Techs in preliminary process
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The document lists technologies used in the preliminary process including a Mac, QuickTime, Youtube, Sony Handycam, iMovie, Blogger, Microsoft PowerPoint, USB Stick, and Printer. These technologies were used to capture, edit, share, and present digital content in the early stages of a project.
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The document discusses technologies used to create a film project. A camera, tripod, and iMac were used for filming and basic editing. The camera allowed for easy recording and uploading of footage. The tripod helped keep shots steady. Editing software like Final Cut Pro was used to edit footage and add effects professionally. Photoshop was used to create an animated logo, learning tools for image editing and layers. Online tools like SlideShare and YouTube were utilized to share documents and make the film public through embedded links.
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The document discusses the various technologies and software programs the author learned to use over the course of making a film, including cameras, Adobe After Effects, Premier Pro, Blogger, Slideshare, and Smartsheet. The author discusses using Blogger to upload blog posts, Slideshare to upload PowerPoint presentations, and Premier Pro to edit footage transferred from cameras via USB. Overall, the author enjoyed participating in and editing the film, which helped develop technological skills by using new programs.
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Kieran Cranston learned several things about using technology from constructing their media product. They used iMovie to edit footage and found it was quick to learn and helped make the opening more professional. Blogger was used to document the project's progression and could help market the product. Garageband was used to produce the score and worked well with iMovie. After Effects was used to create title sequences and added professionalism.
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The document discusses what the author learned about technologies from constructing a product using a handycam, tripod, and Mac computer. The author found the camera and tripod straightforward to use but found the Mac more challenging as it was different than computers they had used before. They learned how to edit video clips on the Mac by shortening, splitting, adjusting light/darkness, and adding sound. However, the author also learned technology can be unreliable as their iMovie project was lost when they had to let someone else use the Mac, requiring them to re-upload and re-edit clips and losing some that were deleted from the camera, teaching them to always back up files.
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Technologies
This document discusses the equipment and software used to complete a coursework project involving creating a music video. It describes using a Sony Handycam camera mounted on a tripod to capture footage, uploading the footage to Apple Mac computers using FireWire, and editing the footage using Final Cut Express. It also discusses using Adobe Photoshop CS4 to edit images for a digipak, Adobe Dreamweaver to create a website, Vimeo to host and share the video, and Blogger to create a blog for feedback. It notes that this modern technology made the project possible and helped improve the quality and ease of completing the work.
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Question 6
The document discusses the technologies used during the production and post-production phases of a project. A JVC camera was used to capture high quality footage, which was stored on SD cards and a video drive for safekeeping. Editing software like Final Cut Pro and Motion were used in post-production to edit footage, create titles, and develop a soundtrack using GarageBand. Blogger was utilized to document progress online over time.
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Evaluation 6
The document discusses various technologies used in constructing a film product and lessons learned from using each technology. It describes cameras, YouTube, SD cards, tripods, Macs, PCs, Final Cut Pro, Word, Blogger, Emaze, Prezi, PowToon, iPhones, USB sticks, timeline makers, Excel, email providers, search engines, lighting equipment, and voice recording apps. For each technology, it outlines how it was used, any problems encountered, solutions tried, and lessons learned to improve future use of the technology. The overall lesson is that understanding how to properly use each technology before a project is important to avoid issues and create a high quality final product.
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1. Momentum Pictures has a history of distributing successful British films on modest budgets similar to ours. They understand the UK market.
2. They have experience distributing thriller films set in haunted houses, like The Woman in Black, which is a similar genre to our film.
3. As an independent distributor owned by Paramount, they have the resources and experience to promote our film, but also the flexibility to work with a lower budget British production.
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Here are some inspirational pictures for the character of Cilia Elizabeth Carter:
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This picture shows an old woman dressed in an old-fashioned maid's dress, which could work well for the costume of Cilia Elizabeth Carter as a spirit from the past.
[PICTURE OF WOMAN WITH PALE WHITE FACE AND BLACK CIRCLES AROUND EYES]
This picture depicts a woman with a pale white face and black circles drawn around her eyes, giving her a ghostly appearance. This look could work well for the makeup and appearance of Cilia Elizabeth Carter as a spirit.
Do these pictures help provide some
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The document discusses different types of experiences that can occur when being haunted, including feeling cold, seeing marks on the body, noises being made, and objects being moved or thrown. It also provides examples of spirits looking over loved ones as guardian angels or sticking around due to unfinished business. The types of spirits are suggested to include lost souls, those not realizing they are dead, messengers, and those between lives.
As 11 fixed draft 6 part 2
Here are some potential reasons why spirits may haunt people:
- They are attached to a place or person from their past life and don't want to let go.
- They have unfinished business or a traumatic death that is keeping them from moving on.
- They want to communicate a message or warning to the living.
- They feel lost or afraid in the afterlife and haunting gives them a sense of purpose or company.
- In some cases, a malevolent spirit may haunt to torment or cause harm to the living.
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The film will be rated 15 by the BBFC because graphic or realistic scenes of violence may be unsuitable for younger audiences. The BBFC is responsible for classifying films and other media in the UK to indicate appropriate age ratings. A 15 rating means no one under 15 can view the film in cinemas or rent/buy the video. This rating was chosen over 12A/12 due to potentially disturbing scenes for younger viewers.
As 11 fixed draft 7. part 6
Based on the information provided, Momentum Pictures seems like the best fit to distribute our film for a few key reasons:
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- They have experience distributing thriller films set in haunted houses, like The Woman in Black and Insidious, which are tonally similar to our film.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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