Technology
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I have learned that technologies for filmmaking are becoming more affordable and accessible, allowing more amateur filmmakers to create movies without expensive equipment. Mobile phones can now function as portable cameras suitable for guerilla-style filming. Additionally, inexpensive cameras like a £25 Canon camera paired with a cheap tripod can produce high quality footage. Free and accessible editing software like Adobe Premiere CS5.5 also lower barriers to entry for editing films.
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Technical evaluation
The document discusses the use of technology in pre-production, production, and post-production of an advertising campaign. In pre-production, the group used the internet to research existing perfume advertisements on YouTube and marketing campaigns by brands like Burberry. In production, they used a DV camera, lighting, and props. In post-production, they edited the final adverts using Microsoft PowerPoint for evaluation and the iMovie and iMovie HD software on Mac computers.
Question 6
The document discusses what was learned about technologies from constructing a product. It describes learning how to use an Apple Mac operating system, download the Blogger app to upload photos, use a camcorder for better quality recording, research online using Google, create and embed content on a blog, upload videos to YouTube, and edit films using Final Cut Pro by adding titles, music, and special effects. The conclusion states the process taught appreciation for the creative possibilities of technology.
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.
mediaEvaluation question 6
The document discusses the technologies used in constructing a film. The filmmaker used typical tools like a camera and tripod to film from different angles and capture footage. Digital programs like WordPress and Vegas Movie Studio were used to present research, chronicle the production process, and edit together clips into a final movie. Through experimenting with the camera, blogging on WordPress, and practicing editing, the filmmaker gained a better understanding of cinematography, presentation formats, and turning raw footage into a polished film.
Q.6 What have you learnt about technologies from the process of constructing ...
During the process of making a film, the document discusses several technologies the author learned about and utilized. These included using blogs like blogger.com to share work and receive feedback, as well as websites like YouTube and slideshare.com. The author also learned how to use video editing software like iMovie HD to add effects and transitions. When filming, the author used a Canon digital camera and learned how to operate it, including using a tripod, managing tape space, zooming, and uploading clips to a computer.
Question 6 Evaluation
Rebecca Clarke learned several technologies while constructing a film production project. She learned how to operate a camera and direct shots. Clarke used two cameras with different set ups and had her group film scenes multiple times for continuity and to select the best takes. She also learned how to use iMovie editing software, including cutting and trimming clips, adding transitions, and incorporating a soundtrack from Garageband. Clarke utilized Wordpress for her project blog, where she could insert images, videos, and discuss her research and progress on the production.
Question four
The document discusses the various new media technologies used at different stages of a documentary project. A camcorder and microphone were used to record interviews and footage. A stills camera was used to take photos for editing and blog posts. Adobe Premiere Pro was the primary software used to edit recordings, add transitions, graphics, and adjust audio levels. Adobe Photoshop was used to edit print ads. A school radio studio and Adobe Audition were used for voiceovers. Online research was conducted using sources like news articles and YouTube. Channel 4 ads provided ideas for formatting the print and radio ads. Word was used to create and analyze a questionnaire.
Power point q.6
The document discusses the differences between the technologies used for A Level and GCSE media studies projects. It focuses on the cameras, tripods, lighting, software, and their impacts. The HD cameras, detailed tripods, lighting equipment, and Adobe Premiere software provided higher quality and more advanced tools compared to the small camcorders and basic software used previously. While it was challenging to learn the new technologies, their use significantly improved the quality and experience of the media production.
Recommended
Technical evaluation
The document discusses the use of technology in pre-production, production, and post-production of an advertising campaign. In pre-production, the group used the internet to research existing perfume advertisements on YouTube and marketing campaigns by brands like Burberry. In production, they used a DV camera, lighting, and props. In post-production, they edited the final adverts using Microsoft PowerPoint for evaluation and the iMovie and iMovie HD software on Mac computers.
Question 6
The document discusses what was learned about technologies from constructing a product. It describes learning how to use an Apple Mac operating system, download the Blogger app to upload photos, use a camcorder for better quality recording, research online using Google, create and embed content on a blog, upload videos to YouTube, and edit films using Final Cut Pro by adding titles, music, and special effects. The conclusion states the process taught appreciation for the creative possibilities of technology.
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.
mediaEvaluation question 6
The document discusses the technologies used in constructing a film. The filmmaker used typical tools like a camera and tripod to film from different angles and capture footage. Digital programs like WordPress and Vegas Movie Studio were used to present research, chronicle the production process, and edit together clips into a final movie. Through experimenting with the camera, blogging on WordPress, and practicing editing, the filmmaker gained a better understanding of cinematography, presentation formats, and turning raw footage into a polished film.
Q.6 What have you learnt about technologies from the process of constructing ...
During the process of making a film, the document discusses several technologies the author learned about and utilized. These included using blogs like blogger.com to share work and receive feedback, as well as websites like YouTube and slideshare.com. The author also learned how to use video editing software like iMovie HD to add effects and transitions. When filming, the author used a Canon digital camera and learned how to operate it, including using a tripod, managing tape space, zooming, and uploading clips to a computer.
Question 6 Evaluation
Rebecca Clarke learned several technologies while constructing a film production project. She learned how to operate a camera and direct shots. Clarke used two cameras with different set ups and had her group film scenes multiple times for continuity and to select the best takes. She also learned how to use iMovie editing software, including cutting and trimming clips, adding transitions, and incorporating a soundtrack from Garageband. Clarke utilized Wordpress for her project blog, where she could insert images, videos, and discuss her research and progress on the production.
Question four
The document discusses the various new media technologies used at different stages of a documentary project. A camcorder and microphone were used to record interviews and footage. A stills camera was used to take photos for editing and blog posts. Adobe Premiere Pro was the primary software used to edit recordings, add transitions, graphics, and adjust audio levels. Adobe Photoshop was used to edit print ads. A school radio studio and Adobe Audition were used for voiceovers. Online research was conducted using sources like news articles and YouTube. Channel 4 ads provided ideas for formatting the print and radio ads. Word was used to create and analyze a questionnaire.
