Setting up the equipment proper
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First, the clips on the tripod legs were undone and the legs were extended to reach a suitable height for an interview. Second, the legs were pulled out and lengthened to make the tripod stable and tall enough. Finally, the base plate was inserted into the slot on the tripod so that the camera could safely sit on top and take high quality pictures at the correct level for conducting straight and professional interviews.
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1) Carefully remove the tripod legs from the case and place on the floor.
2) Open the legs of the tripod to make it flat and balanced, securing the clips on the sides.
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The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Evaluation Task 6
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2) A shoulder rig to support the camera and allow for steady shots during movement and location filming.
3) A tracking dolly and rotational dolly to create smooth panning shots and camera movement with fewer restrictions.
4) A tripod to steady shots and improve filming quality.
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Question 6
Planning and research was an extensive process that utilized various technologies. Blogger was most important as it allowed the group to organize and update all ideas. They used Timetoast to storyboard shots and YouTube to find inspiration. Prezi helped plot tasks and ideas in one place. Google and IMDb aided research of similar films. During filming, the group learned lighting and sound quality are essential. A Nikon camera provided better quality than the college camera. LED lights and microphones ensured proper lighting and audio capture. A flip camera and still camera supplemented additional footage and planning images.
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Evaluation on equipment
From constructing their movie project, the students learned:
1) Using tripods and multiple cameras allowed them to get a wide range of stable shots from different angles, improving footage quality.
2) Digital SLR cameras ensured shots were in focus so the best possible shots could be used.
3) Editing software like Final Cut Pro and iMovie enabled testing different cuts, music, and subtitles to emphasize moments and build tension.
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The document discusses the skills learned while using various technologies for a video production project. It covers learning basic and advanced editing in Pinnacle Studio, grabbing frames to annotate elsewhere, using effects like fades and dissolves, storing work in Moodle, adjusting tripod height and camera angles, panning and filming smoothly, and techniques for recording footage without losing any content.
Evaluation question 6
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.
Evaluation question 6
The document discusses various technologies and filming techniques the author learned about while constructing an opening film sequence. The author learned how to properly use camera equipment like setting the auto levels and ensuring buttons are unlocked. Editing software skills were also developed, such as fading shots, adjusting sound levels, and changing playback speed. Filming techniques including maintaining the 180 degree rule and using different angles and shots like high angles were practiced. Proper framing, camera positioning, and battery/equipment handling were also important lessons learned from the process.
question6
The document summarizes the key technologies used during the filming process of a student film project. It discusses the use of different cameras including the main filming camera (a Nikon D3200), a flip camera for behind-the-scenes footage, and a Panasonic Lumix for still photos. It also covers the importance of lighting, microphones, and planning with a storyboard and location photos. The document emphasizes that using different technologies together allowed for high-quality filming and easier organization of the project.
Question6
The document discusses the various technologies used during the filming process of a student film project. Final cut pro was the main editing software. A Nikon camera was used for highest quality filming over the college camera. LED lights helped provide proper lighting. A microphone on the camera ensured good audio quality. A flip camera captured behind-the-scenes footage and interviews. A still camera took photos for planning and the storyboard. Using different technologies for their strengths made filming more effective and organized.
Question 6
The document summarizes what was learned about using various technology during the construction of a film. It discusses using a digital SLR camera to control ISO and zoom, which helped make shots look more professional in dark locations and vary shot types. It also describes using a tripod to keep shots steady and allow tilting and height adjustment for different angles. A dolly was used to allow the camera to move in tracking or arc movements for a smooth professional look. Adobe Premiere software allowed editing shots, adding effects like filters to convey feelings, and transitions like dissolves for pacing and flow. Practical lights were adjusted for amount of light and brought in to expose actors in dark locations while maintaining the desired lighting look.
