Task 4 plan
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This document outlines a freelance media professional's strengths, weaknesses, opportunities, and threats (SWOT) analysis for maintaining a workflow in their chosen creative field. The individual's strengths include communication, teamwork skills, knowledge of photography equipment and editing software. Weaknesses are a lack of confidence and professional experience. Opportunities exist to gain more skills and experience through university shoots and photography society involvement. Threats include competing with more experienced professionals and not having all necessary equipment as an upcoming freelancer.
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Evaluation Q5, 6, 7
1) The document discusses how the filmmaker addressed their target audience of teenagers aged 14-18 from lower to middle class backgrounds by setting the film in a school to make it more relatable. However, there were not many codes used in the beginning to portray the chosen genre of superhero/action.
2) The filmmaker learned how to use software like Final Cut and Photoshop more thoroughly through creating this piece. They also used a tripod to get different camera angles they couldn't achieve previously.
3) Looking back at their preliminary work, the filmmaker learned the importance of maintaining continuity while filming to increase realism and make the film more relatable and appealing to audiences. They also learned about
hIdeas and notes for evaluation question 3 and
For question 3, the document discusses using Camtasia and Voicethread to summarize audience feedback, explain what was learned from the feedback, and how improvements were made. For question 4, the document proposes using Emaze or Mindmeister to present the various media technologies used at different stages of the project, including images, screenshots, text, and GIFs to explain the planning and evaluation process.
5 year plan
The document outlines a 5-year plan for pursuing a career in filmmaking. It discusses Harry Morton's current media course in college, plans to study film studies and production at university, potential university courses and their requirements, the type of work experience needed like at a media company, and skills to develop like editing and focus. The plan is to complete college and university studies to gain qualifications and experience needed to work in the film industry within 5 years.
Personal Statement
The document is a personal statement from a student applying to university to study cinematography. It summarizes the student's background in creative media study where they learned skills like Adobe software, editing, and filmmaking. They produced several short films and documentaries showing their experience. Studying creative media helped prepare them for university by practicing filmmaking techniques. The student wants to attend university to improve their skills in camera operation and understanding of the film industry to achieve their goal of becoming a cinematographer.
Question 4
I used various digital technologies throughout all stages of the project, from planning to construction to final product. During planning, I used Prezi and emaze for presentations and Survey Monkey to design and distribute a survey. For construction, I used a Sony a6000 camera and 50mm prime lens to take high quality photographs and video. When constructing ancillary texts, I used Photoshop to design a digipak and magazine advert, utilizing tools like crop, levels, and shape tools. To edit my final projection and product, a music video, I used Premiere Pro, applying cuts, brightness/contrast adjustments, fades, scaling, and timeline tools.
Evaluation part 6 powerpoint
Through constructing media products and learning to use equipment, the student has gained a better understanding of technology and its role in media. The student has learned about different camera shots and angles and how they can be used to convey meaning. Hands-on experience with a camcorder and microphone helped improve technical skills and produce higher quality footage. Editing software was used to combine clips and add effects, helping the student more fully engage with the course material.
Rahab's challenge action plan
My Arts Challenge is to improve my skills in film editing. I will take editing classes and workshops to learn software like Premier Pro and After Effects. I will gain experience by editing the film my production team creates.
I have attended introductory sessions on filmmaking roles and processes. I have established a production team and we are developing a film treatment. We have received guidance on scriptwriting, camerawork, lighting, sound, and editing.
My goal is to complete filming and produce a finished film edited with clear storytelling and atmosphere through techniques like color grading and effects. This will demonstrate my success in meeting my Arts Challenge of strengthening my editing abilities.
Unit 24 - LO2
ScreenSkills offers various opportunities to gain experience in the media industry, including bursaries, mentoring programs, and traineeships. Bursaries help pay for training costs, mentoring allows media professionals to share industry knowledge and advice, and traineeships provide paid, hands-on experience at production companies. Channel 4 also has apprenticeship and work experience opportunities across various departments to help those seeking to break into the industry.
Recommended
Evaluation Q5, 6, 7
1) The document discusses how the filmmaker addressed their target audience of teenagers aged 14-18 from lower to middle class backgrounds by setting the film in a school to make it more relatable. However, there were not many codes used in the beginning to portray the chosen genre of superhero/action.