Power point q.6
The document discusses the differences between the technologies used for A Level and GCSE media studies projects. It focuses on the cameras, tripods, lighting, software, and their impacts. The HD cameras, detailed tripods, lighting equipment, and Adobe Premiere software provided higher quality and more advanced tools compared to the small camcorders and basic software used previously. While it was challenging to learn the new technologies, their use significantly improved the quality and experience of the media production.
Question four1
The document describes the various new media technologies used at different stages of a documentary project. A camcorder and microphone were used to record interviews and footage. A stills camera was used to take pictures for editing and a blog. Adobe Premiere Pro was used to edit recordings by cutting footage, adding transitions and graphics, and adjusting sound levels. Photoshop was used to edit a print advert by cropping and changing colors. The school radio studio and Adobe Audition were used to record and edit voiceovers. Online research was conducted using search engines and specific websites. Channel 4 adverts provided ideas for formatting a print advert and radio spot. Word was used to create and analyze a questionnaire.
Evaluating equipment
The document discusses the various media technologies used at different stages of a project. Photoshop was used to edit and enhance images, with YouTube tutorials helping to learn Photoshop skills. Premier Pro was used to edit video, applying techniques like multi-cut edits learned from previous experience and YouTube. A camera, tripod, light box, Photoshop, YouTube and Premier Pro were the equipment and tools used. Filming with one camera and tripod required repeating shots from different angles, while lighting experiments used a light box though it was difficult to position.
Project 1 production techniques evaluation(1)
This document discusses various graphic design, radio, and advergame production techniques. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. For Photoshop, advantages include editing images in layers and correcting colors. Disadvantages include its complexity for beginners. For Premiere Pro, advantages include arranging video clips and adding effects. Disadvantages include its complexity. The document also compares two Coca-Cola posters and evaluates which advertising product is most effective at promoting the brand to different audiences.
Presentation2
New media technologies were used throughout the construction, research, planning and evaluation stages of the project. In the research stage, the internet was used to research existing TV advertisements on YouTube to inform planning. Computers were used extensively in the planning stage to log ideas and plan shoot locations. A portable JVC camera was used for shooting to allow filming anywhere, though image quality was average. iMovie software enabled quick and precise editing of video and audio, though some advanced features like the Ken Burns effect proved challenging.
6 What have you learnt about technologies form the process constructing the p...
The document discusses the experiences and learnings from using various technologies in the process of constructing a product:
- Digital cameras allow for quick and easy recording compared to film, with the ability to instantly review footage. This helps save time over waiting to develop film.
- Boom microphones enable targeted sound capture from a distance without ambient noise, but sometimes picked up unwanted sounds requiring retakes.
- Adobe Premiere Pro was initially intimidating but tutorials helped in learning editing skills. Being able to preview work allows for multitasking and time savings when exporting correctly formatted files. However, frequent software upgrades make skills difficult to keep up with.
- YouTube provided inspiration from browsing content, tutorials for
Evaluation Question 6
I have learned how to leverage technology to advertise and generate audiences at low cost. While producing a magazine traditionally required many people, technological advances have made the process more efficient and user-friendly. Photoshop templates allowed for flexibility in varying elements like pictures and titles. Constant changes were easy to make during development thanks to current technology. Social media provides free advertisement by making it simple to share content online with friends.
Question 6
The document discusses the technologies used to construct a film product. It describes the equipment used - a Nexus 6P phone, Canon 30D camera, tripod, and microphone. It also discusses the software used - Adobe Premier Pro for editing and Adobe Photoshop for image enhancement. Online functions like Survey Monkey were used for feedback and YouTube for tutorials, feedback, and uploading the final product. The document expresses pride in a jump cut edit achieved through precise clipping and adding a film dissolve for movement.
Evaluation of year 12 production skills dne
Usman struggled at first with video editing software Imovie but was able to learn from an experienced colleague. With practice on the school iMac, he gradually improved his skills and was able to take on more complex editing projects. While editing sound was challenging, Usman learned many skills over the course of the project and feels more confident, though recognizes areas for further improvement, especially through continued practice.
Question 6
From creating their film, the student learned:
1) Using new software like Final Cut Pro was technically difficult, though they got used to it over time.
2) Creating media products like films takes a significant amount of time and effort to edit.
3) Better management of time and equipment like cameras would have improved their process, as issues with timing and the camera arose.
What have i learnt about technologies from the
The document discusses the technologies the author has learned about and used in creating their blog and magazine project. They learned basic video camera operation and were able to film passably for their purposes. Video and camera equipment has decreased significantly in price while increasing exponentially in quality over the last decade. The author is familiar with Adobe Photoshop and InDesign from their studies and has used them extensively for image editing and layering. They also mention audio editing software like Audacity. For photography, the author drew on their AS Level experience to apply settings like aperture, ISO, and shutter speed. They utilized a Nikon D3200 DSLR and 18-55mm lens for the project. Finally, the author discusses how the internet
Evaluation 6th question
Peter Gatling learned about advancements in technology from constructing a media product. Using a digital camera allowed for filming over multiple days to maintain continuity despite weather changes. Powerful editing software like iMovie enabled stringing together the raw footage into a story and adding effects like a sunburst to dark footage, making it appear streetlights were brightly glowing. This demonstrated how technology makes film and video coursework possible.
Evaluation question6
The document discusses the various technologies the author learned to produce a movie, including video editing software like iMovie and Windows Movie Maker. The author's group taught them how to cut and crop video clips, insert music, and remove background sounds. A media professional further taught them how to make the movie look professional by mixing clips and preventing pixelation. Overall, the author gained skills from both individual practice on Macs and help from their group to produce a higher quality movie with knowledge of video editing controls and hardware like tripods, microphones, and cameras.