The internet
The document discusses how various technologies were used to research, produce, and edit a documentary project. The group used the internet to research their topic and find archive footage, YouTube videos, and information on conventions. They created questionnaires in Word and analyzed results in Excel. They filmed interviews and vox pops with a DV camera and microphone mounted on a tripod. Still images were taken with a digital camera for the print advert and blog. Adobe Premiere was used to edit footage, adjust sound levels, and add graphics. Photoshop was used to select parts of images and add logos and graphics for the print advert.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Evaluation Task 6
The document discusses the technologies and equipment used to create a media product opening sequence. It describes using a tripod for steady shots and changing camera heights. An iPad was used to record high quality voiceovers that could easily be uploaded to a Mac. A camera was used to film shots and allowed reviewing footage. Final Cut Pro on the Mac was key for editing, adding effects and transitions. Tools like the timeline, blade tool, and stabilization helped produce a professional product. Google, YouTube, and other websites supported research, planning, feedback, and finding free music.
production
During pre-production, the document discusses the tools used which include blogger, YouTube, storyboarding, DSLR cameras, Mac computers, and the website Art of the Titles. These tools were used for research, planning scenes, learning camera skills, and exploring editing software. Storyboards helped map out scenes and YouTube provided examples of thriller openings. The pre-production stage helped prepare for filming the thriller opening.
Filming Equipment Review
The document discusses and justifies the use of various filming equipment for a music video project, including:
1) Camera lighting equipment that can be attached directly to the camera for outdoor filming and nighttime use.
2) A shoulder rig to support the camera and allow for steady shots during movement and location filming.
3) A tracking dolly and rotational dolly to create smooth panning shots and camera movement with fewer restrictions.
4) A tripod to steady shots and improve filming quality.
The document also considers and rejects some equipment like studio lighting and a jib arm as not fitting the needs of the project, and evaluates industry cameras versus a DSLR camera already familiar to the filmmaker.
Question 6
Planning and research was an extensive process that utilized various technologies. Blogger was most important as it allowed the group to organize and update all ideas. They used Timetoast to storyboard shots and YouTube to find inspiration. Prezi helped plot tasks and ideas in one place. Google and IMDb aided research of similar films. During filming, the group learned lighting and sound quality are essential. A Nikon camera provided better quality than the college camera. LED lights and microphones ensured proper lighting and audio capture. A flip camera and still camera supplemented additional footage and planning images.
Question 6
The document discusses technologies used in creating a media product. It describes learning to use the editing software Serif MoviePlus, which allowed editing video and audio, adding effects, and properly aligning clips. It also discusses using a camera and tripod to film shots from different angles and movements needed to set the atmosphere. Finally, it mentions using online resources like YouTube and Blogger for research and inspiration, such as finding example opening sequences from other movies.
Question 4
The student used various media technologies in the planning, research, and evaluation stages of creating a TV documentary. In planning, they researched camera equipment, editing software, and broadcasting channels. They conducted online research using sources like the BBC and The Guardian. Final Cut Express was used to edit filmed footage, add transitions/effects, and include a voiceover and music. Garage Band was used to compose background music. The documentary was evaluated through a questionnaire to the target audience about Channel 4.
Question 6
The document discusses the technologies and processes used to create a horror film opening sequence. It summarizes:
1) Blogger was used to create a blog to share work in progress and research between collaborators. Prezi and Slideshare were used to embed presentations.
2) YouTube was used to post videos and embed them in blog posts, and to research horror sequences.
3) A DSLR camera was used to film footage in HD. A tripod was used to keep shots steady and allow different angles.
4) Adobe Premiere Elements was used to edit the sequence, adding titles and a red filter in post-production. Sound effects were challenging to layer correctly.
Question 3
The document discusses the various media technologies used at different stages of creating a documentary. A Sony camera was used to film high-quality footage in 1080p. Audio equipment like clip mics and boom mics captured clear, focused sound for interviews and band performances. Adobe Premiere was used to edit footage and sound, Photoshop created graphics, and Lightroom enhanced photos. Research involved watching documentaries on YouTube. Microsoft programs and a Dell computer were also utilized at various stages of production. Overall, a wide range of digital tools supported the efficient planning, filming, editing, and evaluation of the documentary project.