2) The filmmaker learned how to use software like Final Cut and Photoshop more thoroughly through creating this piece. They also used a tripod to get different camera angles they couldn't achieve previously.
3) Looking back at their preliminary work, the filmmaker learned the importance of maintaining continuity while filming to increase realism and make the film more relatable and appealing to audiences. They also learned about
hIdeas and notes for evaluation question 3 and
For question 3, the document discusses using Camtasia and Voicethread to summarize audience feedback, explain what was learned from the feedback, and how improvements were made. For question 4, the document proposes using Emaze or Mindmeister to present the various media technologies used at different stages of the project, including images, screenshots, text, and GIFs to explain the planning and evaluation process.
5 year plan
The document outlines a 5-year plan for pursuing a career in filmmaking. It discusses Harry Morton's current media course in college, plans to study film studies and production at university, potential university courses and their requirements, the type of work experience needed like at a media company, and skills to develop like editing and focus. The plan is to complete college and university studies to gain qualifications and experience needed to work in the film industry within 5 years.
Personal Statement
The document is a personal statement from a student applying to university to study cinematography. It summarizes the student's background in creative media study where they learned skills like Adobe software, editing, and filmmaking. They produced several short films and documentaries showing their experience. Studying creative media helped prepare them for university by practicing filmmaking techniques. The student wants to attend university to improve their skills in camera operation and understanding of the film industry to achieve their goal of becoming a cinematographer.
Question 4
I used various digital technologies throughout all stages of the project, from planning to construction to final product. During planning, I used Prezi and emaze for presentations and Survey Monkey to design and distribute a survey. For construction, I used a Sony a6000 camera and 50mm prime lens to take high quality photographs and video. When constructing ancillary texts, I used Photoshop to design a digipak and magazine advert, utilizing tools like crop, levels, and shape tools. To edit my final projection and product, a music video, I used Premiere Pro, applying cuts, brightness/contrast adjustments, fades, scaling, and timeline tools.
Evaluation part 6 powerpoint
Through constructing media products and learning to use equipment, the student has gained a better understanding of technology and its role in media. The student has learned about different camera shots and angles and how they can be used to convey meaning. Hands-on experience with a camcorder and microphone helped improve technical skills and produce higher quality footage. Editing software was used to combine clips and add effects, helping the student more fully engage with the course material.
Rahab's challenge action plan
My Arts Challenge is to improve my skills in film editing. I will take editing classes and workshops to learn software like Premier Pro and After Effects. I will gain experience by editing the film my production team creates.
I have attended introductory sessions on filmmaking roles and processes. I have established a production team and we are developing a film treatment. We have received guidance on scriptwriting, camerawork, lighting, sound, and editing.
My goal is to complete filming and produce a finished film edited with clear storytelling and atmosphere through techniques like color grading and effects. This will demonstrate my success in meeting my Arts Challenge of strengthening my editing abilities.
Unit 24 - LO2
ScreenSkills offers various opportunities to gain experience in the media industry, including bursaries, mentoring programs, and traineeships. Bursaries help pay for training costs, mentoring allows media professionals to share industry knowledge and advice, and traineeships provide paid, hands-on experience at production companies. Channel 4 also has apprenticeship and work experience opportunities across various departments to help those seeking to break into the industry.
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This document provides guidance on the evaluation questions for a thriller opening sequence project. It includes questions about how the thriller uses or challenges genre conventions through specific scenes. It asks about the social groups represented in terms of gender, age, class and race, and how stereotypically gender is portrayed. Other questions address the type of media institution that might distribute the thriller, its target audience, how the audience was attracted and addressed, and what was learned about technologies and the filmmaking process throughout the project.
Question 4
I used various digital technologies throughout all stages of the course project, including presentation software like Premiere and emaze in the planning stages. During construction, I took photos and video using my Sony a6000 camera and upgraded the lens. When creating ancillary texts, I used Photoshop to design a digipak and magazine advert, utilizing tools like crop, levels, and shape. For my final product, I edited video using Adobe Premiere Pro since I was most familiar with it from a group task earlier in the course.
Hammondevaluationppt 1226070387643872 8
This document provides guidance on evaluation questions for a media product portfolio. It includes questions about how the media product uses or challenges conventions; how it represents social groups; what type of institution might distribute it; who the target audience is; how the audience is attracted and addressed; what technologies were used and lessons learned; and reflection on progress from preliminary tasks. The questions prompt discussion of genres, narrative, visual style, audience profiles, and more.