Evaluation Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned how to use a basic digital camera and tripod. They gained an understanding of different shot types and their significance. The author learned how to edit video clips using Adobe Premiere Elements, including trimming clips and exporting/uploading the finished video. Internet resources like fonts and free music expanded their options. Keeping the narrative structure chronological helped the film make sense. New editing technologies allow for more refined films and greater creative freedom.
KelvinT_Directors Treatment
Here is a treatment that i created for a pitch. I didnt win the pitch but i havent given up. Good thing is i ended up with a great treatment (at least the way it looks). I do not own any of the images and if you do and would like me to remove this document from the net please give me a shout and I'll remove it instantly.
Evaluation question 6
I have learned about using Adobe Premier Pro Cs6 and Adobe After Effects Cs6 to edit video clips, add special effects, and create sequences to produce a final cut film. Adobe Premier Pro was used for sound importing, cuts, speed/duration adjustments and overall editing, while After Effects taught me how to make and implement special effects like a mysterious energy ball. I also had to learn to use new camera and tripod equipment provided to film the raw footage.
Skills development x0096 digital technology
The document discusses the development of digital technology skills over the course of Foundation and Advanced Production work. In Foundation Production, the brief was for a new music magazine, where digital SLR, still cameras, iMovie, PhotoShop, internet research, and PowerPoint were used to present information. Challenges included learning Photoshop layers and using various technologies. In Advanced Production, more sophisticated effects like color correction and slow motion were mastered using iMovie. Prezi and SlideShare were used in a blog, and feedback was more efficiently obtained through YouTube. Overall, digital skills were significantly improved through extensive hours spent editing and testing abilities.
Media post production
Final Cut Pro and After Effects were used to edit video and add visual effects. Final Cut Pro allowed more freedom in editing than iMovie. Tools in these programs enabled adjusting color, brightness, sound levels and layers. Rendering and exporting were required to create finished videos. After Effects was challenging to learn without specific tutorials, so creating advanced graphics for a logo was unsuccessful. Overall, the programs expanded skills but more practice with After Effects is needed to master film editing techniques.
Project 1 production techniques evaluation final
The document discusses various graphic design, radio, and advergame production techniques. It provides advantages and disadvantages of working in Photoshop and Premiere Pro software. It also compares the student's poster and advergame designs to online examples, noting similarities and differences. The student reflects on what was learned and aspects still needing further development.
Learning about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
What I have learnt about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
Filming pieces
The document discusses the equipment and software used to create a film opening, including:
- A digital HD camera on a tripod was used to record steady footage and adjust shot types.
- Adobe Premiere Pro and After Effects software were used to edit footage, add transitions, create animations, and synchronize audio.
- Additional sounds were recorded to ensure clear audio if camera microphone audio was insufficient or had interference.
- A storyboard was followed to ensure all needed footage was captured and stay on schedule.
The process helped improve skills in using equipment, understanding editing software, creating graphics, and assembling footage into a coherent narrative.
Audience
This document describes the target audience for a film. The target audience is males aged 16-19, specifically someone named Emmanuel who enjoys watching gangster films featuring violence, crime, guns, and blood. Emmanuel fits the target age group and shares similar interests and hobbies with the main character in the film, making him likely to watch a film similar in genre to Scarface, American Gangsters, and The Godfather.
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Question four1
The document describes the various new media technologies used at different stages of a documentary project. A camcorder and microphone were used to record interviews and footage. A stills camera was used to take pictures for editing and a blog. Adobe Premiere Pro was used to edit recordings by cutting footage, adding transitions and graphics, and adjusting sound levels. Photoshop was used to edit a print advert by cropping and changing colors. The school radio studio and Adobe Audition were used to record and edit voiceovers. Online research was conducted using search engines and specific websites. Channel 4 adverts provided ideas for formatting a print advert and radio spot. Word was used to create and analyze a questionnaire.
Evaluating equipment
The document discusses the various media technologies used at different stages of a project. Photoshop was used to edit and enhance images, with YouTube tutorials helping to learn Photoshop skills. Premier Pro was used to edit video, applying techniques like multi-cut edits learned from previous experience and YouTube. A camera, tripod, light box, Photoshop, YouTube and Premier Pro were the equipment and tools used. Filming with one camera and tripod required repeating shots from different angles, while lighting experiments used a light box though it was difficult to position.
Project 1 production techniques evaluation(1)
This document discusses various graphic design, radio, and advergame production techniques. It provides advantages and disadvantages of working in Photoshop and Premiere Pro. For Photoshop, advantages include editing images in layers and correcting colors. Disadvantages include its complexity for beginners. For Premiere Pro, advantages include arranging video clips and adding effects. Disadvantages include its complexity. The document also compares two Coca-Cola posters and evaluates which advertising product is most effective at promoting the brand to different audiences.
Presentation2
New media technologies were used throughout the construction, research, planning and evaluation stages of the project. In the research stage, the internet was used to research existing TV advertisements on YouTube to inform planning. Computers were used extensively in the planning stage to log ideas and plan shoot locations. A portable JVC camera was used for shooting to allow filming anywhere, though image quality was average. iMovie software enabled quick and precise editing of video and audio, though some advanced features like the Ken Burns effect proved challenging.
6 What have you learnt about technologies form the process constructing the p...
The document discusses the experiences and learnings from using various technologies in the process of constructing a product:
- Digital cameras allow for quick and easy recording compared to film, with the ability to instantly review footage. This helps save time over waiting to develop film.
- Boom microphones enable targeted sound capture from a distance without ambient noise, but sometimes picked up unwanted sounds requiring retakes.
- Adobe Premiere Pro was initially intimidating but tutorials helped in learning editing skills. Being able to preview work allows for multitasking and time savings when exporting correctly formatted files. However, frequent software upgrades make skills difficult to keep up with.
- YouTube provided inspiration from browsing content, tutorials for
Evaluation Question 6
I have learned how to leverage technology to advertise and generate audiences at low cost. While producing a magazine traditionally required many people, technological advances have made the process more efficient and user-friendly. Photoshop templates allowed for flexibility in varying elements like pictures and titles. Constant changes were easy to make during development thanks to current technology. Social media provides free advertisement by making it simple to share content online with friends.
