technology question 6
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Through completing this project, the author learned to use various technologies like iMovie and blogging that were new to them. They used a Sony HandyCam for filming which provided low quality but mobile shots fitting the intended style. Podcasting and iMovie helped improve audio clarity and video steadiness. Uploading to YouTube was challenging but they eventually published the film.
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Evaluation question
The document reflects on the improvements the author has made from their preliminary editing task to their full opening sequence project. Some key areas of growth include improved editing skills like color correction, more advanced camerawork with focused shots, better use of techniques like match on action, and increased organization and planning. The author provides specific examples to demonstrate how they applied lessons learned from the preliminary task, such as ensuring consistent lighting within shots. Overall, the reflection highlights the significant progress and skills developed over the course of the project.
Media studies question 6 (powerpoint)
The document discusses the various technologies and equipment used to create a film project, including a video camera, tripod, Garage Band, Final Cut, Photoshop, and Wordpress. It provides details on what was learned from using each tool. The author learned how to effectively use the video camera's flip screen and playback features. Garage Band was challenging to learn due to its complexity, but allowed the creation of a soundtrack. Final Cut was frustrating but allowed editing of text and creating an effective opening sequence. Wordpress was new but easy to use.
Multicamera lesson 1: intro, single cam versus multicam, live events
This document introduces multi-camera filming techniques. It explains that multi-camera filming involves using multiple cameras simultaneously to record an event from different angles. Students will brainstorm ideas for their own multi-camera project and learn the difference between single and multi-camera filming. There are two filming styles - single camera which films shots one at a time, and multi-camera which records from multiple angles at once. Common uses of multi-camera include filming live events and studio programs.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
AS Media Evaluation Question Six
The document discusses what the author learned about using a tripod, camera, and Adobe Premier Pro to create a final piece. The author learned that a tripod provides a steadier image and allows shooting from different angles. They filmed using one camera for continuity and were experienced with that camera. In Premier Pro, the author learned to add keyframes to vary sound volume, add transitions, and unlink sound from video to add music or effects.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned:
1) The importance of camera angles and movement on the atmosphere of a film.
2) How to properly use a digital camera, including recording, zooming, replaying footage, and taking photos.
3) That editing takes significantly more time than initially planned and more time needs to be allotted for editing in the future.
4) Various skills around filming, such as adjusting exposure, brightness, saturation and sound; cutting and trimming clips; and adding titles and effects.
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Evaluation question
The document reflects on the improvements the author has made from their preliminary editing task to their full opening sequence project. Some key areas of growth include improved editing skills like color correction, more advanced camerawork with focused shots, better use of techniques like match on action, and increased organization and planning. The author provides specific examples to demonstrate how they applied lessons learned from the preliminary task, such as ensuring consistent lighting within shots. Overall, the reflection highlights the significant progress and skills developed over the course of the project.
Media studies question 6 (powerpoint)
The document discusses the various technologies and equipment used to create a film project, including a video camera, tripod, Garage Band, Final Cut, Photoshop, and Wordpress. It provides details on what was learned from using each tool. The author learned how to effectively use the video camera's flip screen and playback features. Garage Band was challenging to learn due to its complexity, but allowed the creation of a soundtrack. Final Cut was frustrating but allowed editing of text and creating an effective opening sequence. Wordpress was new but easy to use.
Multicamera lesson 1: intro, single cam versus multicam, live events
This document introduces multi-camera filming techniques. It explains that multi-camera filming involves using multiple cameras simultaneously to record an event from different angles. Students will brainstorm ideas for their own multi-camera project and learn the difference between single and multi-camera filming. There are two filming styles - single camera which films shots one at a time, and multi-camera which records from multiple angles at once. Common uses of multi-camera include filming live events and studio programs.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
AS Media Evaluation Question Six
The document discusses what the author learned about using a tripod, camera, and Adobe Premier Pro to create a final piece. The author learned that a tripod provides a steadier image and allows shooting from different angles. They filmed using one camera for continuity and were experienced with that camera. In Premier Pro, the author learned to add keyframes to vary sound volume, add transitions, and unlink sound from video to add music or effects.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned:
1) The importance of camera angles and movement on the atmosphere of a film.