Evaluation q4
The student learned several skills from constructing a thriller film opening:
- How to use a video camcorder effectively to shoot required footage, including panning shots.
- How to take research photos using a digital camera.
- How to use editing software like Final Cut Express to cut clips, add transitions/effects, and import sound files to create a polished opening.
- How to use online tools like Prezi and Slideshare to organize and present research in an appealing way.
Question 6
The document discusses how technology was used during the production and post-production of a thriller film. Technologies used during production included a Canon video camera for filming, a tripod to keep shots steady, and an external microphone to capture important sounds during outdoor filming. Post-production technologies included PremierPro editing software to crop footage, adjust sound and colors, add scores, and create fades. Planning was aided by using phone cameras to photograph locations and props, and communication technologies like email and messaging to share work and plan shoots.
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Setting up the equipment 123
First, the clips on the tripod legs were undone and the legs were extended to reach a suitable height for an interview. Second, the legs were extended outward and lengthened to make the tripod stable and tall enough. Finally, the base plate was inserted into the slot on the tripod so that the camera could safely sit on top and take high quality pictures at the correct level for conducting straight and professional interviews.
Setting up the equipment proper
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This document lists several popular rock bands such as Linkin Park, My Chemical Romance, and Foo Fighters. It then summarizes the history of rock music, noting that the genre originated in the US in the 1950s and developed further in the 1960s in the UK and US, with the late 1960s referred to as the "golden age" as many bands rose to prominence. The document also mentions the subcultures of mods and rockers in the 1960s and the growth of hippies, as well as the continuation of rock music in the 1970s-80s as a form of uprising against authority figures and societal expectations, before alternative rock began dominating in the 1990s.
Task 5
The document discusses planning for a rock music magazine, including choosing a name, genre, fonts, and question/answer format for articles. It presents 5 potential names - Uprising, Revolution, Rock Nation, Cadence, and Reprise - and says Uprising received the most votes in a poll. It decides the magazine will focus on the rock genre. For fonts, it selects "Break it" which has cracks symbolizing broken rock. The text colors will be black and red. It provides examples of questions and humorous answers from another magazine and decides to use a free-flowing Q&A format for articles.
Task 4 a
IPC Media has published magazines since the late 1800s, launching several titles that are still published today such as Country Life and Horse & Hound. In the early 1900s they launched more magazines focused on hobbies like gardening, cycling, and boating. IPC Media went on to publish several magazines for women and specific interests over the decades. By the 2000s they had a wide range of magazine genres and a large customer base to promote any new magazine launches.
Task 4 b
The subgenre chosen for the magazine is rock music. Using appropriate pictures and focusing on an untapped audience, the rock magazine can attract readers. Q Magazine is a similar successful rock magazine published by Bauer, a large experienced production company. Partnering with Bauer could help advertise the new magazine, provide expertise for improvement, and evaluate success due to Bauer's large audience and industry connections. This would help the magazine gain popularity and attract artists and models.
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Setting up the equipment proper
- 1. Setting up the equipment Firstly we undid the clips so that the legs are able to extend out to a suitable height that we feel is necessary for an interview
- 2. Secondly we extended the legs outwards while making the legs longer so that the tripod is stable and a significant height.
- 4. After the tripod is fully stable and the correct height we inserted he base plate into the slot so that the camera can sit safely on it while being able to take a good quality picture.
- 5. This image shows that the tripod is level to the floor after it has been set up. This means that when conducting an interview the clip will be straight and professional Finally these are the images taken after the tripod has been fully set up to how we have it for interviews
- 7. this will be useful to us because to film clips for our documentary we will be using the tripod so practicing these skills before hand will help us to be more efficient and professional when in the filming process.