Hammondevaluationppt 1226070387643872 8
This document provides guidance on evaluation questions for a media product portfolio. It includes questions about how the media product uses or challenges conventions; how it represents social groups; what type of institution might distribute it; who the target audience is; how the audience is attracted and addressed; what technologies were used and lessons learned; and reflection on progress from preliminary tasks. The questions prompt discussion of genres, narrative, visual style, audience profiles, and more.
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The document discusses careers in photography and the skills needed to work in the industry. It notes that there are different types of photography jobs, including taking photos at events, commercial photography, and photos for social media. Key skills mentioned are proficiency with cameras and equipment, lighting skills, and photo editing software skills. The summary discusses the importance of both technical photography skills as well as skills like time management that are applicable to any career.
Week 12
This document outlines the learning outcomes and assessment tasks for a media studies lesson. The learning outcomes are:
1) Students will understand the questions they need to answer to secure a level 4 evaluation.
2) Students will know how to answer the questions using appropriate theory and references to key concepts and media language.
3) Students will be able to complete the evaluation questions demonstrating excellent ICT skills and appropriate use of technologies.
The assessment tasks involve justifying design choices for a media product, discussing target audiences and how they are addressed, reflecting on technological skills learned, and peer assessing other students' work. Students must show competence using Prezi, SlideShare and video editing software.
Proposal
The document proposes a digital filmmaking magazine targeted at males aged 18-45 with an interest in filmmaking. The magazine will provide tips, how-tos, and profiles on becoming a filmmaker to appeal to those seeking advice or with a passing interest. While the creator's video game and Photoshop skills from previous work will not be heavily used, researching InDesign and Photoshop techniques along with filmmaking content will help develop the proposed magazine. Each aspect of the magazine will be individually evaluated with descriptions to identify areas for further development and improve the creator's working practices.
GCSE Controlled Trainers Assessment Evaluation
The document provides guidance for evaluating a student's advertisement for "Streets" trainers. It lists 8 questions for the student to consider in their evaluation, such as what images and camera shots were used and why, what design elements appealed to the target audience, and how successful the ad was in conveying the product's unique selling points. The document emphasizes using media language in the evaluation and explaining choices made in creating the ad and how well it appeals to the target audience. It advises comparing the student's ad to real ads and identifying what conventions were successfully used and what specific improvements could be made.
bishwanath cv new
This letter is a job application from Bishwanath Parui introducing himself and his interest in a position with the company. His resume provides details on his employment background, education, skills and objectives. He has over 3 years of professional photography experience in various fields. He looks forward to an interview to learn more about the company and how he can contribute to its success.
AS FILM OPENING EVALUATION GUIDANCE
This document provides guidance on evaluation questions for a film opening sequence project. It includes questions about how the film uses or challenges conventions, represents social groups, might be distributed, who the intended audience is, how the audience was attracted, what was learned about technologies, and reflections on progress from preliminary work. Students are advised to answer in a minimum of 1000 words and maximum of 1500 words, using content and examples to illustrate their points.
Evaluation Question 7
The student created a preliminary product and final product for their media studies course. Their research and planning helped them learn various editing, filming, and post-production techniques to incorporate into their final product. These included using different software programs, adding effects like dissolves, and understanding genre conventions. During production of the final project, the student gained experience operating cameras and equipment to capture different shot types. Their final product showed improvement over the preliminary version through stronger editing pace, character development, and shot composition that better fit the genre.
Career action plan
The document outlines an individual's career action plan to pursue a career in media editing or camera operating. It details the skills they have developed in areas like time management, Adobe software, and research. It expresses a goal to continue media-related education and improve skills like editing, camera operation, and screenwriting. Ultimately, the plan is to work as an editor or camera operator and produce their own film and music video projects to further develop their skills and portfolio.
Questio 7
The document discusses the technologies used to create a magazine project and how the student's skills developed. Prezi was used to create presentations and the student learned to navigate the platform. Photoshop skills like removing backgrounds improved when editing images for the magazine. PowerPoint was used to assemble the magazine and the student felt more confident in layout abilities. The main limitation was not having Photoshop at home. Without the used technologies, creating and documenting the process would have been more difficult.
