Sound used media a2
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We chose copyright-free music from our college's website to use in our documentary and radio trailer. We selected a slow-paced clip that represented the serious tones of our documentary while still maintaining interest. Though the full clip changed sounds in a way we disliked, we looped the beginning section to use repeatedly in our projects.
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The document summarizes the editing process for a short film. Footage was uploaded to Final Cut Pro and organized into sequences. Music was produced separately and added to accompany the editing and storyline. The music was tailored specifically for different scenes involving a girl and thugs to match the tone. Tools in Final Cut Pro were used to cut and overlap footage, music, and sounds together into the finished short film.
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The number of 15-year-olds with anxiety and depression has risen 70% over the last 25 years, raising the question of whether today's teenagers are under more pressure than ever. The documentary interviews students, experts, and the public at a sixth form college on their perspectives on the pressures facing teenagers today compared to previous generations. Tune in on February 15th at 8pm on Channel 4 for the documentary that explores the mounting pressures on teenagers and whether there is more pressure now than in the past.
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Untitleddocument
Most people found the ballot box and statistics sections informative, while others enjoyed learning about looking good. The majority felt it provided a fair representation through use of vox pops across ages and unbiased comparisons. All rated it above a 7 for realism due to its college setting, use of vox pops, and seamless quality, though some noted minor glitches and blended sound levels.
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The document discusses the post-production process for a film project. During post-production, the filmmakers added transitions, titles, voiceovers, and sound effects. They edited shots using Adobe Premiere Pro to modify contrast and color. After Effects was used to make animated titles. Additional recording was done for a voiceover and musical score that was edited down. Sound effects were incorporated over flashbacks to add tension. Pacing and shots were edited to better engage the audience and convey meaning through the film.
Question number 6
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting and mysterious. Free Sound.org provided copyright-free music to enhance the film. The group spent time choosing scary music and sound effects. Live Type was used to design the production logo by experimenting with fonts and effects. The camera was initially difficult to use properly but after reshooting without zoom, the footage looked more professional
Evaluation question 4
1) The student researched music videos using secondary sources like Wikipedia and online articles. They watched existing music videos on YouTube for inspiration.
2) In planning, the student listened to the song and took location photos, though mostly used paper for planning.
3) In construction, they filmed drafts using a DSLR and iPhone, and used a drama studio with professional lights and a projector. They edited in Final Cut Pro, adding effects and color matching. Photoshop removed a green screen.
Radio trailer production
We produced a radio trailer for our documentary using the same music featured at the beginning of the documentary to create consistency. The trailer was recorded in the college recording booth and edited in Adobe Premier Pro. Based on testing, we improved the structure by introducing the trailer with the music intro followed by vox pops within the voiceover for more interest. The final version features faded transitions between clips and a music bed that quiets during a voiceover stating the air time to avoid distraction.
Editing update
The document summarizes the editing process for a music video created by the authors. They used VideoPad editing software to combine video clips shot on different days with the song "Take Me To Church" by Hozier. They synced the clips to the audio, removed background noise, and adjusted clip lengths for smooth transitions. Only one transition, a fade to black at the end, was used to maintain a professional and realistic style appealing to their target indie music audience. Overall they were happy with the video quality but saw room for improvement, such as re-filming parts and adjusting lighting, if they have the opportunity to re-shoot portions of the video.
Prelim Analysis
This document summarizes the process of creating a music video as a preliminary project. It discusses pre-production where they planned the song, equipment, and footage. During production they filmed long clips to have flexibility in editing, but realized shorter clips would be better. Post-production involved editing the clips together in iMovie, experimenting with filters and transitions to fit the "pop" genre of the song. Overall the group was pleased with achieving their vision for a music video format preliminary project.
Screenshots of editing in premier
We edited and completed our music video using Adobe Premier software. Although we were inexperienced with Premier initially, we had some prior experience with editing software which helped. We used various effects and transitions like trimming clips, adding titles, color correcting clips, and speeding up or slowing down shots to fit the song. Throughout the editing process, we marked in and out points on clips to ensure we edited the correct parts. Overall, the use of Premier allowed us to produce an entertaining music video through applying various editing techniques.
Screenshots of editing in premier
We edited and completed our music video using Adobe Premier software. Although we were inexperienced with Premier initially, we had some prior experience with editing software which helped. We used various effects and transitions like trimming clips, adding titles, color correcting clips, and speeding up or slowing down shots to fit the song. Throughout the editing process, we marked in and out points on clips to ensure we edited the correct parts. Overall, the use of Premier allowed us to produce an entertaining music video through applying various editing techniques.
Question number 6
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting. Free Sound.org provided copyright-free music to enhance the film. The group's camera was important but complications led to reshoots without zoom to improve professionalism.
Trailer Evaluation Q4
The document discusses the various media technologies used during the construction, research, planning and evaluation stages of a coursework project. Weebly was used to create a website to store and present all coursework. Google was regularly used for research and finding images. YouTube and IMDb were used for researching and analyzing existing film trailers. Facebook, Twitter, and Slideshare were used to communicate and share work. Adobe Premiere Pro, Photoshop, InDesign, Excel, PowerPoint, and Word were used at various stages of planning, editing, and presenting work. Various online tools like Freesound, Dafont, and YouTube converter were also utilized.
QUESTION - How did you use digital technology in your production work?
Final Cut Pro was used to edit the film. Issues arose with files becoming disconnected from the project and audio volume inconsistencies between actors. GarageBand was used to create sound effects and record voiceovers, which could then be imported into Final Cut Pro. Photoshop was used to edit the film poster, adjusting colors and adding text overlays. PowerPoint and websites like Slideshare and Soundcloud were used to create presentations and embed audio/visual content onto the blog.
Question four
Sally McManus used various media technologies in the construction, research, planning and evaluation of her project. She used an SLR camera to film shots for her music video, Photoshop to edit images and design ancillary products, and Premiere to edit the video. YouTube was used to search for and select a song, which was then converted to an mp3 file for use in the video. While iPhones were also used to film initial shots, the quality was lower than the SLR, so those shots were refilmed. Technological convergence made researching ideas for the project easier by allowing comparisons to other music videos and packaging designs online.
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.
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.
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QUESTION - How did you use digital technology in your production work?
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Sound used media a2
- 1. Music we decided to use for our documentary and radio trailer Soffia
- 2. To decide which music we wanted to use for the background of our documentary and our radio trailer, we went on the link that our college provided. The link would then take us to a website we could get different sound effects as well as short clips. These audio clips were copyright free and therefore we could use them freely in our products. The clip that we chose to use was from the ‘slow’ range and we chose this from a wide variety of different audio clips. We decided to choose this one because it had the most relevant tone of music for our documentary, it was slow which represents some of the more serious tones and still had a beat to it to keep it interesting. The clip was a long clip that changed sounds to a more electric sound which I did not like so we decided to still use this audio file but to loop the sound to only keep the beginning part that we liked. We could then download the file and import it into Premiere Pro to put it in our documentary and radio trailer.