2) How to properly use a digital camera, including recording, zooming, replaying footage, and taking photos.
3) That editing takes significantly more time than initially planned and more time needs to be allotted for editing in the future.
4) Various skills around filming, such as adjusting exposure, brightness, saturation and sound; cutting and trimming clips; and adding titles and effects.
Media Evaluation - Question 6
The blogger taught the student that embedding videos and photos is useful, but it requires getting used to. When filming, the student learned how to use a Canon camera and external microphone, as well as how to properly focus manually. The student also learned to always check that the external microphone is turned on. When editing with Premiere Pro, the student learned to save work frequently and use the timeline and keyboard shortcuts. GarageBand proved difficult to use for music but practicing beforehand could help. The student discovered new media types and learned lessons about planning, lighting techniques, and avoiding quality loss when exporting between programs.
Technologies I Have Used
I have learned how to use new technologies like a Canon DSLR camera, tripod, green screen, and iMovie software while creating a film project. I discovered skills like changing the camera to manual focus, using a tripod stably, filming against a green screen, and placing background video and titles. I also learned Photoshop skills like adding text over an image and changing writing effects. Research involved using websites like Prezi, SlideShare, and Google. Different cameras were used for cast shots, broadening my camera experience.
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Media equipment
GoPro cameras are small, durable cameras that can capture high-quality footage even in difficult conditions like water. They are well-suited for filming time-lapses and first-person shots using accessories like chest mounts. Tripods are essential equipment for steady shots over long periods, like time-lapses, and allow adjusting camera height. The Canon 550D is a lightweight DSLR suitable for music video work with features like HD video, flash, and high ISO for varied lighting. Camera slides and steadycam rigs allow smooth camera movement for more dynamic shots while walking with an actor.
Multi camera filming lesson
This document discusses multi-camera filming techniques. It begins by explaining the difference between multi-camera and single-camera filming, noting that multi-camera involves filming a scene from multiple angles simultaneously using overhead lighting, while single-camera takes more time setting up individual shots. The document then discusses advantages of multi-camera for factual TV productions, as it allows getting complete coverage of events in one take without reshoots. Examples of formats using multi-camera include live sports, concerts, debates and awards shows. Finally, it notes documentary filming is sometimes single-camera while studio productions generally use multi-camera to capture multiple presenters and contestants.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
What have you learnt about technologies from the
The document discusses the technologies used during the pre-production, production, and post-production stages of a film project. During pre-production, the group decided to use Sony HD 1000 cameras for their higher quality. In production, they used a zoom recorder to add a voiceover for a flashback scene. In post-production, they used Final Cut Express editing software to edit footage, add color grading, and transition between scenes. The author learned how to use the cameras and Final Cut Express through this project, but felt their filming skills could have improved if they had more practice behind the camera. Blogger was also a new technology for sharing their work online.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Single camera productionss
Single camera production involves using a single mobile camera to film various shots and angles of a scene. This technique was pioneered in early cinema and remains the standard for filmmaking today. In contrast, multi-camera productions use multiple fixed cameras simultaneously and are usually used for genres like sitcoms which require capturing many actors and locations. Single camera allows for more directorial control and flexibility in locations but takes more time due to needing multiple takes from different angles. It remains a popular technique for films, dramas, and music videos due to its ability to immerse viewers in a story from the perspective of characters.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Question 6
1) The group learned how to properly use camera, tripod, and dolly equipment to film their thriller opening sequence. They realized mistakes like not using the tripod led to shaky footage.
2) Editing software like Final Cut Pro and Garage Band were challenging to learn at first but became easier to use with practice. Figuring out how to edit together footage, sounds, and add credits took trial and error.