Learning app for photographer
The document discusses developing a mobile app to help amateur photographers learn photography techniques. It covers topics like sciography, product photography lighting options, and features of the proposed app. The app would provide tutorials, tips, and a community forum for photographers to share knowledge and get feedback. The goal is to make it easy for beginners to learn photography skills at their own pace using scenarios and expert advice from the app.
Why study photography
The document discusses reasons for studying photography beyond just learning camera skills or becoming a professional photographer. It argues that studying photography provides an opportunity to learn visual literacy and communication skills that are valuable in many careers that involve media, publishing, or global interaction. It also notes that photography students now often pursue careers beyond just photography, such as in filmmaking, social media, or digital publishing, since photographic education incorporates moving images and publishing skills. The document concludes that studying photography can be viewed as learning the language of one of the most important forms of global storytelling today.
Career advice on_how_to_make_a_career_in_photograp
To pursue a career in photography, it is recommended to take photography courses to learn techniques and skills. Internships and competitions provide opportunities to practice, improve skills, and showcase talent. Creating a portfolio, blog, or website allows photographers to exhibit their work and develop a professional image. Having high-quality camera equipment is also important for producing good images and pursuing photography as a career.
Evaluation task 6
Through constructing a magazine, the student learned how to use various technologies like photography lights and photo editing software. They went from having no knowledge of Photoshop to becoming proficient in layers, editing images, and basic functions. The student also improved their photography skills by learning to take photos with an SLR camera and set up professional lighting equipment correctly. They learned that lights need to be level with and equidistant from models to produce even, professional lighting. The process also taught the student how to use additional ICT technologies and editing programs.
Question 6
Through completing this media course, the student learned to use several new technologies including memory sticks, Mac computers, Photoshop, and various web 2.0 tools. The student's skills with Photoshop improved in areas like cropping photos, adding effects to text, and laying out magazine pages. The student also learned how to use the blogging platform Blogger to store and present coursework, including embedding images, videos, and presentations. Additionally, the student gained experience with professional cameras, learning about settings, shots, lighting, and spatial awareness when taking photos to include in a final product.
Question 6
Through completing their media course, the author learned to use several new technologies. These included memory sticks for transferring files between devices, improving their skills with Mac computers, and learning Photoshop in greater depth for image editing and magazine layout. The author also used various web 2.0 tools to share work online, gaining experience with platforms like Blogger to store and present assignments. Additionally, the author developed new skills in professional photography by learning how to properly operate and set up a Canon camera, take shots with different angles and lighting, and transfer photos to their laptop for use in final projects.
Question 6
Through completing a media course, the author learned to use new technologies like memory sticks, Mac computers, and Photoshop. They summarized that the preliminary Photoshop task helped familiarize them with the program and tools needed to create their music magazine. They also used various web 2.0 tools to showcase their work in an engaging way and learned how to embed content, download fonts, and make videos. The author primarily used the Blogger platform to store their research, planning, products, and evaluations, and in doing so learned how to effectively utilize the program. Additionally, through multiple photo shoots for their coursework, the author gained experience using a professional camera and learned about settings, angles, lighting, and transferring photos to their
Script
Hollie explains her strategy for maintaining a photography workflow in the creative media sector. She plans to study at the University of Chester to earn her degree, where she has already gained experience photographing dance shows. After graduating, Hollie hopes to begin her career as a freelance photographer, gaining experience in areas like wedding, landscape and portrait photography. Her dream is to become a fashion photographer. She cites Emma Jayne Lewis as a role model for her fashion photography aspirations. Hollie outlines her strengths and weaknesses, as well as opportunities to further develop her skills through her university's photography society and training sessions. She discusses using business cards, websites, Instagram, and a portfolio to promote her photography business.
Case study
David Stubbs is a 33-year-old freelance wedding photographer based in Manchester. As a freelancer, he must promote his business through his website which features a portfolio of his work, information about himself, and the services he offers such as wedding packages and training courses. Equipment like multiple camera bodies, various lenses, speedlights, extra batteries and memory cards are essential for capturing all aspects of weddings. Proper time management, communication skills, and business attire are also important for freelance photographers to operate successfully and satisfy clients.
