This document discusses the use of new media technologies in creating a music video. It summarizes:
1) Various technologies were used including cameras, editing software like Final Cut Express and Photoshop, Wordle, social media sites like Facebook, and websites like YouTube, Google, and SlideShare for research and planning.
2) Cameras including an HD video camera and still camera were used to film footage and locations. Editing software was used to edit the music video and create graphics like the album cover and magazine ad.
3) Online resources provided inspiration, information, and helped advertise the music video and obtain feedback through surveys on social media. A wide range of new media technologies were effectively utilized throughout
- The document discusses how the student's music video uses and challenges conventions of real music videos. It analyzes techniques like time-lapse and costume changes that are commonly used.
- Feedback indicated the video's narrative was weak without a clear story introduced. Most music videos effectively establish a narrative that audiences can relate to.
- Lessons were learned about gathering audience feedback. Questionnaires provided limited feedback while an open Facebook post allowed more natural comments from the target demographic.
The document outlines initial ideas for a video including having footage filmed during both day and night to add diversity. Some ideas were to have the main character holding a guitar to relate to the target audience or constantly changing costumes like hats. Locations proposed included residential areas, towns, and rural woods to provide different surroundings while keeping a walking theme. The main shot type would be a mid-shot with the camera tracking backwards while fixed on the walking character.
This document discusses the use of new media technologies in creating a music video. It summarizes the various technologies used in the research, planning, production and evaluation stages including search engines like Google to find inspiration, YouTube to study other videos, cameras to film footage, editing software like Final Cut Express to assemble the video, Wordle to generate word clouds for the blog, social media like Facebook to promote and get feedback on the video, and SlideShare to create the presentation documenting the process. The document outlines how each technology was utilized to construct, research and plan the music video project.
Este documento describe la oferta educativa del jardín de infantes Hakuna Matata en Rada Tilly, Chubut. El jardín abrió sus puertas en 2004 y actualmente cuenta con 150 alumnos y 22 docentes. El proyecto institucional se enfoca en desarrollar la autonomía, los lenguajes, la solidaridad y el juego. El objetivo para este año es trabajar el tema de la solidaridad.
The collection contains photographs from the 1950s and 1960s. During this time period, significant events included the Korean War, rise of rock and roll music, launch of Sputnik satellite, and early space exploration. Many photos show aspects of everyday American life like families, schools, and popular culture.
This document provides a summary of the 1994 film "Swimming With Sharks" starring Kevin Spacey and Frank Whaley. The film tells the story of a young assistant, Guy, who takes a job working for a Hollywood mogul, Buddy Ackerman, only to discover that Buddy is an abusive boss who treats his employees terribly. As Guy endures Buddy's verbal, physical, and emotional abuse, it takes a psychological toll on him and damages his relationship. Eventually, Guy decides to get revenge on Buddy and make him experience the same abuse and humiliation.
This document discusses the use of new media technologies in creating a music video. It summarizes:
1) Various technologies were used including cameras, editing software like Final Cut Express and Photoshop, Wordle, social media sites like Facebook, and websites like YouTube, Google, and SlideShare for research and planning.
2) Cameras including an HD video camera and still camera were used to film footage and locations. Editing software was used to edit the music video and create graphics like the album cover and magazine ad.
3) Online resources provided inspiration, information, and helped advertise the music video and obtain feedback through surveys on social media. A wide range of new media technologies were effectively utilized throughout
- The document discusses how the student's music video uses and challenges conventions of real music videos. It analyzes techniques like time-lapse and costume changes that are commonly used.
- Feedback indicated the video's narrative was weak without a clear story introduced. Most music videos effectively establish a narrative that audiences can relate to.
- Lessons were learned about gathering audience feedback. Questionnaires provided limited feedback while an open Facebook post allowed more natural comments from the target demographic.
The document outlines initial ideas for a video including having footage filmed during both day and night to add diversity. Some ideas were to have the main character holding a guitar to relate to the target audience or constantly changing costumes like hats. Locations proposed included residential areas, towns, and rural woods to provide different surroundings while keeping a walking theme. The main shot type would be a mid-shot with the camera tracking backwards while fixed on the walking character.
This document discusses the use of new media technologies in creating a music video. It summarizes the various technologies used in the research, planning, production and evaluation stages including search engines like Google to find inspiration, YouTube to study other videos, cameras to film footage, editing software like Final Cut Express to assemble the video, Wordle to generate word clouds for the blog, social media like Facebook to promote and get feedback on the video, and SlideShare to create the presentation documenting the process. The document outlines how each technology was utilized to construct, research and plan the music video project.
Este documento describe la oferta educativa del jardín de infantes Hakuna Matata en Rada Tilly, Chubut. El jardín abrió sus puertas en 2004 y actualmente cuenta con 150 alumnos y 22 docentes. El proyecto institucional se enfoca en desarrollar la autonomía, los lenguajes, la solidaridad y el juego. El objetivo para este año es trabajar el tema de la solidaridad.
The collection contains photographs from the 1950s and 1960s. During this time period, significant events included the Korean War, rise of rock and roll music, launch of Sputnik satellite, and early space exploration. Many photos show aspects of everyday American life like families, schools, and popular culture.
This document provides a summary of the 1994 film "Swimming With Sharks" starring Kevin Spacey and Frank Whaley. The film tells the story of a young assistant, Guy, who takes a job working for a Hollywood mogul, Buddy Ackerman, only to discover that Buddy is an abusive boss who treats his employees terribly. As Guy endures Buddy's verbal, physical, and emotional abuse, it takes a psychological toll on him and damages his relationship. Eventually, Guy decides to get revenge on Buddy and make him experience the same abuse and humiliation.
2. Основные направления
1.Внедрение новых стандартов
2.Развитие системы поддержки
талантливых детей
3.Развитие кадрового потенциала
4.Развитие школьной инфраструктуры
5.Сохранение и укрепление здоровья
учащихся
3. Оснащение предметно-развивающих
зон в учебных кабинетах
Приобретение в кабинеты
игровых модулей на сумму
56 т.р.
Закуплены мольберты на
сумму 15 т.р.
Приобрели четыре
комплекта мебели на
сумму 124 т.р.
Приобретение
методического оснащения
для музыкального
творчества детей на сумму
10 т.р.
Приобретение комплекта
для театрализованной
деятельности на сумму 13
т.р.
6. Приобретение учебников
В 2011-2012 учебном году на
приобретение учебников было
потрачено 625 т.р.
Для начальной школы 258 т.р.
Для среднего и старшего звена 367 т.р.
Обеспеченность учебников по школе
90%
10. ЗОЛОТОЕ ПРАВИЛО
Каким бы профессиональным
не был бы наш
учитель, пусть он будет
даже мастером … никогда без
Вашей помощи ему не
сделать того, что можно
сделать вместе.
