Second powerpoint progress
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This document summarizes edits made to a 6 second video. Shots of a fist and Stacey's feet were added to broaden the variety of shots and link to song lyrics. A clip of Stacey opening her eyes was added in slow motion to accentuate her eyes and the music's pace. Three fast-paced shots of Stacey's face from different angles were included to vary the shots and match the beats of the music.
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The document summarizes the editing process for a music video project. It describes discarding unused footage, keeping shots that emphasized memories and the passage of time. It discusses cutting shots to the beat of the fast-paced music through quick cuts and matching lip movements to vocals. Effects like speeding up shots and removing grain were added. Feedback from rough cuts informed simplifying the narrative to focus on the relationship between Jay and Zoe. The group collaborated well on editing and the author contributed color correction and jump cuts.
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The document discusses peer feedback received on rough drafts of a student's music video. Classmates watched and evaluated two versions of the video, providing feedback on what they liked, how it could be improved, and which version they preferred. Based on the feedback, the student will remove performance footage that disrupted the narrative, film clocks to better illustrate the reversing narrative, and reduce the length of some shots. The feedback helped the student identify ways to clarify the story and better convey their vision through editing.
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1) A student-made music video for Beyoncé's "Run the World (Girls)" effectively uses green screen techniques, varied scenes, and visuals linked to lyrics to keep the viewer interested.
2) The video incorporates necessary dance scenes shot from different angles using good lighting to seem realistic and choreographed.
3) Shots are cut in quick succession according to the beat, with more gentle movements and lighting for slower parts and more aggressive movements for faster parts, following the emotions in the lyrics believably.
4) Different shot types like close-ups and mid shots featuring makeup, backgrounds, and themes keep the viewer visually engaged and reminded of the focus.
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This document discusses various music videos that have inspired the creator's own video project. Some key aspects that the creator wants to emulate include: close-up shots focusing on specific details; framing a subject through a mirror to imply hidden feelings; simple costumes in bold colors; consistent lighting and color tints throughout; psychedelic editing effects used sparingly; extreme close-ups of objects and details; slow motion; matching video elements like dripping water to the song's beat; performance shots directly to the camera; telling a story through separate images; costumes and makeup fitting a 1960s style; blue/pink color contrasts; animation combined with real life elements; beach and city locations; and a series of very short shots capturing friends spending time
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Music videoproductionfinalevaluation
1) The document provides a critique of the author's final edit of their music video for the song "Titanium."
2) Some strengths included using white flashes to indicate flashbacks and setting the scene with gloomy shots of the protagonist's neighborhood. However, some shots had inconsistent lighting due to color correction issues.
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4. pre production 3
The document provides planning details for a music video, including:
- Interpreting vague song lyrics through visuals showing a character's memories and daydreams.
- Incorporating words from lyrics like "talking", "singing", "whispered", and "spread her wings" into shots.
- Filming in locations around York that are within walking distance for flexibility, like parks, a river, and cafes.
- Structuring the video over one day from noon to evening to match the song's three sections and repetitions.
- Creating a shot list merged with a filming schedule instead of individual storyboards due to the video's style.
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The document summarizes how the media producer's music video used, developed, and challenged conventions of real music videos. It discusses how the producer used conventions like editing to the beat, lip syncing, using multiple settings, special effects, and portraying the genre. The producer developed their skills in areas like lip syncing and using effects. Some conventions like parallel editing were challenging to include. Overall, the producer sought to create a professional music video while also experimenting with conventions.
Concent ideas
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The document provides details about Chloe Ross's process for creating a video analysis of the film Baby Driver. Some key points:
- Chloe filmed an opening and closing but dubbed over her voice, keeping her mask on to be less noticeable.
- She added title cards and transitions between sections, using images and fonts relating to the film.
- Audio included her amplified voice over music from the film's soundtrack.
- Comparisons to other films included side-by-side clips and names/dates to provide context.
- Effects like rewind and slow motion were used to emphasize points about characters' movements matching music.
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Editing the music video
The document describes the process of editing a music video using Adobe Premiere Pro. Key steps included importing video clips and the song, adding environmental shots to the introduction, repeating and zooming clips of a model to match the beat, and adding titles. Throughout the video, various filters and editing techniques were applied to clips to set the surreal mood and signify intense scenes. Clips were looped in the chorus to reflect the repetitive nature of the song and link the video's style. The ending shows the character walking away in slow motion with a smeared face to represent their madness and regret.