Question 6
The document discusses the technologies used to construct a film product. It describes the equipment used - a Nexus 6P phone, Canon 30D camera, tripod, and microphone. It also discusses the software used - Adobe Premier Pro for editing and Adobe Photoshop for image enhancement. Online functions like Survey Monkey were used for feedback and YouTube for tutorials, feedback, and uploading the final product. The document expresses pride in a jump cut edit achieved through precise clipping and adding a film dissolve for movement.
Evaluation of year 12 production skills dne
Usman struggled at first with video editing software Imovie but was able to learn from an experienced colleague. With practice on the school iMac, he gradually improved his skills and was able to take on more complex editing projects. While editing sound was challenging, Usman learned many skills over the course of the project and feels more confident, though recognizes areas for further improvement, especially through continued practice.
Question 6
From creating their film, the student learned:
1) Using new software like Final Cut Pro was technically difficult, though they got used to it over time.
2) Creating media products like films takes a significant amount of time and effort to edit.
3) Better management of time and equipment like cameras would have improved their process, as issues with timing and the camera arose.
What have i learnt about technologies from the
The document discusses the technologies the author has learned about and used in creating their blog and magazine project. They learned basic video camera operation and were able to film passably for their purposes. Video and camera equipment has decreased significantly in price while increasing exponentially in quality over the last decade. The author is familiar with Adobe Photoshop and InDesign from their studies and has used them extensively for image editing and layering. They also mention audio editing software like Audacity. For photography, the author drew on their AS Level experience to apply settings like aperture, ISO, and shutter speed. They utilized a Nikon D3200 DSLR and 18-55mm lens for the project. Finally, the author discusses how the internet
Evaluation 6th question
Peter Gatling learned about advancements in technology from constructing a media product. Using a digital camera allowed for filming over multiple days to maintain continuity despite weather changes. Powerful editing software like iMovie enabled stringing together the raw footage into a story and adding effects like a sunburst to dark footage, making it appear streetlights were brightly glowing. This demonstrated how technology makes film and video coursework possible.
Evaluation question6
The document discusses the various technologies the author learned to produce a movie, including video editing software like iMovie and Windows Movie Maker. The author's group taught them how to cut and crop video clips, insert music, and remove background sounds. A media professional further taught them how to make the movie look professional by mixing clips and preventing pixelation. Overall, the author gained skills from both individual practice on Macs and help from their group to produce a higher quality movie with knowledge of video editing controls and hardware like tripods, microphones, and cameras.
Evaluation Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned how to use a basic digital camera and tripod. They gained an understanding of different shot types and their significance. The author learned how to edit video clips using Adobe Premiere Elements, including trimming clips and exporting/uploading the finished video. Internet resources like fonts and free music expanded their options. Keeping the narrative structure chronological helped the film make sense. New editing technologies allow for more refined films and greater creative freedom.
KelvinT_Directors Treatment
Here is a treatment that i created for a pitch. I didnt win the pitch but i havent given up. Good thing is i ended up with a great treatment (at least the way it looks). I do not own any of the images and if you do and would like me to remove this document from the net please give me a shout and I'll remove it instantly.
Evaluation question 6
I have learned about using Adobe Premier Pro Cs6 and Adobe After Effects Cs6 to edit video clips, add special effects, and create sequences to produce a final cut film. Adobe Premier Pro was used for sound importing, cuts, speed/duration adjustments and overall editing, while After Effects taught me how to make and implement special effects like a mysterious energy ball. I also had to learn to use new camera and tripod equipment provided to film the raw footage.
Skills development x0096 digital technology
The document discusses the development of digital technology skills over the course of Foundation and Advanced Production work. In Foundation Production, the brief was for a new music magazine, where digital SLR, still cameras, iMovie, PhotoShop, internet research, and PowerPoint were used to present information. Challenges included learning Photoshop layers and using various technologies. In Advanced Production, more sophisticated effects like color correction and slow motion were mastered using iMovie. Prezi and SlideShare were used in a blog, and feedback was more efficiently obtained through YouTube. Overall, digital skills were significantly improved through extensive hours spent editing and testing abilities.
Media post production
Final Cut Pro and After Effects were used to edit video and add visual effects. Final Cut Pro allowed more freedom in editing than iMovie. Tools in these programs enabled adjusting color, brightness, sound levels and layers. Rendering and exporting were required to create finished videos. After Effects was challenging to learn without specific tutorials, so creating advanced graphics for a logo was unsuccessful. Overall, the programs expanded skills but more practice with After Effects is needed to master film editing techniques.
Project 1 production techniques evaluation final
The document discusses various graphic design, radio, and advergame production techniques. It provides advantages and disadvantages of working in Photoshop and Premiere Pro software. It also compares the student's poster and advergame designs to online examples, noting similarities and differences. The student reflects on what was learned and aspects still needing further development.
Learning about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
What I have learnt about technologies
The document discusses the various technologies used to create the opening sequence for "The Killers Identity" project. These included YouTube for research, PowerDirector for editing, cameras and tripods for filming, and blog software for presenting work. While some technologies were challenging to learn, the process helped the student better understand different tools and feel more confident in their ability to complete productions using technology.
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6 What have you learnt about technologies form the process constructing the p...
6 What have you learnt about technologies form the process constructing the p...
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Filming pieces
The document discusses the equipment and software used to create a film opening, including:
- A digital HD camera on a tripod was used to record steady footage and adjust shot types.
- Adobe Premiere Pro and After Effects software were used to edit footage, add transitions, create animations, and synchronize audio.
- Additional sounds were recorded to ensure clear audio if camera microphone audio was insufficient or had interference.
- A storyboard was followed to ensure all needed footage was captured and stay on schedule.
The process helped improve skills in using equipment, understanding editing software, creating graphics, and assembling footage into a coherent narrative.