3) While also experimenting with After Effects and Photoshop, the group ultimately chose to focus on Final Cut Pro and Garage Band which they became more proficient in and felt met the needs of their thriller opening sequence.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
My advert evaluation
The document summarizes the creator's experience filming an advertisement. There were some issues during pre-production including an inability to book camera equipment and not having a tripod, resulting in shaky footage. However, the actual filming went well since the creator structured it similarly to how they planned to edit it together. Some shots were shaky due to difficulties positioning the camera without a tripod. Additionally, footage was too large, cutting parts of clips out of frame and causing text at the end to be illegibly out of focus, weakening the overall advertisement.
evaluation 6
The document discusses the technologies used in creating a film project and what was learned from using them. The camera was simple to use but required remembering the correct recording format. Lights were used more than expected and were necessary for the film noir style but had short battery life. Sound recording required getting the right levels, so some dialogue was re-recorded. Final Cut Pro X was learned through tutorials and practice, while Motion 5 was difficult to learn and only basic graphics were made for the title due to limited time and skills with the program.
Multicamera lesson 1 intro, single cam versus multicam, live events
This document provides an introduction to multi-camera filming techniques. It explains that students will learn about multi-camera filming, plan a multi-camera show, take on a job role for production, record a live multi-camera show in their role, and write an evaluation. It discusses that the lesson will look at what multi-camera filming is and why TV producers use it, and students will then brainstorm project ideas. The document outlines learning objectives and provides information about single-camera and multi-camera techniques, explaining their differences and suitable formats.
Sofiats presentation for question 6
The document discusses various technologies learned and used in the process of constructing a media project. It describes [1] learning to use new applications like Microsoft PowerPoint, Word, and Final Cut Express on iMac computers, [2] using applications like Livetype to develop idents and Final Cut Express to edit videos, [3] using cameras, tripods, and mobile phones to film scenes and take photos for animations and blogs, and [4] using websites like Survey Monkey, Facebook, Moby Gratis and YouTube at different stages of the project.
Ev. ques 6
The document discusses a student's evaluation of the technologies used to construct an opening film sequence. It identifies Adobe Premiere Pro and GarageBand as the technologies used. Shots of the character packing and different camera angles were highlighted as things that went well. Areas for improvement included rough cuts, editing errors, lack of stabilization, and lighting inconsistencies. Better use of tripods and including more shots of the antagonist could enhance a future opening sequence. Technologies like Adobe Premiere Pro and GarageBand allow low-budget films to be more interesting than older film editing methods.
What have you learnt about technologies from the process of constructing this...
The document discusses the hardware and software used to film an opening sequence for a project. It describes using a Panasonic camcorder and Velbon tripod, and learning how to operate the camcorder but having issues with blurriness and the tripod not always being tall enough. Premier Pro was used for editing, adding titles and sound, and creating a logo, which was a lengthy process due to inexperience. YouTube and Tumblr were used to upload the finished project, with Tumblr having a simple interface but exporting to YouTube taking a long time.
Ppt of social networking sites
Social networking sites allow people to build online communities for sharing interests. While successful in attracting large numbers of users, monetizing these sites has proven difficult. Some key benefits of social networking for businesses include facilitating communication, improving business reputation through low-cost marketing, and expanding market research. However, social networking also poses risks like loss of productivity and potential legal issues.
Tapas
Este documento proporciona una lista de tabernas y zonas de tapas en la Comunidad de Madrid, incluyendo su teléfono, dirección y especialidades. Se dividen en diferentes zonas como Plaza Mayor, Bernabéu, Salamanca, Ventas y Chamberí. En total se enumeran más de 100 establecimientos con sus datos de contacto y platos típicos.
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Media Evaluation - Question 6
The blogger taught the student that embedding videos and photos is useful, but it requires getting used to. When filming, the student learned how to use a Canon camera and external microphone, as well as how to properly focus manually. The student also learned to always check that the external microphone is turned on. When editing with Premiere Pro, the student learned to save work frequently and use the timeline and keyboard shortcuts. GarageBand proved difficult to use for music but practicing beforehand could help. The student discovered new media types and learned lessons about planning, lighting techniques, and avoiding quality loss when exporting between programs.
Technologies I Have Used
I have learned how to use new technologies like a Canon DSLR camera, tripod, green screen, and iMovie software while creating a film project. I discovered skills like changing the camera to manual focus, using a tripod stably, filming against a green screen, and placing background video and titles. I also learned Photoshop skills like adding text over an image and changing writing effects. Research involved using websites like Prezi, SlideShare, and Google. Different cameras were used for cast shots, broadening my camera experience.