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Similar to Task 4 plan
Thriller Evaluation Questions Guidance
This document provides guidance on the evaluation questions for a thriller opening sequence project. It includes questions about how the thriller uses or challenges genre conventions through specific scenes. It asks about the social groups represented in terms of gender, age, class and race, and how stereotypically gender is portrayed. Other questions address the type of media institution that might distribute the thriller, its target audience, how the audience was attracted and addressed, and what was learned about technologies and the filmmaking process throughout the project.
Question 4
I used various digital technologies throughout all stages of the course project, including presentation software like Premiere and emaze in the planning stages. During construction, I took photos and video using my Sony a6000 camera and upgraded the lens. When creating ancillary texts, I used Photoshop to design a digipak and magazine advert, utilizing tools like crop, levels, and shape. For my final product, I edited video using Adobe Premiere Pro since I was most familiar with it from a group task earlier in the course.
Hammondevaluationppt 1226070387643872 8
This document provides guidance on evaluation questions for a media product portfolio. It includes questions about how the media product uses or challenges conventions; how it represents social groups; what type of institution might distribute it; who the target audience is; how the audience is attracted and addressed; what technologies were used and lessons learned; and reflection on progress from preliminary tasks. The questions prompt discussion of genres, narrative, visual style, audience profiles, and more.
Hammondevaluationppt 1226070387643872 8
This document provides guidance on evaluation questions for a media product portfolio. It includes questions about how the media product uses or challenges conventions; how it represents social groups; what type of institution might distribute it; who the target audience is; how the audience is attracted and addressed; what technologies were used and lessons learned; and reflection on progress from preliminary tasks. The questions prompt discussion of genres, narrative, visual style, audience profiles, and more.
Job Roles Brief 2021 (2).pptx
The document discusses careers in photography and the skills needed to work in the industry. It notes that there are different types of photography jobs, including taking photos at events, commercial photography, and photos for social media. Key skills mentioned are proficiency with cameras and equipment, lighting skills, and photo editing software skills. The summary discusses the importance of both technical photography skills as well as skills like time management that are applicable to any career.
Week 12
This document outlines the learning outcomes and assessment tasks for a media studies lesson. The learning outcomes are:
1) Students will understand the questions they need to answer to secure a level 4 evaluation.
2) Students will know how to answer the questions using appropriate theory and references to key concepts and media language.
3) Students will be able to complete the evaluation questions demonstrating excellent ICT skills and appropriate use of technologies.
The assessment tasks involve justifying design choices for a media product, discussing target audiences and how they are addressed, reflecting on technological skills learned, and peer assessing other students' work. Students must show competence using Prezi, SlideShare and video editing software.
Proposal
The document proposes a digital filmmaking magazine targeted at males aged 18-45 with an interest in filmmaking. The magazine will provide tips, how-tos, and profiles on becoming a filmmaker to appeal to those seeking advice or with a passing interest. While the creator's video game and Photoshop skills from previous work will not be heavily used, researching InDesign and Photoshop techniques along with filmmaking content will help develop the proposed magazine. Each aspect of the magazine will be individually evaluated with descriptions to identify areas for further development and improve the creator's working practices.
GCSE Controlled Trainers Assessment Evaluation
The document provides guidance for evaluating a student's advertisement for "Streets" trainers. It lists 8 questions for the student to consider in their evaluation, such as what images and camera shots were used and why, what design elements appealed to the target audience, and how successful the ad was in conveying the product's unique selling points. The document emphasizes using media language in the evaluation and explaining choices made in creating the ad and how well it appeals to the target audience. It advises comparing the student's ad to real ads and identifying what conventions were successfully used and what specific improvements could be made.
bishwanath cv new
This letter is a job application from Bishwanath Parui introducing himself and his interest in a position with the company. His resume provides details on his employment background, education, skills and objectives. He has over 3 years of professional photography experience in various fields. He looks forward to an interview to learn more about the company and how he can contribute to its success.
AS FILM OPENING EVALUATION GUIDANCE
This document provides guidance on evaluation questions for a film opening sequence project. It includes questions about how the film uses or challenges conventions, represents social groups, might be distributed, who the intended audience is, how the audience was attracted, what was learned about technologies, and reflections on progress from preliminary work. Students are advised to answer in a minimum of 1000 words and maximum of 1500 words, using content and examples to illustrate their points.
