise en-scene
The document discusses the costume and prop design for a music video. For the costumes, simple and basic clothes like hoodies and jeans were chosen so that the target audience could easily relate to and replicate the outfits. This also made re-filming easier if needed. The colors of the outfits between the two main characters were complementary. The only prop was an acoustic guitar to fit with the acoustic song and narrative of the story, showing the character playing guitar in many shots. References were taken from similar artists who also feature acoustic songs like The Perishers, Ed Sheeran, and Mumford & Sons.
Evaluation Question 1
Conventions are elements that audiences expect within a genre that have been used many times before. They analyzed conventions within the indie/alternative genre for a music video project. Their video used slow motion camera work, an artistic set design with netting/organza, and makeup/costumes following a blue-green-pink color palette. They compared their work to similar artists and ensured their album artwork, website, and marketing maintained consistency with the artistic theme and genre conventions.
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The document discusses genre conventions in indie folk music videos and how the student's music video for "Kings" by Samuel Ford did or did not follow these conventions. It provides examples of typical indie folk music video conventions like using natural settings as backdrops, incorporating themes of movement or travel, and only including a few characters to reinforce an intimate feel. The student explains how their video used these conventions through its locations, narrative of characters traveling, and only featuring two main characters. However, it also notes that some artists are challenging conventions by including performance elements and that the student could have strengthened the audience connection by having the character lip sync to the song.
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Jernigan diamantes
The document appears to be a photo album created by Mrs. Jernigan's class containing pictures from a roller coaster ride. It includes an explanation of diamante poems, which are 7 line poems in the shape of a diamond. The class used Photo Booth on their MacBooks to create pictures and includes a link to music creation software.
Donaho diamantes
This document appears to be a photo album created by a class containing pictures taken with Photo Booth on MacBooks along with examples of diamante poems. The album includes captions crediting the photo source and music creator. It encourages viewing the student-created diamantes and trying one yourself.
Winslett diamantes
The document is a photo album created by Mrs. Winslett's class containing pictures from a roller coaster ride. It also contains examples of diamante poems written by the class in the shape of a diamond. The class used Photo Booth on their MacBooks to create the pictures and music for the album.
Ashley Diamantes
This photo album document describes how a valued Acer customer used Photo Booth on their MacBooks to create pictures for a diamante poem. Diamante poems are 7 line poems shaped like diamonds based on how they are written. The document encourages the reader to enjoy the diamante poem and try writing one themselves. It also provides information on how the music was created using an online tool.
Lambert Diamantes
This photo album document describes how a valued Acer customer used Photo Booth on their MacBooks to create pictures for a diamante poem. Diamantes are 7-line poems in the shape of a diamond that are written in a particular format. The customer encourages the reader to try writing their own diamante poem. They provide information on where the background music in the album was created.
Wise Diamantes
This photo album document describes how a valued Acer customer used Photo Booth on their MacBooks to create pictures for a diamante poem. Diamante poems are 7-line poems in the shape of a diamond that describe two opposite subjects. The customer encourages the reader to try writing their own diamante poem. They provide examples of diamante poems in the document and note that the music was created using an online tool.
Winslett Diamantes
This photo album document discusses how the author used Photo Booth on their MacBook to create pictures for a diamante poem. Diamante poems are 7-line poems in the shape of a diamond that describe two opposite subjects. The document encourages the reader to enjoy the diamante poems and try writing one themselves. It also provides information on the music and photo editing tools used.
Wise diamantes
The document is a photo album created by Mrs. Wise's class containing pictures from a roller coaster ride and examples of diamante poems. The class used Photo Booth on their MacBooks to create the pictures and includes information about creating diamante poems in 7 lines forming the shape of a diamond and encourages enjoying their examples and trying one yourself.
Jernigan Diamantes
This photo album document discusses how the author used Photo Booth on their MacBook to create pictures for a diamante poem. Diamante poems are 7 line poems in the shape of a diamond that describe two opposite subjects. The author encourages the reader to try writing their own diamante poem and enjoys sharing theirs, which was created using photo editing tools.
Beason diamantes
This document contains a photo album created by Mrs. Motley's class titled "Roller Coaster Fun". It includes diamante poems written by the class in the shape of diamonds describing various nouns. The class used Photo Booth on their MacBooks to create pictures for the album and includes information on the source of music used. It encourages readers to try writing their own diamante poems.
Motley diamantes
This document contains a photo album created by Mrs. Motley's class titled "Roller Coaster Fun". It includes diamante poems written by the class in the shape of diamonds describing various nouns. The class used Photo Booth on their MacBooks to create pictures for the album and includes information on the source of music used. It encourages readers to try writing their own diamante poems.