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Media equipment
GoPro cameras are small, durable cameras that can capture high-quality footage even in difficult conditions like water. They are well-suited for filming time-lapses and first-person shots using accessories like chest mounts. Tripods are essential equipment for steady shots over long periods, like time-lapses, and allow adjusting camera height. The Canon 550D is a lightweight DSLR suitable for music video work with features like HD video, flash, and high ISO for varied lighting. Camera slides and steadycam rigs allow smooth camera movement for more dynamic shots while walking with an actor.
Multi camera filming lesson
This document discusses multi-camera filming techniques. It begins by explaining the difference between multi-camera and single-camera filming, noting that multi-camera involves filming a scene from multiple angles simultaneously using overhead lighting, while single-camera takes more time setting up individual shots. The document then discusses advantages of multi-camera for factual TV productions, as it allows getting complete coverage of events in one take without reshoots. Examples of formats using multi-camera include live sports, concerts, debates and awards shows. Finally, it notes documentary filming is sometimes single-camera while studio productions generally use multi-camera to capture multiple presenters and contestants.
Evaluation question 7
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed more advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also emphasized.
What have you learnt about technologies from the
The document discusses the technologies used during the pre-production, production, and post-production stages of a film project. During pre-production, the group decided to use Sony HD 1000 cameras for their higher quality. In production, they used a zoom recorder to add a voiceover for a flashback scene. In post-production, they used Final Cut Express editing software to edit footage, add color grading, and transition between scenes. The author learned how to use the cameras and Final Cut Express through this project, but felt their filming skills could have improved if they had more practice behind the camera. Blogger was also a new technology for sharing their work online.
Evaluation question 6
From filming their preliminary task, the author learned several important lessons that improved their skills for their full opening sequence project. They learned how to correct lighting changes in editing, developed advanced editing techniques like jump cuts and syncing music. Their camerawork improved, ensuring all shots were in focus. They also learned techniques like shot reverse shot, match on action, and how to creatively use their surroundings. The importance of planning and organization was also highlighted when equipment issues arose during the preliminary filming.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Single camera productionss
Single camera production involves using a single mobile camera to film various shots and angles of a scene. This technique was pioneered in early cinema and remains the standard for filmmaking today. In contrast, multi-camera productions use multiple fixed cameras simultaneously and are usually used for genres like sitcoms which require capturing many actors and locations. Single camera allows for more directorial control and flexibility in locations but takes more time due to needing multiple takes from different angles. It remains a popular technique for films, dramas, and music videos due to its ability to immerse viewers in a story from the perspective of characters.
Evaluation 6
After completing their foundation portfolio, the author learned a lot about technologies and editing techniques that will improve their future projects. They used a Sony Handycam camera to shoot HD quality video and learned about proper framing and the importance of different shots. For editing, they initially used Adobe Premiere but found Windows Movie Maker easier to use. Through editing their opening sequence, they picked up skills like fading, lighting adjustments, overlapping scenes, and adding text and effects. Overall, their editing abilities improved and they now have a better understanding of camera work and the editing process.
Question 6
1) The group learned how to properly use camera, tripod, and dolly equipment to film their thriller opening sequence. They realized mistakes like not using the tripod led to shaky footage.
2) Editing software like Final Cut Pro and Garage Band were challenging to learn at first but became easier to use with practice. Figuring out how to edit together footage, sounds, and add credits took trial and error.
3) While also experimenting with After Effects and Photoshop, the group ultimately chose to focus on Final Cut Pro and Garage Band which they became more proficient in and felt met the needs of their thriller opening sequence.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
My advert evaluation
The document summarizes the creator's experience filming an advertisement. There were some issues during pre-production including an inability to book camera equipment and not having a tripod, resulting in shaky footage. However, the actual filming went well since the creator structured it similarly to how they planned to edit it together. Some shots were shaky due to difficulties positioning the camera without a tripod. Additionally, footage was too large, cutting parts of clips out of frame and causing text at the end to be illegibly out of focus, weakening the overall advertisement.
evaluation 6
The document discusses the technologies used in creating a film project and what was learned from using them. The camera was simple to use but required remembering the correct recording format. Lights were used more than expected and were necessary for the film noir style but had short battery life. Sound recording required getting the right levels, so some dialogue was re-recorded. Final Cut Pro X was learned through tutorials and practice, while Motion 5 was difficult to learn and only basic graphics were made for the title due to limited time and skills with the program.