Evaluation Question 7
The student created a preliminary product and final product for their media studies course. Their research and planning helped them learn various editing, filming, and post-production techniques to incorporate into their final product. These included using different software programs, adding effects like dissolves, and understanding genre conventions. During production of the final project, the student gained experience operating cameras and equipment to capture different shot types. Their final product showed improvement over the preliminary version through stronger editing pace, character development, and shot composition that better fit the genre.
Career action plan
The document outlines an individual's career action plan to pursue a career in media editing or camera operating. It details the skills they have developed in areas like time management, Adobe software, and research. It expresses a goal to continue media-related education and improve skills like editing, camera operation, and screenwriting. Ultimately, the plan is to work as an editor or camera operator and produce their own film and music video projects to further develop their skills and portfolio.
Questio 7
The document discusses the technologies used to create a magazine project and how the student's skills developed. Prezi was used to create presentations and the student learned to navigate the platform. Photoshop skills like removing backgrounds improved when editing images for the magazine. PowerPoint was used to assemble the magazine and the student felt more confident in layout abilities. The main limitation was not having Photoshop at home. Without the used technologies, creating and documenting the process would have been more difficult.
Learning app for photographer
The document discusses developing a mobile app to help amateur photographers learn photography techniques. It covers topics like sciography, product photography lighting options, and features of the proposed app. The app would provide tutorials, tips, and a community forum for photographers to share knowledge and get feedback. The goal is to make it easy for beginners to learn photography skills at their own pace using scenarios and expert advice from the app.
Why study photography
The document discusses reasons for studying photography beyond just learning camera skills or becoming a professional photographer. It argues that studying photography provides an opportunity to learn visual literacy and communication skills that are valuable in many careers that involve media, publishing, or global interaction. It also notes that photography students now often pursue careers beyond just photography, such as in filmmaking, social media, or digital publishing, since photographic education incorporates moving images and publishing skills. The document concludes that studying photography can be viewed as learning the language of one of the most important forms of global storytelling today.
Career advice on_how_to_make_a_career_in_photograp
To pursue a career in photography, it is recommended to take photography courses to learn techniques and skills. Internships and competitions provide opportunities to practice, improve skills, and showcase talent. Creating a portfolio, blog, or website allows photographers to exhibit their work and develop a professional image. Having high-quality camera equipment is also important for producing good images and pursuing photography as a career.
Evaluation task 6
Through constructing a magazine, the student learned how to use various technologies like photography lights and photo editing software. They went from having no knowledge of Photoshop to becoming proficient in layers, editing images, and basic functions. The student also improved their photography skills by learning to take photos with an SLR camera and set up professional lighting equipment correctly. They learned that lights need to be level with and equidistant from models to produce even, professional lighting. The process also taught the student how to use additional ICT technologies and editing programs.
Question 6
Through completing this media course, the student learned to use several new technologies including memory sticks, Mac computers, Photoshop, and various web 2.0 tools. The student's skills with Photoshop improved in areas like cropping photos, adding effects to text, and laying out magazine pages. The student also learned how to use the blogging platform Blogger to store and present coursework, including embedding images, videos, and presentations. Additionally, the student gained experience with professional cameras, learning about settings, shots, lighting, and spatial awareness when taking photos to include in a final product.
Question 6
Through completing their media course, the author learned to use several new technologies. These included memory sticks for transferring files between devices, improving their skills with Mac computers, and learning Photoshop in greater depth for image editing and magazine layout. The author also used various web 2.0 tools to share work online, gaining experience with platforms like Blogger to store and present assignments. Additionally, the author developed new skills in professional photography by learning how to properly operate and set up a Canon camera, take shots with different angles and lighting, and transfer photos to their laptop for use in final projects.