Screenshots from Premier
The document discusses various editing techniques used to create effects and a more professional outcome for a music video. These techniques include dip to black and cross dissolves for transitions, a title option to add text, a split screen to show two scenes simultaneously, overlaying clips to create bokeh effects, using reverse speed and overlaying clips to create a flashback effect, applying 30% slow motion to clips to represent intoxication, and fast forwarding clips at 150% speed to portray sneaking and running away from problems.
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Presentation1 evaluation
The student created a 2 minute and 15 second music video editing only using Adobe Premiere Pro. They experienced both strengths and weaknesses in the process. Key strengths included having a storyboard and shot list which made editing easier. However, weather issues made some outdoor shots feel rushed. The student also learned new editing techniques in Premiere like using color tools and effects. While happy with sticking to their plan, the main area for improvement is scheduling filming time better to get more clips.
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The document discusses the various editing techniques used to create a music video, including green screen, cuts, fades, speed/slowing clips, picture-in-picture, overlays, and syncing clips to music. A wide range of edits were applied, such as color correction, cropping, and positioning extras around the main artist to fit the lyrics. Overlays like fairy lights were added for visual interest. Careful editing of timing and effects was needed to craft an entertaining video that highlighted the artist's style.
Account of editing
The document summarizes the editing process for a music video project. It describes discarding unused footage, keeping shots that emphasized memories and the passage of time. It discusses cutting shots to the beat of the fast-paced music through quick cuts and matching lip movements to vocals. Effects like speeding up shots and removing grain were added. Feedback from rough cuts informed simplifying the narrative to focus on the relationship between Jay and Zoe. The group collaborated well on editing and the author contributed color correction and jump cuts.
Feedback from Hot Desking
The document discusses peer feedback received on rough drafts of a student's music video. Classmates watched and evaluated two versions of the video, providing feedback on what they liked, how it could be improved, and which version they preferred. Based on the feedback, the student will remove performance footage that disrupted the narrative, film clocks to better illustrate the reversing narrative, and reduce the length of some shots. The feedback helped the student identify ways to clarify the story and better convey their vision through editing.
Fmp process log
In this process log, the document summarizes 4 weeks of work editing a music video. Week 1 involved recording footage for the chorus and random b-roll shots. Week 2 focused on additional footage capture and beginning editing. Week 3 saw the editor adding animations and effects like distorted faces. Week 4 was spent fine-tuning transitions, overlays, and finishing touches to create a cohesive final product.
Psw
1) A student-made music video for Beyoncé's "Run the World (Girls)" effectively uses green screen techniques, varied scenes, and visuals linked to lyrics to keep the viewer interested.
2) The video incorporates necessary dance scenes shot from different angles using good lighting to seem realistic and choreographed.
3) Shots are cut in quick succession according to the beat, with more gentle movements and lighting for slower parts and more aggressive movements for faster parts, following the emotions in the lyrics believably.
4) Different shot types like close-ups and mid shots featuring makeup, backgrounds, and themes keep the viewer visually engaged and reminded of the focus.
Video Techniques and Influences
This document discusses various music videos that have inspired the creator's own video project. Some key aspects that the creator wants to emulate include: close-up shots focusing on specific details; framing a subject through a mirror to imply hidden feelings; simple costumes in bold colors; consistent lighting and color tints throughout; psychedelic editing effects used sparingly; extreme close-ups of objects and details; slow motion; matching video elements like dripping water to the song's beat; performance shots directly to the camera; telling a story through separate images; costumes and makeup fitting a 1960s style; blue/pink color contrasts; animation combined with real life elements; beach and city locations; and a series of very short shots capturing friends spending time
Presentation task05 editing
Paige Ward edited a 30-second advertisement for Doc Martens shoes in Adobe Premiere Pro. She began by adding the song she planned to use and cutting it down to 30 seconds. She then added footage of three different Doc Marten shoes to introduce the subject of the ad. Additional footage showed a girl walking back and forth in the shoes, demonstrating that they are waterproof. Towards the end, four different Doc Marten styles were switched between rapidly to showcase the variety of options. The ad fades to a professional company logo image at the end.
Music Video Evaluation
The document summarizes the production process of a music video. It discusses the research, planning, time management, technical qualities, aesthetic qualities, and audience appeal considerations. It also includes peer feedback which praised the varied camera shots and fast pacing but noted improvements could be the storyline and continuity between shots of different band members. The creator agrees planning and having a stronger storyline could improve engagement for the next video.
IG3 Final Edit Evaluation
Daniel Hopkins produced a music video that required extensive editing due to filming challenges. He improved upon his rough edit by incorporating feedback and tutorials. Though some transitions could be smoother, overall the opening scene works well to set the mood. Color correction was needed for darker footage, and stabilization improved shaky shots. While not perfect, Daniel's creative editing brought his vision to life and produced a music video that fits the genre.