Multicamera lesson 1 intro, single cam versus multicam, live events
This document provides an introduction to multi-camera filming techniques. It explains that students will learn about multi-camera filming, plan a multi-camera show, take on a job role for production, record a live multi-camera show in their role, and write an evaluation. It discusses that the lesson will look at what multi-camera filming is and why TV producers use it, and students will then brainstorm project ideas. The document outlines learning objectives and provides information about single-camera and multi-camera techniques, explaining their differences and suitable formats.
Sofiats presentation for question 6
The document discusses various technologies learned and used in the process of constructing a media project. It describes [1] learning to use new applications like Microsoft PowerPoint, Word, and Final Cut Express on iMac computers, [2] using applications like Livetype to develop idents and Final Cut Express to edit videos, [3] using cameras, tripods, and mobile phones to film scenes and take photos for animations and blogs, and [4] using websites like Survey Monkey, Facebook, Moby Gratis and YouTube at different stages of the project.
Ev. ques 6
The document discusses a student's evaluation of the technologies used to construct an opening film sequence. It identifies Adobe Premiere Pro and GarageBand as the technologies used. Shots of the character packing and different camera angles were highlighted as things that went well. Areas for improvement included rough cuts, editing errors, lack of stabilization, and lighting inconsistencies. Better use of tripods and including more shots of the antagonist could enhance a future opening sequence. Technologies like Adobe Premiere Pro and GarageBand allow low-budget films to be more interesting than older film editing methods.
What have you learnt about technologies from the process of constructing this...
The document discusses the hardware and software used to film an opening sequence for a project. It describes using a Panasonic camcorder and Velbon tripod, and learning how to operate the camcorder but having issues with blurriness and the tripod not always being tall enough. Premier Pro was used for editing, adding titles and sound, and creating a logo, which was a lengthy process due to inexperience. YouTube and Tumblr were used to upload the finished project, with Tumblr having a simple interface but exporting to YouTube taking a long time.
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Multicamera lesson 1 intro, single cam versus multicam, live events
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Passbook - das mobile Wallet im iPhone - Internet Briefing Payment Conference 2013
Artigo 170 cf
O documento discute a Teoria Tridimensional de Miguel Reale sobre as três dimensões do direito (normativa, fática e axiológica) e como elas podem ser identificadas nos princípios da ordem econômica previstos no artigo 170 da Constituição Federal brasileira, incluindo a soberania nacional, propriedade privada, função social da propriedade e livre concorrência.
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Passbook - das mobile Wallet im iPhone - Internet Briefing Payment Conference...
Passbook - das mobile Wallet im iPhone - Internet Briefing Payment Conference...
Similar to technology question 6
New tech
The document discusses technologies learned while making a film opening, including:
- Cameras used were a Canon 600D, shot in Full HD and exported in 720p, with a 25-105mm lens for tracking shots and a 10-22mm wide angle lens.
- Grips included a tripod, a jerky dolly, and a GorillaPod for tight spaces. A wheelbarrow dolly was improvised for other shots.
- Sound was originally recorded on-camera but had hissing, so was rerecorded with a Zoom H4N recorder.
- Editing was done in Final Cut Pro X, with color grading, stabilization, and sound editing to reduce hum and
Question 6
Jacob used his Canon EOS Kiss x5 camera with third-party firmware to film a project, though it lacked image stabilization and had a poor built-in microphone. He struggled with kit lenses that distorted images and were hard to focus. Additional equipment like a Manfrotto tripod, Rode Video Mic, and LED light were used but had limitations. In editing with Final Cut Pro X, he found exposure and audio fixes didn't work well and needed to re-film some scenes. He learned to use his 50mm prime lens more, the importance of good audio capture, and that more lighting is needed than he had for outdoor scenes.