Question 6
Through completing a media course, the author learned to use new technologies like memory sticks, Mac computers, and Photoshop. They summarized that the preliminary Photoshop task helped familiarize them with the program and tools needed to create their music magazine. They also used various web 2.0 tools to showcase their work in an engaging way and learned how to embed content, download fonts, and make videos. The author primarily used the Blogger platform to store their research, planning, products, and evaluations, and in doing so learned how to effectively utilize the program. Additionally, through multiple photo shoots for their coursework, the author gained experience using a professional camera and learned about settings, angles, lighting, and transferring photos to their
Similar to Task 4 plan (20)
Career advice on_how_to_make_a_career_in_photograp
Career advice on_how_to_make_a_career_in_photograp
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Script
Hollie explains her strategy for maintaining a photography workflow in the creative media sector. She plans to study at the University of Chester to earn her degree, where she has already gained experience photographing dance shows. After graduating, Hollie hopes to begin her career as a freelance photographer, gaining experience in areas like wedding, landscape and portrait photography. Her dream is to become a fashion photographer. She cites Emma Jayne Lewis as a role model for her fashion photography aspirations. Hollie outlines her strengths and weaknesses, as well as opportunities to further develop her skills through her university's photography society and training sessions. She discusses using business cards, websites, Instagram, and a portfolio to promote her photography business.
Case study
David Stubbs is a 33-year-old freelance wedding photographer based in Manchester. As a freelancer, he must promote his business through his website which features a portfolio of his work, information about himself, and the services he offers such as wedding packages and training courses. Equipment like multiple camera bodies, various lenses, speedlights, extra batteries and memory cards are essential for capturing all aspects of weddings. Proper time management, communication skills, and business attire are also important for freelance photographers to operate successfully and satisfy clients.
Evaluation photography
This document reflects on a photography unit, summarizing the skills and techniques learned, including aperture, shutter speed, ISO, editing tools, and use of Lightroom and Photoshop. It discusses 10 final photographs including 5 portraits and 5 urban landscapes. The author captured over 100 images of Stockport and asked peers to help select the final 5 urban shots. One image of abandoned buildings stood out for its textures and sense of entrapment. Another favorite used lighting to guide the viewer through sinister tree branches. Feedback on portraits praised the variety of colors, though no suggestions for improvement were given. Overall the author felt they gained confidence and enjoyed learning photography.
Evaluation doc
The document discusses the writer's documentary evaluation. They felt the planning and research went well, particularly the interview questions that provided detailed answers from the subject. However, scheduling filming around the busy schedules of the subject and their family made it difficult to capture as many relevant clips as intended. If they did it again, the writer would ensure opportunities to film and consider working with a team for better time management.
Photography proposal
The document outlines the writer's proposal for their Unit 57 Photography project. They plan to capture urban landscape photographs in Stockport to show the contrast between old and new areas. They also plan portrait photographs of their cousin in the college studio with a plain background, focusing on facial expressions and body language to convey emotion. The photographs will be edited professionally and shared online and in an exhibition.
Recce report
This recce report document is requesting information about a potential film or video production location including the address, contact details, whether interior or exterior filming is required, and questions regarding the suitability of the location related to the scene, equipment access, power, noise levels, visibility, and safety considerations. It asks for dimensions of the location and a map or plan of the area.
Recce report
This recce report requests key information about a potential film location, including the production details, location address and contact, whether interior and/or exterior filming is required, and questions addressing suitability of the space, permissions, equipment access, noise levels, lighting control, and parking. It aims to evaluate practical and safety factors for recording at the site before securing it for the scheduled production dates.
Production factors planner
This production factors planner outlines the locations, performers, crew, equipment, costumes, and props needed to produce a documentary titled "A Veteran Returning Home". The locations include the filmmaker's living room, a college studio if needed, and a Territorial Army base. The performers are the filmmaker's stepdad and mother, as well as experts and witnesses. The crew consists of the filmmaker and a friend if needed. The equipment includes a DSLR camera, tripod, studio lights, and voice recorder from college. Costumes include everyday outfits and army combats. Props include photographs, army objects, and personal belongings of the performers.
Clearences and permissions
To summarize the key points about obtaining permission to film in various public and private locations:
1. You need permission from the local authority or council to film on public land, buildings, roads, and parking areas that they are responsible for.
2. Filming on public highways requires full cooperation with the local police force, as well as permission to include uniformed officers or marked vehicles.
3. Using special effects, explosives, weapons or fire alarms requires police permission, and portraying officers or vehicles.