Music video timeline –
Recording for the music video took place over 5 days. On the first day, establishing shots of the woods were captured, as well as makeup tests for the vampire character. Day 2 involved filming close-ups of the characters' eyes, fists, and a capture scene inside the drama room using red lighting. Day 3 was spent recording the dance sequence in the drama room made dark using blackout curtains. Day 4 included filming close-ups of fangs and lip sync shots in a spot with good lighting in a backyard. The final day focused on filler shots like characters tied up or dragging blood across surfaces, utilizing low light on the stage. Additional shots were also planned for close-ups and jump cuts.
Q#1
This document summarizes how the media product uses, develops, and challenges conventions of real pop music genres. It describes taking elements from research on pop music videos, magazines, and album packaging to inform the project. Some examples of challenging conventions include not using the stereotypical color red for a Valentine's Day release and having atypical clothing on the album cover. The music video combines scenes and stylistic elements found in other romantic pop songs and movies but applies them in a way suitable to the song. Camera angles, locations, and editing techniques also aim to clearly convey the narrative while incorporating techniques common in both pop music videos and classic poetry.
Q2 combining the main product
The combination of the main product (music video) and ancillary texts is generally effective, though some aspects could be improved. The costume, location, and font choices help link the music video and ancillary texts, while the mixture of direct and indirect addressing works despite some potential inconsistencies. Color and lighting are also fairly well linked, apart from some scenes in the music video. However, the themes, emotions, and attitudes conveyed do not have as strong of a connection between the music video and ancillary texts, as the ancillary texts focus more on moving past emotions rather than mirroring them.
Evaluation Question 1
This document summarizes how the media product, a music video, uses and develops conventions of real music videos. It provides 10 screenshots from the video with explanations of how they demonstrate techniques inspired by other music videos. These include using visuals to sync with lyrics, portraying the artist in an indie style, using nature themes, intertextual references to water, varied camera shots, lighting techniques like lens flares, mise-en-scene with natural elements, and props or themes inspired by other videos like sparklers and a theme of forbidden love.
Mise en-scene
The document discusses the costume and prop design for a music video. For the costumes, simple and basic clothes like hoodies and jeans were chosen so that the target audience could easily relate to and replicate the outfits. This also made re-filming easier if needed. The colors of the outfits between the two main characters were complementary. The only prop was an acoustic guitar to fit with the acoustic song and narrative of the story, showing the character playing guitar in many shots. References were taken from similar artists who also feature acoustic songs like The Perishers, Ed Sheeran, and Mumford & Sons.
Evaluation Question 1
Conventions are elements that audiences expect within a genre that have been used many times before. They analyzed conventions within the indie/alternative genre for a music video project. Their video used slow motion camera work, an artistic set design with netting/organza, and makeup/costumes following a blue-green-pink color palette. They compared their work to similar artists and ensured their album artwork, website, and marketing maintained consistency with the artistic theme and genre conventions.
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This document outlines the script and storyboard development process for a project about a rock guitar student and classical guitar teacher. It describes initial versions of the script that included brief character descriptions with little detail. Subsequent revisions expanded the characters and details. The final script provided more vivid descriptions and extended the action. An initial storyboard sketched each script scene and identified suitable shot types, though determining the ideal shots was challenging.
Evaluation Question 1c) How did your print productions use, develop, or chall...
This document summarizes how the author's print productions for an indie folk artist used and developed conventions of media language and genre. The author conducted thorough research on album design trends, identifying common color palettes, imagery themes, and design elements. Their digipak featured an interactive outer sleeve with windows showing the inner artwork. Photography of beaches and a sunset were used consistently across productions to symbolize the music's inspirational and emotive qualities. Care was taken to composition, alignment, and readability. While intending specific meanings, the author acknowledges audiences may interpret elements differently based on their own contexts.
Evaluation Question 1b) How did you use, develop or challenge genre conventio...
The document discusses genre conventions in indie folk music videos and how the student's music video for "Kings" by Samuel Ford did or did not follow these conventions. It provides examples of typical indie folk music video conventions like using natural settings as backdrops, incorporating themes of movement or travel, and only including a few characters to reinforce an intimate feel. The student explains how their video used these conventions through its locations, narrative of characters traveling, and only featuring two main characters. However, it also notes that some artists are challenging conventions by including performance elements and that the student could have strengthened the audience connection by having the character lip sync to the song.
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This photo album describes how the author used Photo Booth on their MacBook to create pictures. It then explains what a diamante poem is - a 7 line poem in the shape of a diamond. It encourages the reader to enjoy the diamantes and try writing one themselves.
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