Audience
This document describes the target audience for a film. The target audience is males aged 16-19, specifically someone named Emmanuel who enjoys watching gangster films featuring violence, crime, guns, and blood. Emmanuel fits the target age group and shares similar interests and hobbies with the main character in the film, making him likely to watch a film similar in genre to Scarface, American Gangsters, and The Godfather.
Question 6
Fahrin Sultana discusses their experience using technology for filmmaking. They used Adobe Premier Pro for editing, which allowed them to cut unwanted parts and add effects, though it took some time to learn. A tripod helped provide steady shots when filming. The camera offered tools to adjust lighting and playback footage. Overall, Fahrin learned about the many responsibilities that go into film production and how technology like cameras and tripods can improve the quality of a film.
Media evaluation task 6
The document discusses the filmmaker's process of recording and editing their film. They used a Canon DSLR camera, tripod, microphone, and windbreaker to record audio and video. Background noise was an issue with the footage, but using a windbreaker and microphone helped make dialogue clearer. Editing software like Adobe Premiere Pro and After Effects were used to fuse the footage together and add simple titles, but re-recording was needed when attempts to alter quiet audio failed to fit with the scene.
Evaluation Question 6
The student used various new websites like Prezi, Scribd, and Surveymonkey to help with coursework, which provided useful resources but also some technical difficulties initially. Equipment like a Canon HDV camera and tripod were used to film high quality footage, though uploading from tapes was time-consuming. Editing was done on Dell computers using Adobe Premiere Pro, which the student was unfamiliar with but learned to use effectively. Photoshop was also used to create title graphics. In conclusion, the technology had a large impact on the work and tested abilities, but helped create a high quality film opening through research, planning, editing, and construction.
What have I learnt about technologies from the process of constructing this p...
The camera man had experience with photography and cameras, allowing him to easily film shots. A Nikon D3100 was used to manually focus shots since automatic focus was unreliable. A tripod with a level bubble was used to create steady shots, and the camera was sometimes placed on the camera man's shoulder to smoothly zoom out. Audio was captured using the camera's built-in mic, which filtered out wind noise below 20 Hz. For night filming, portable flood lights and street lamps provided lighting, while spilled water on the ground acted as reflectors to increase visibility with limited natural light. Color grading in editing software made night scenes cooler like in American Gangster.
Titleplan
The filmmakers chose the one-word French title "Rouge" meaning red for their movie that is influenced by the mob gangster and film noir genres. Red is a significant color featured prominently in the opening scene and for the female lead character. The title sequence will include eight shots of the female character set to different titles crediting the production company, director, producer, editor, and main cast over a black screen with the film title "Rouge" in a simple font like Cambria, Droid Serif, or Trebuchet MS to keep the titles sophisticated and isolate attention on the opening scene which was inspired by the low-lighting of The Godfather.
2 minute analysis for pieces
The film opening establishes a teenage girl alone in her kitchen at night through tracking and cutaway shots. Eerie music plays as she prepares food. A knock at the window startles her, knocking over a bowl. The title of the film, "Pieces", appears with a smashing sound effect. She answers the door to a friend, and they begin cleaning soup from the floor. As they leave the kitchen, a creepy figure is seen at the window, foreshadowing a potential horror for the girls.
Evaluation Question 2
The document summarizes the creative choices made in a film to portray realistic urban characters involved in crime. It establishes the production company with a plain black and white title to indicate a realistic genre rather than romantic comedy. The main character, a young male in a hoodie and trainers, is intended to represent a typical urban character potentially involved in crime. He is shown sorting and dealing drugs, reinforcing his criminal role, as drug lords are usually portrayed as male. Graffiti reading "Police are c****" further establishes the setting and stereotypical view that urban youth dislike police.
Question 7
The document summarizes the improvements made from the group's preliminary film piece to their final product. For the preliminary, the group was less organized and focused more on completing the task. However, for the final product they held screenings to get feedback and improved aspects like lighting, shot framing, and following film techniques. The author feels they have developed skills in being aware of audience needs, critiquing videos, operating the camera, and editing.
Evaluation: How 'Pieces' Challenges/Uses Ideas Of Other Media Products
The document summarizes key elements that were researched and incorporated into the opening of the student's horror film "Pieces". These include:
1) Using typical horror film settings like isolated homes to unsettle viewers.
2) Including recognizable props like knives that are associated with the slasher horror genre.
3) Drawing inspiration from other acclaimed horror films like Scream through similarities in title design, stalker/killer costume, and suspenseful scenes.
Question 2 evaluation
The document discusses how men are represented in a film through various shots and techniques. Traditionally, men are shown as powerful and in control through the use of low angle shots of the boss character putting people in danger. Modern representations include high angle shots of a man in a car looking powerless on the phone, and establishing shots of another character running away in fear. Both traditional and modern portrayals of men are shown through the different cinematic techniques used.
Evaluation question 2
The document analyzes the representation of gender in an opening film scene. It discusses how the scene only included two male characters and excluded women. It aimed to portray men as stronger and braver than women. The scene used props like money and a knife to indicate the more powerful male character. While the dialogue showed one male was more dominant by forcing the other to do a job. The sounds and speech also portrayed the "boss" character as traditionally powerful and brave, while the other male seemed weak and scared.
Technology
The document discusses various technologies the author learned to use during their media production project. They used a Canon EOS 600D camera with manual focus on a tripod, which allowed them to easily film different angles and keep the footage steady. They edited the video footage using Adobe Premier Pro CS5, which they found easy to use and well-suited to the fast cuts and syncing video with audio needed for their project. The author also learned to use the blogging platform Blogger, embedding tools like Prezi and Voki, and websites like SurveyMonkey, SlideShare, and Scribd to present their work online.