Evaluation Q.6
The document discusses the technologies learned from constructing a movie product. It describes learning to use a Canon 550D camera, including focusing techniques like focus pull. A tripod was used to get stable shots and aid in panning and tilting. Adobe Premiere Pro was used to edit the movie, learning transitions and cutting scenes with the razor tool. The finished movie was uploaded to social media sites like Vimeo and Facebook.
Evaluation Question 6
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
The document discusses various technologies the student used during the process of creating a film project and what they learned from each one. They used Google for research, Weebly to create a blog, PowerPoint for presentations, Excel for organizing shots, the DJI Osmo and Canon EOS cameras for filming, a Halo light for lighting, a tripod, a Rode mic for sound, Premiere Pro for editing, After Effects for titles, Media Encoder for exporting, Filmstro for scoring, and YouTube and Vimeo for distribution. The student learned how to effectively use each tool and gained skills in areas like research, organization, filming, editing, and distribution that will help with future projects.
Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
What have you learnt about the technologies from
The student learned several technologies through constructing their film project. They learned how to use a Canon camera, including setting focus and exposure. They also used a tripod, which helped them frame shots and re-film scenes easily. For audio, they used a Rode microphone and learned how to separate audio from video clips in Adobe Premiere Pro. For editing, they learned how to use Premiere Pro and After Effects to edit clips, add effects, and construct their opening sequence.
Question 6
The document discusses the technologies used at different stages of constructing a media product. In the planning and research stage, websites like YouTube, IMDb, and BBFC were used to find information. During construction, the author learned how to use camera equipment like lighting and microphones. Editing software like Movie Studio Platinum and Photoshop were also utilized. Throughout the process, the author gained skills in areas like camerawork, lighting techniques, and using editing software.
Evaluation question #6
I learned to use various technologies during the filmmaking process. I shot my film using a Canon DSLR camera, which I found easy to use. I also used a tripod and tungsten lights. My film featured the main character using a cell phone, laptop, mp3 player and watch. I edited the film using Adobe Premiere and designed the logo in Adobe Photoshop. I uploaded the finished film to social media sites like Facebook, Vimeo and my blog on Wordpress to showcase it and get feedback.
Evaluation question 6 presentation.
The document summarizes the technologies and equipment used to create an opening movie scene, including a digital video camera, tripod, iPod Touch prop, Apple Mac computer, and iMovie editing software. The camera provided good filming quality and was easy to import footage to iMovie. The tripod helped keep the camera stable. iMovie was initially challenging but became easier with practice, allowing the creator to learn editing techniques like adding sound, arranging clips, adding text and transitions.
Media evaluation question 6
The student learned several important things from creating their thriller opening project:
1) They learned how essential a tripod, high quality DSLR camera, and lighting equipment were for achieving professional quality video.
2) Through using iMovie and GarageBand, they gained skills in video editing, adding music/effects, and recording audio.
3) Blogger, YouTube, SlideShare, and IMDb helped with presenting their work online, sharing videos, and researching popular thriller films.
4) Different types of cameras like the Canon DSLR, Flip camera, and DV camera were suited to different purposes based on factors like image quality, size, and storage.
Media evaluation question 6
The document discusses what was learned about various technologies from creating a thriller opening project. It describes learning how to use a tripod to keep the camera steady and get different shot heights. It also discusses learning about the Canon EOS 650D DSLR camera, including its 18 megapixel image quality, lens zoom feature, and focus issues. Other cameras discussed include the Flip camera, DV camera, and their pros and cons compared to the Canon. Software programs like iMovie, GarageBand, and YouTube were also discussed as being essential tools for editing, adding effects, and sharing the finished thriller opening.
Libby evaluation question 6 and 7
The document discusses the technologies used to create an action zombie horror film opening. It describes using a digital camera and tripod for filming, and researching the genre online to understand conventions. iMovie was used to edit clips, add transitions, adjust sound and color, and create titles. Skills like organizing footage and explaining directorial visions to actors were developed. The summarizer learned to use iMovie more effectively for editing, applying more technical changes between the preliminary and final projects.
