The pitch
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The document discusses distance education and defines key terms. It notes that distance education is formal instruction that does not require in-person interaction due to constraints of time and location, while distance learning does not necessitate synchronous interaction. The history section briefly outlines an early technology, the Hansen Writing Ball, and a modern technology, virtual classrooms that use video conferencing software like Adobe Connect.
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Витамины А, С и Е – это три самых мощных антиоксиданта. Они защищают организм от вредных воздействий внешних и внутренних токсинов, предотвращают повреждение клеточных мембран, тем самым сохраняют целостность тканей, а значит, обеспечивают правильное функционирование всех органов.
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The document discusses distance education and defines key terms. It notes that distance education is formal instruction that does not require in-person interaction due to constraints of time and location, while distance learning does not necessitate synchronous interaction. The history section briefly outlines an early technology, the Hansen Writing Ball, and a modern technology, virtual classrooms that use video conferencing software like Adobe Connect.
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Este documento discute los problemas sociales y ambientales causados por la globalización, como la pobreza y el deterioro ambiental. Define la pobreza y proporciona estadísticas sobre la pobreza en diferentes años. También describe cómo la globalización y la sociedad de consumo han contribuido al aumento de los desechos y la sobreexplotación de recursos, lo que daña el medio ambiente.
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Sorrel Grundy analyzed the target audience for her music video by researching similar artists. She determined the target audience would likely be females aged 16-20 who are white and British. This is because the performer in the video and influencing artists fit this demographic. Additional research found the target audience would be interested in independent music and fashion trends, and would likely shop at stores like Topshop. The target audience would also be familiar with Norwich, as the video was made locally.
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The costume for the character Jacob in the music video was designed to resemble casual, smart high street fashion typical of middle class male students aged 16-20. A blue color scheme was used to match the water and rain in the video, despite the summer theme of the song. A grey jumper incorporated current trends, while blue jeans provided relatability due to their ubiquity in modern fashion.
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Props & objects 1
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The document discusses the target audience for a music video. The target audience is identified as primarily white British females aged 16-20 based on the performer in the music video and similar artists. Research was done into artists similar to the one featured to help identify the target audience, which was found to be educated girls interested in independent music. The target audience would likely shop at stores like Topshop and have a hipster identity. The target audience would also be local to Norwich where the video was filmed and be from a middle-class social background.
Audience
Sorrel Grundy analyzed the target audience for her music video by researching similar artists. She determined the target audience would likely be females aged 16-20 who are white and British. This is because the performer in the video and influencing artists fit this demographic. Additional research found the target audience would be interested in independent music and fashion trends, and would likely shop at stores like Topshop. The target audience would also be familiar with Norwich, as the video was made locally.
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This document outlines three drafts of a print production, with each draft consisting of four pages. Draft 1 is the initial version, followed by Draft 2 which is a revision, and Draft 3 as a further revised version. The document tracks the iterative drafting process over three versions for the print production.
Costumes
The costume for the character Jacob in the music video was designed to resemble casual, smart high street fashion typical of middle class male students aged 16-20. A blue color scheme was used to match the water and rain in the video, despite the summer theme of the song. A grey jumper incorporated current trends, while blue jeans provided relatability due to their ubiquity in modern fashion.
Costumes
The costume for the character Jacob in the music video was designed to look like modern, high-street clothes typical of a middle-class student. It consists primarily of blue items like jeans and a jumper to match the water and rain themes in the video, despite the song being called "Summer Song". The grey jumper breaks up the blue colors and fits current fashion trends. Jeans were also included because they are universally recognizable as common high-street clothing.
Props & objects 1
The document discusses props and objects used in a music video, including a school bag to establish the characters as students, a typical student car that plays a role in the plot, placards with the words "London" and "Betrayal" to signify themes, and a bench to evoke emotions as it is often used in romantic or tragic scenes. The props and objects were chosen to help audiences relate to the characters and themes.
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This document discusses various locations used to film shots for a music video and the rationale for choosing each one. Location 1 provided tree cover and light filtering through, giving an autumnal atmosphere. Location 2 was secluded with little traffic, suitable for depicting a "hit and run." Location 3 had an open field similar to a painting by a local artist, providing intertextual references. Location 4 alongside a river allowed for reflection shots and a sense of unease. An additional location provided variation with shots of a character standing alone in a busy street, linking intertextually to a video about social media.
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The music video "Summer Song" by Scarlett Parade tells a story of betrayal through ambiguous flashbacks that blur the lines between reality and illusion. There are two main characters, a girl named Sophie who may or may not be alive, and a boy named Jacob who may have accidentally hit her with his car and left the scene. The narrative is told through flashbacks that take the story back in time, leaving it unclear whether certain scenes depict real events or memories. This ambiguity is meant to encourage the audience to question unreliable memory and shape their own interpretations.
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This document describes various locations used to film shots for a music video and the rationale for choosing each one. Location 1 was chosen for its trees providing cover and light, and fallen leaves creating a darker atmosphere. Location 2 was secluded with little traffic and referenced the film "Blue Velvet" to juxtapose suburban normalcy with the action. Location 3 had an open field suitable for multiple shots and referenced a painting by John Crome. Location 4 allowed reflection shots and a sense of unease from emptiness and a nearby road, referencing the similar narrative of the film "The River". An additional shot was taken at Location 5 for variation, referencing the message of not being consumed by social media in the video "
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The music video tells a story of betrayal, following Jacob as he drives with his girlfriend while being haunted by memories and visions of Sophie, a girl he may have hit and killed with his car in the past. Flashbacks reveal Jacob knew Sophie previously. Throughout the video, Sophie tries to hitchhike to London and appears in situations with Jacob to unsettle him, creating uncertainty over whether she is alive or what is real. The story explores themes of guilt, betrayal, and the blurred lines of reality.
Thriller research
The document discusses several films that use thriller conventions:
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Prelim Evaluation
The document discusses the planning and filming process for a media studies preliminary task. It describes how the student planned various camera shots and angles using a storyboard to structure the film. Shots included close-ups, tracking shots, and shot reverse shots during a conversation scene. The 1800 rule was followed to avoid confusing viewers. Editing skills developed included making smooth cuts between shots and adding effects like slow motion, black and white, and dissolves for transitions. Overall planning and use of various shots and angles aided the filming, while editing skills are now proficient.
Prelim evaluation
The student planned their filming task thoroughly by studying different camera shots and practicing them. They storyboarded their concept of two students arguing about a group project. This helped guide their filming and ensured they captured the necessary shots. During filming, they employed techniques like match on action and shot reverse shot. They used a variety of shots like close-ups, over the shoulder shots, and pans to develop the scene and characters. For editing, it was their first time but they learned skills like making smooth cuts between shots and feel confident using the editing program.
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The pitch
- 1. The Pitch BY SORREL GRUNDY