Question 3
The document discusses the production and distribution aspects of a student film project. It describes how the film was inspired by thriller genres like "Taken" and "film noir". It discusses designing the company logo to match the film's storyline and tone. The document also notes that Warner Brothers would be a good production company since they produce similar crime/thriller films. For distribution, Twentieth Century Fox is suggested as they have distributed films like "Taken" that inspired this project. The opening credits are described as consistently listing the full names of the filmmakers around the screen.
Question 1
Fahrin Sultana discusses challenging conventions in films through flashbacks. Specifically, they made flashbacks appear extra bright to distinguish them from the present scenes and avoid typical film cues. They also wanted the flashbacks to run against the voiceover to make it their own. For the titles, they directly adapted the title of the film "Taken" and aimed for something simple and straight to the point to effectively convey meaning. Finally, they chose suits for the men in the film to portray a keen working attitude and shirt and tie for the main actor to give the impression of a hard working family man.
What have you learnt about the technologies from the process of constructing ...
I have learned several things about using technology to create video projects:
1) Using a familiar tripod results in smoother camera movements compared to an unfamiliar school tripod.
2) Editing software like Adobe Premier allows adding titles, effects, and denoising audio to improve quality.
3) A high-quality HD camera that I'm familiar with makes it easier to capture professional-looking footage.
Media Analysis of Films - Task 4
This document analyzes and summarizes elements found in the opening scenes of three gangster films: American Gangster, Lock Stock and Two Smoking Barrels, and Goodfellas. Some common elements identified include: titles displayed in black and white in an old/smart font style, titles lasting 3-5 seconds, use of non-diegetic music and some diegetic music, voiceovers to provide context, low lighting and dark tones to set a dramatic atmosphere, quick cuts and pacing to engage the audience, and establishing shots along with mid and close-up shots of characters.
Evaluation Task 6
The document discusses the technologies and equipment used to create a film opening project. It describes how using different microphones and a wind shield improved audio quality when filming. Adobe Premiere Pro and After Effects were used for editing and creating titles, allowing the use of effects like fades and color/font changes. Sticking to the original storyboard helped ensure shot types were included as planned. Overall, the process helped improve skills with technologies like Adobe programs and using equipment like microphones.
Media Gangster Conventions - Task 2
The document provides information on the key conventions of gangster films. It notes that gangster films typically feature organized crime, weapons, drugs, Italian families, violence, and cars chases. They often follow a character who rises up through crime and gains power and wealth through illicit means. The costumes are usually suits or long coats, and the settings involve the criminal underworld. Four film openings are then analyzed in terms of mise-en-scene elements like costumes, props, lighting, shots, and sound design. Elements like guns, dark lighting, city settings, and titles with white or red text against a black background are discussed as common across the openings.
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What have you learnt about the technologies from the process of constructing ...
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Similar to Technology
Q.6 What have you learnt about technologies from the process of constructing ...
During the process of making a film, the document discusses several technologies the author learned about and utilized. These included using blogs like blogger.com to share work and receive feedback, as well as websites like YouTube and slideshare.com. The author also learned how to use video editing software like iMovie HD to add effects and transitions. When filming, the author gained experience using a Canon digital video camera, including how to properly use a tripod, manage tape space, zoom, and upload clips to a computer.
Evaluation question 6
The student learned several important things about technologies from constructing a media product. They learned how to use Final Cut Pro video editing software, including tools for effects, animations, sound editing, and cutting/pacing footage. They also became familiar with using an HD camera to film footage. The student observed how camera and film technologies have advanced over the years to allow higher quality productions that can be easily started and stopped during recording. Both advantages and disadvantages exist to the technologies used, such as special effects capabilities versus challenges matching footage filmed at different times.
Evaluation 6
I have learned that using different technologies can result in products of varying quality, ease of production, and technical difficulty. For a preliminary school assignment, I used an inexpensive camcorder that was easy to use but produced low quality footage. For my main project, I used a higher quality camera that captured better images and sound but was more complex and difficult to operate. While newer technologies provided advantages like focus and audio controls, both old and new tools have benefits and drawbacks depending on the needs of the project.
Evaluation question 6
The document discusses various technologies the author learned about and used in creating a film project. The author used a Canon D600 camera, tripod for stable shots, and microphones to clearly record dialogue. Adobe Premiere software was used to add effects and transitions and easily export the finished movie. Vimeo was used to upload and share videos, and a Wordpress blog was created to post and publish work using different themes. A laptop and USB drive allowed the author to work remotely and back up files. Communication technologies like phones helped stay in touch with others for assistance. Through this process, the author learned to efficiently use various technologies and techniques to professionally produce and present work.
Evaluative commentary part 6
The document discusses the use of various digital technologies in creating a movie project. It describes using a digital camera to easily transfer data and capture footage in portable locations. It discusses learning to frame shots to control what is shown. It also discusses initially finding an Apple computer difficult but gaining advantages after learning it. YouTube provided helpful research, tutorials, and a way to learn skills like uploading and text animation. Weebly was used to store work from different locations. Final Cut Pro was used to edit together footage, sounds, images and text into the completed movie. Other technologies like a flatbed scanner, iPhone, portable storage, and PowerPoint were also utilized.
Evaluation question 4
The document discusses the various technologies used to create a film trailer. These include researching previous trailers on YouTube, using surveymonkey to conduct audience research, filming with a small handheld camera, and editing footage using Adobe Premiere Pro on an iMac. While these technologies helped in creating the trailer, there were some issues with the editing software that caused delays. Overall, the technologies allowed the creation of a trailer that would have been difficult without modern filmmaking tools.
Tech
The document discusses the technologies used during the pre-production, production, and post-production of a film opening. In pre-production, YouTube and Blogger were used for research and organizing work. A Canon Legria HD camcorder and tripod were the main tools used in production. iMovie for Mac was used to edit the raw footage by adding clips, cutting them down, and including effects and sound. The document analyzes how each technology helped with the process and what was learned, such as the importance of research, camera shots, and mastering the editing software.