Question 7 Evaluation- Jumana Ismail
The document summarizes the progression the author made from their preliminary task video to their main task opening sequence video. For the preliminary task, the author had limited knowledge and experience with filming techniques, planning, sound, editing and choosing locations. For the main task, the author conducted extensive research, created storyboards, filmed in various London locations, learned to use sound editing software to add sound effects, and implemented a variety of shots and editing effects. The author felt they gained significant experience and improved their skills in all areas from the preliminary to the main task.
Mv process log form 2019y
The document provides guidance for tracking the production process of a music video project. It explains that the production log should detail all aspects of filming, editing, and post-production to explain any changes or amendments made. Details about locations, personnel, equipment, planning, and next steps should be included for the filming section. The editing section should document any effects, file management, workspace setup, assembly edits, and refinements made. Images and illustrations are recommended to show examples of work.
Media Evaluation - technology
The document discusses various technologies the author learned to use during a course, including:
- Weebly proved difficult to control and embed elements but the author learned over time.
- The author learned to upload and embed videos on Vimeo and YouTube.
- Final Cut Pro was very challenging but the author learned editing techniques like cutting, transitions, and audio/video synchronization.
- iPads had zooming issues but the author learned to use handheld cameras by controlling functions like recording, charging, and transferring footage.
- Presentation software included Prezi, Visme, eMaze, and Powtoon, with Powtoon being the most difficult.
- Other technologies mentioned
Evaluation
The document discusses the process of creating an opening sequence for a film project. It describes researching existing opening sequences online. It also details completing a preliminary task to practice techniques like the 180 degree rule and shot reverse shot. This helped in learning to use a camera and editing software. Construction of the full opening sequence involved learning how to smoothly pan and zoom a camera. It also required using transitions, audio editing, and selecting fitting background music in the video editing software. Overall, the preliminary task prepared the document's author for filming and editing, but the full sequence required more creative camerawork and took more time and effort to complete.
Evaluation Question Six
The document discusses the various technologies used by the author at different stages of a media production project. At the planning stage, the author researched using websites like IMDb, Prezi, YouTube, and Blogger. Prezi, Powtoon and Slideshare were new presentation software that the author found difficult to use initially due to learning curves and technical issues but felt they improved the presentations. A video camera, microphone, lighting and Movie Studio Platinum software were used for filming and editing. While challenging at first, the author became comfortable with these tools. Photoshop was useful for creating logos and titles but required patience. Overall, the author felt they gained valuable experience with different software and technologies through completing this project.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Evaluation activity 7
1. The document discusses various filmmaking techniques that were learned and applied when creating a full film product, based on lessons from an earlier preliminary task.
2. It was discovered that filming outside presents challenges like uncontrolled lighting and ambient noise. Storyboarding was found to be very important for planning shots and saving time during filming.
3. Continuity must be maintained between shots through consistent character positioning and adherence to techniques like the 180-degree rule and match on action editing.
Similar to technology question 6 (20)
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
Q.6- What Have You Learnt About Technologies From The Process Of Creating Thi...
technology question 6
- 1. What have you learnt about technologies from the process of constructing this product? By Charlotte Whitfield
- 2. Technology • Through this Project I have used a variety of different technology both for this evaluation and for filming. I have never really used anything like IMovie on this scale before and I have never made a Blog either which was actually easier than expected. • For Filming I used the Sony HandyCam. If I was making a Block buster then this was not the best quality camera to use but it fit well with the gritty realism feel. The Pod cast was surprisingly easy to use, I never used it in the end for my film but by playing around with it I can now use it freely if I make another project like this again and can be very useful in trailer work. I noticed that I had to make my voice much clearer as I sometimes stop in the middle of a sentence to think and often mix up my words and stutter so I had to redo my pod cast a few times just to make it perfect. I didn’t use the tripod because I had to make sure to have high and low angles and this would have slowed me down, looking back I wish for some clips I had used a tripod because the steadiness of the camera looked too amateur to show. Thankfully when I used IMovie it changed my opening from just an ordinary beach camera shot with freezing cold shaky hands to a steady moving picture. Once the film was completed I had to upload it onto YouTube but I did have problems with the saving situation. Through 10 minutes of resaving it I eventually got my film published on YouTube.
- 3. The Sony HandyCam Was easy to use and great for on the move shots but has a low quality for filming however this fits into the Gritty realism Category.