4. Employing a stunt coordinator is necessary for any planned stunts or explosives to ensure health and safety.
5. Filming inside a shop or restaurant requires written permission from the
Proposal for documentary
This document provides a proposal and treatment for a documentary titled "A Veteran Returning Home". The documentary will follow an army veteran in his transition from military to civilian life. It will be targeted towards males aged 30-60 and show the challenges of reintegrating into everyday life after service. Interviews will be conducted with the veteran, his family, and experts. The documentary will have a serious tone and use a linear, single narrative structure to tell the veteran's story. It will be 5-10 minutes long and aired on television to reach a broad audience.
Presentation
This documentary pitch outlines the target audience, overall theme, length, distribution platform, research conducted, budget, and synopsis for a documentary. The target audience and theme will focus on a specific group and message. Research has been done to understand the subject area within any legal, ethical or representation constraints. Each segment of the documentary will advance the overall story and be tied together, with the full documentary planned to last a set length of time before being distributed on television, DVD, or the internet. A budget outlines how much producing the documentary will cost.
File types, photoshop
This document provides information about various file types including JPG, TFF, PNG, BMP, PSD, AI, and WMF. It summarizes each file type, what software can open the files, and includes links to additional details. Adobe Photoshop and Illustrator are also summarized, with Photoshop described as predominant photo editing software and Illustrator used to create vector images for logos, illustrations and more.
Music videos
Music videos began as promotional tools for artists to promote their music when they could not make live appearances. They became popular in the 1960s when The Beatles began making them. As music videos grew in popularity on shows like Top of the Pops, they took on three main forms: narrative, performance, and user-generated. Major record labels now use high-production music videos on platforms like YouTube and VEVO to promote their artists and make profits from advertising, while independent artists and directors see music videos as artistic works and career boosters with lower budgets.
Music videos
This document defines and provides examples of different types of music videos. It discusses narrative music videos, which tell a story through imagery and clips to accompany slower songs. Performance music videos focus on footage of an artist performing, often miming the words. Successful music videos are defined as having over 100,000 views, and examples provided have over 1 billion views each. The purpose of music videos is to promote and sell the song by leaving a memorable visual and giving the listener better context, while also entertaining audiences and showing off artist's other talents.
Music video presentation
A music video has three main purposes:
1. To represent a genre or feeling through imagery, body language, and props while an artist performs the song.
2. To tell a narrative story that acts out the lyrics of a song, often showing a love story in slower songs.
3. To showcase the artist or band performing, either casually or on stage, in order to promote their music.
My Advert Idea
The document outlines Hollie Payne's idea for an advert promoting a new pillow. The advert would use split-screen to show the benefits of the new pillow compared to an old pillow. Primary research including a questionnaire and focus group found the idea appealing. Secondary research analyzed other furniture ads for inspiration. Quantitative data from the questionnaire and qualitative data provided insights on audience preferences around comfort and softness.
Questionnaire results analysis
This document summarizes the results of a survey about pillow preferences and advertising ideas. Most respondents were 18-24 years old students and nurses. For pillow purchases, comfort and softness were most important. A proposed advert concept showing the different experiences of people with good versus bad pillows received overwhelming support.
Advertisement Presentation
The document provides an outline for a PowerPoint presentation on advertising structures and techniques. It includes 14 slides covering topics like: common advertising structures (e.g. realist, animation); techniques used (e.g. emotional appeals, celebrity endorsements); analyzing example ads; advertising regulation; and defining audience research organizations like BARB and NRS. Two example ads are analyzed in more depth: the RSPCA "Home for Life" ad about pet care after an owner's death, and a 1991 Levi's ad featuring Brad Pitt to promote their jeans.
Music videos
Music videos began as promotional tools for artists to promote their music when they could not make live appearances. They became popular in the 1960s when The Beatles began making them. As music videos grew in popularity on shows like Top of the Pops, they took on three main forms: narrative, performance, and user-generated. Major record labels now use high-production music videos on platforms like YouTube and VEVO to promote their artists and make profits. Independent artists and directors see music videos as artistic works rather than just advertisements. They can help launch the careers of up-and-coming musicians and directors.
Music videos
This document defines and provides examples of different types of music videos. It discusses narrative music videos, which tell a story through imagery and clips to accompany slower songs. Performance music videos focus on footage of an artist performing, often miming the words. Successful music videos are defined as having over 100,000 views, and examples provided have over 1 billion views each. The purpose of music videos is to promote and sell the song by leaving a memorable visual and giving the listener better context, while also entertaining audiences and showing off artist's other talents.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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