Evaluation question 6
Through constructing a media product, the author learned how to use various technologies like DSLR cameras, tripods, microphones, and editing software such as Adobe Premier Pro and Photoshop. The author gained knowledge of camera functions, video editing techniques, and how to upload finished products online. Overall, working on the media project enhanced the author's technical skills and familiarity with tools that are important for media production.
Question 4: How did you use media technologies in the construction and resear...
The document summarizes the media technologies used by Abel Clarke at different stages of a short film production. In the research stage, YouTube was used to research similar films and Google was used to research costumes, locations, and shots. Blogger was used to document the research. In planning, an iPhone organized actors, and Microsoft Office programs created schedules, presentations, and storyboards. A Canon camera and tripod were key for filming. Adobe Premiere Pro edited video and sound, and free websites provided sound effects and music. Ancillary texts like a magazine review and poster were made using Microsoft Publisher and Photoshop. Evaluation questions were answered using Premiere Pro, a webcam, laptop, camera, and Power
Evaluation activity 6
Adobe Premier Pro, Bluff Titler, YouTube, Blogger, and a Sony Handy Cam were used to construct a media project. Adobe Premier Pro was used for editing footage and was found to be straightforward. Bluff Titler created titles and credits. YouTube and Vimeo were used to share rough cuts for feedback. Blogger documented planning. A Sony Handy Cam was used for filming and required digitizing footage. Overall, these technologies made the project more manageable and enjoyable.
AS Media Evaluation Question 6: What have you learnt about technologies from ...
AS Media Evaluation Question 6: What have you learnt about technologies from the process of constructing this product?
Question 6
The document discusses the various technologies used during the different stages of filmmaking - pre-production, production, and post-production. During pre-production, technologies like Prezi and Inspiration 8 are used to create presentations and storyboards. In production, different cameras ranging from simple digital cameras to advanced 3D cameras are used, depending on budget. Post-production involves editing software like Premiere Pro to edit footage and add special effects. The distribution process also utilizes various technologies as trailers are shared online through sites like YouTube to promote films. Overall, the document demonstrates how technology plays a crucial role throughout the entire filmmaking process for all film companies.
Media
The document discusses what the author has learned about technology through constructing a product. They learned about researching films online using sites like IMDb, and gathering audience feedback using social media. When editing and filming, the author discovered both advantages and disadvantages of today's technologies. Advantages include powerful editing software that allows for flexibility. However, disadvantages include limited camera battery life and compatibility issues as technology rapidly changes.
Evaluation Question 4 media
New media technologies were used extensively throughout the research, planning, construction and evaluation of the student's media product. During research and planning, the student used blogs, Prezi, surveys, social media and YouTube to gather information and audience feedback. Digital cameras, laptops, phones and editing software were used to construct the music video product. The final product and evaluations were presented digitally using tools like PowerPoint, Prezi and video editing software. While new technologies provided many benefits, some drawbacks included unreliable old school computers and issues with file corruption during the editing process. Overall, the use of new media technologies greatly enhanced the process of creating the media coursework.
Fiona Aldwin - A2 Media Evaluation – Question 4
Fiona used various media technologies at different stages of her project. She used Skype to contact a script writer for feedback, Prezi to document her ideas, and Pinterest for research and poster design ideas. She recorded Skype conversations on SoundCloud, watched tutorials on YouTube, and researched on SlideShare. Fiona edited footage using Adobe Premiere and recorded feedback using a Flip camera. She created designs in Photoshop and filmed footage using a Canon digital camera. Overall, Fiona found digital cameras more effective than analog due to easier uploading, touchscreen controls, better sound and image quality, and a more professional final product.
Evaluation question 6
From constructing their media product, the author learned about modern technologies like blogging and video editing. They initially struggled with embedding features in blogs but learned the importance of documenting their process. They filmed their opening sequence on an iPhone 6 for its high quality camera to make their product look professional. Using Final Cut Pro on a Mac, they were able to piece together footage and add effects like background music and transitions to create continuity and atmosphere. Completing preliminary tasks helped them gain confidence using different shot types and camera angles in their final product.
Evaluation Question Four
The document discusses the use of new media technologies in the production of a documentary. YouTube and Vimeo were used for initial research and observing examples. A Weebly blog was created to analyze embedded videos and photos from location scouting. Prezi was used to embed YouTube videos and annotate them. The documentary was filmed using a Canon DSLR and Rode mic for high quality audio. Sony Vegas Pro was used for editing and After Effects for titles and graphics. Audacity removed unwanted audio noise. The completed documentary was uploaded to Vimeo for distribution, sharing on social media, and permanent evaluation online through viewer interaction.
Evaluation 5-
The document discusses the technologies used and learned throughout the process of creating a 2 minute film opening. The author used an Apple Mac, video camera, and editing software like Final Cut Pro. He became familiar with Final Cut Pro and how it took filmmaking to a new level. The author also learned that new technologies have made the film process quicker, with lighter cameras, more precise editing, and better quality films. Advanced editing software allowed the author's film to have a more professional look.
Task 2 media cw
Technological advancements have enabled media convergence in pre-production, production, and post-production. Examples include using phones to sign documents digitally, create gant charts, and video call where specialized computers were previously needed. During production, devices like laptops and phones can now perform functions that previously required separate equipment. In post-production, media can be edited entirely on laptops or phones using software like Adobe, whereas dedicated editing studios were needed in the past. Advertising and marketing also see convergence, like websites adapting layouts for different screens and accessing hashtags on phones.
A2 media
The document summarizes the use of new media technologies in the planning and production of a media coursework project on deodorant advertisements. Specifically, it discusses how the internet was used for research and inspiration, DV cameras were used for filming, Apple Macs were used for editing with iMovie software. Some limitations of the cameras, Macs, and iMovie software are noted. The document concludes with things the author would do differently, such as more research, practice with the tools, and familiarization before production.
Similar to Technology (20)
Q.6 What have you learnt about technologies from the process of constructing ...
Q.6 What have you learnt about technologies from the process of constructing ...
Question 4: How did you use media technologies in the construction and resear...