Evaluation music video
The document discusses the forms and conventions used in the student's music video project. It examines how the student used, developed, and challenged various conventions. The conventions addressed include editing to the beat, lip syncing, artist performance, multiple settings, special effects, genre conventions, and introducing the track. For most conventions, the student worked within typical practices but also explored ways to develop or challenge some conventions through their creative choices for the project.
Music videoproductionfinalevaluation
1) The document provides a critique of the author's final edit of their music video for the song "Titanium."
2) Some strengths included using white flashes to indicate flashbacks and setting the scene with gloomy shots of the protagonist's neighborhood. However, some shots had inconsistent lighting due to color correction issues.
3) Areas for improvement included matching shots more closely to the music, stabilizing shaky footage, and making the progression to brighter lighting throughout more obvious. Overall the author felt they could have spent more time fine-tuning the edit.
4. pre production 3
The document provides planning details for a music video, including:
- Interpreting vague song lyrics through visuals showing a character's memories and daydreams.
- Incorporating words from lyrics like "talking", "singing", "whispered", and "spread her wings" into shots.
- Filming in locations around York that are within walking distance for flexibility, like parks, a river, and cafes.
- Structuring the video over one day from noon to evening to match the song's three sections and repetitions.
- Creating a shot list merged with a filming schedule instead of individual storyboards due to the video's style.
music video
The document summarizes how the media producer's music video used, developed, and challenged conventions of real music videos. It discusses how the producer used conventions like editing to the beat, lip syncing, using multiple settings, special effects, and portraying the genre. The producer developed their skills in areas like lip syncing and using effects. Some conventions like parallel editing were challenging to include. Overall, the producer sought to create a professional music video while also experimenting with conventions.
Concent ideas
The document provides ideas and inspiration for a music video project. It discusses three existing music videos that provide inspiration for different elements to include. The first is a transformation video showing a character getting ready. The second uses bright colors and costumes to depict characters as dolls in a dollhouse. The third shows the artist with energy and different colorful outfits while singing and dancing. The document also includes the student's intentions for their own video, which is to look professional while showing a model getting ready and having fun at a photoshoot. Equipment, location, and outfit ideas are presented to bring the vision to life.
Factual production
The document provides details about Chloe Ross's process for creating a video analysis of the film Baby Driver. Some key points:
- Chloe filmed an opening and closing but dubbed over her voice, keeping her mask on to be less noticeable.
- She added title cards and transitions between sections, using images and fonts relating to the film.
- Audio included her amplified voice over music from the film's soundtrack.
- Comparisons to other films included side-by-side clips and names/dates to provide context.
- Effects like rewind and slow motion were used to emphasize points about characters' movements matching music.
Mv production assignment evaluation
The document provides an evaluation by Chloe Ross of her production process for a music video. It covers her research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For her research, she analyzed other music videos to incorporate techniques like camera zooms. Her planning included a storyboard and shot list. Based on peer feedback, she could improve camera quality in some shots and add more varied editing effects.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
South African Journal of Science: Writing with integrity workshop (2024)
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
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Azure Interview Questions and Answers PDF By ScholarHat
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Second powerpoint progress
- 1. Continuing from the last powerpoint
- 2. This is six seconds of my video that I have worked on and hopefully finalised (that’s if I don’t decide to change it in a few days time!) I have added a cross fade from Stacey to the fist to make the transition a little smoother.
- 3. I have used two shots that are 0.5 seconds long each together to create a fast snap of images, It shows the fist then again in a close up. I have also used a shot of Staceys feet that is 1.2 seconds long This broadens the type of shots I have used and hopefully will improve the video. Although, these are other shots that have caused some problems, as you can see they don’t fill the whole screen. It is unknown why this has happened but I am going to complete my video before trying to solve the problem. I chose to use the fist and feet here as it is a direct link to the lyrics; “I felt it in my fist in my feet…”
- 4. I have chosen a clip of Stacey opening her eyes for the lyrics “I felt It in my fist in my feet In the hollows of my eyelids” but I have put it in slow motion to accentuate her eyes and the pace of the music. Then I chose to have three fast pace shots to fit in with the faster beats. I had one shot of Staceys face in the dark with a light focusing on her face, another of her eyes upside down and another of her eyes the right way round. I chose to use these angles and shots just to add some variation really and mix it up a little. The shots fall on the beats of the music s really fit in with the pace.