Question 4: How did you use media technologies in the construction and resear...
AS Media Evaluation Question 6: What have you learnt about technologies from ...
AS Media Evaluation Question 6: What have you learnt about technologies from ...
More from Andreaa Monee
Representaion
The document discusses how gender is represented in film through various filmmaking techniques. It focuses on representing men in a traditional sense. Through props like guns and cars, costumes like black coats, settings like outside buildings, low lighting, editing techniques, and camera movements following characters, the film aims to portray men as strong, brave, aggressive, emotionless, powerful, motivated, and the heads of families or providers, reinforcing traditional gender roles. Actors and a tense music score are also used to build tension and further position men as dominant over women.
Representaion
The document discusses how gender is represented in film through various filmmaking techniques. It focuses on representing men in a traditional masculine way. Props like guns and cars are used to portray men as strong and brave. Costumes like black coats are used to depict men as aggressive. The setting of outside a building represents men as family providers and workers. Low lighting is used to show men as brave by being outside in the dark. Editing and sound are used to portray men as strong, emotionless, powerful, and motivated rather than emotional. Overall the document examines how mise-en-scene elements in film can reinforce traditional views of masculinity.
Audience
This document describes the target audience for a voki character. The target audience is males aged 16-19 who enjoy gangster films featuring violence, crime, guns and blood. Specifically, the target is a teenager named Emmanuel who shares similar interests and hobbies with the voki character and typically spends his time watching gangster films.
Health and safety risk
This document provides a risk assessment for a photo shoot. It lists several potential hazards for the shoot, including car accidents, tripping, suffocating from a bag, being poked by a prop gun, and getting cut in a car door. For each hazard, it assigns a probability and consequence score to determine the overall risk level as low, medium, or high. It then lists control measures to mitigate the risks, such as putting up signs, clearing objects, ensuring proper prop positioning, and safety briefings. The goal is to identify any health and safety risks for the shoot and implement controls to reduce risks of injury.
Health and safety risk
This document provides a risk assessment for a photo shoot. It lists several potential hazards for the shoot and assesses the probability and consequence of each hazard occurring. It then calculates the risk level for each hazard based on probability x consequence. All the identified hazards have a low risk level. Control measures are suggested to reduce the risks, such as clearing objects to prevent tripping, ensuring bags have holes for breathing, and positioning any props like guns safely.
Planning2
The document outlines plans for an opening film sequence involving three characters: two antagonists and one victim. The antagonists have been dealing drugs but one decides to leave with the organization's money. When the others find out, they go looking to kill him. Scenes include close-ups of shoes, a gun, and a man sitting, as well as longer shots of the men walking and driving away in a car to a parking garage. Costumes for the antagonists will include black suits, ties, shoes and hats to portray them as gangsters and fit with the gangster film genre.
Planning 1
Two men who work for a drug organization have opposing paths - one decides to leave with the organization's money while the other hunts him down to kill him. The narrative focuses on these two antagonists, one whose face is hidden in shadow as he pursues the other who escapes with the money. Costumes including black suits and ties are chosen to portray the gangster characters traditionally seen in mob films.
Meida work
Martin Scorsese is an American film director and historian who attended New York University's film school. He made his first short films and first feature film called "I Call First," which was later changed to "Who's That Knocking at My Door?". Scorsese began collaborating with actor Harvey Keitel, starring him in "Who's That Knocking at My Door?" as an Italian-American Catholic in turmoil. He also created the 1973 film "Mean Streets," an autobiographical tale about young Italian-Americans living in New York City.
Meida work
Martin Scorsese is an American film director who attended New York University's film school and made his first feature film called "I Call First" in 1967. His movies often focus on Italian-American themes of violence and crime, drawing from his own heritage, such as his breakthrough film "Mean Streets" about young Italian-Americans in New York City. Scorsese is known for pairing with Robert De Niro and for popular gangster films like "GoodFellas" from 1990 that depicted the violent lives of those trying to balance family and organized crime.
As work
The document provides reviews of the openings to several films. It analyzes both positive and negative aspects of the camera work, editing, sound, and overall effectiveness in engaging the audience for each film. Overall ratings between 1-4 are given to each film based on technical execution and how well the opening draws the viewer in.
Researching director
Alfred Hitchcock was a pioneering British filmmaker who directed over 50 films spanning six decades. He developed innovative techniques to maximize audience anxiety, fear, and empathy through shot framing and camera movements. Hitchcock often featured thrill-seeking plots involving violence, murder, and crime. He also frequently included twist endings and placed ordinary protagonists in extraordinary circumstances to engage audiences. Hitchcock's films frequently referenced birds and contained morally ambiguous or criminal characters to push boundaries and keep audiences attentive. He is regarded as one of the greatest British filmmakers for developing suspense and psychological thriller genres.
Narrative structure
The document summarizes theories of narrative structure from four theorists:
1) Tzvetan Todorov theorized that all narratives follow a three-part structure of equilibrium, disruption of equilibrium, and restoration of equilibrium.
2) Vladimir Propp identified certain character types like the hero, villain, and helper that commonly appear across narratives.
3) Claude Levi-Strauss suggested that all narratives are driven by conflicts arising from opposing forces like light vs. dark, good vs. evil.
4) Roland Barthes described how narratives use codes to convey meaning to readers.
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Technology
- 1. What have you learnt about technologies from the process of constructing the product? I have learnt that technologies are improving and becoming cheaper, allowing more people to be able to shoot a film without using expenses cameras. Example of one is a mobile phone. A lot of people nowadays have mobile phones which as cameras in it, and can be used to film wherever they are as it’s portable, which allows them to use a gurella style to film. Another example is the camera I uses. I used canon camera and a cheap tripod no more than £25 and I was able to shoot a good film opening with it. During my final piece, I was able to use a software called Adobe premium CS5.5TO edit my film.Technology has made it easy to be able to edit films by creating a free software allowing beginners to edit without costing them anything, same thing applies to me as I was able to edit my film with this free software.