Titling work
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The document discusses the author's efforts to learn Adobe After Effects by watching tutorials and reading help pages, and practicing in their free time at school. They have decided to base their thriller film titles on an electrical text tutorial, modifying it by reducing glow effects, changing the font and color, and adjusting the movement speed of the outline to suit the thriller genre and plot of their film.
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The document summarizes the research, planning, filming, editing, and blogging process for creating a movie opening title sequence. Research involved analyzing other title sequences online and through clips on YouTube. Planning included storyboarding, mind-mapping, and creating an animatic with photos in iMovie. Filming used a handheld camera and tripod, and editing involved importing footage into iMovie to add effects, transitions, titles, and sound. The process was documented in a blog created on ItsLearning.
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2) The differences between cameras like a Canon DSLR and Panasonic camcorder, and how tripods can stabilize shots and maintain consistent framing.
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The document summarizes skills learned from completing a course, including using Powtoon to add transitions, images and music to create aesthetically pleasing movies. It also discusses using Adobe Premiere to develop skills like overlapping layers of music and sound, viewing parts individually, and easily searching through files to select the best clips, in order to make documentaries more effective and realistic.
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The document discusses the process of filming and editing a movie opening. The author became familiar with camera equipment and was able to shoot professionally using a Canon DSLR, tripod, and microphone. At home, the author used Adobe Premiere Pro, which was easier to edit with than iMovie at school. Various effects were added, like integrating opening credits into a fire alarm sound. Photoshop was used to create a studio logo using 3D techniques. The finished opening was exported and uploaded to YouTube.
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The document summarizes the various types of equipment the author used during a film production, including a Panasonic camera, tripod, shoulder strap, Blogger, Adobe Photoshop, Final Cut Express, iMovie HD, and YouTube. The author provides details on how they learned to use each piece of equipment, such as attaching the camera to the tripod, editing videos, adding layers in Photoshop, recording voiceovers, and uploading finished videos to YouTube.
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The document discusses various technologies the author learned about while constructing a magazine project. The author learned how to use the touch focus feature on a Sony camera to focus specifically on a model's face. By watching tutorials online, the author learned Photoshop effects like cutting out images and adjusting brightness/contrast. While familiar with Microsoft Word, the author needed time to learn how to upload pictures/videos, change themes, and embed work on Blogger. The author also learned how to change bubble colors and add sub-bubbles on Bubble.us, and how to upload and embed documents on Scribd to overcome Blogger restrictions. Features like adding audio were also learned on Slideshare.
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The document discusses using digital technology and online resources to improve a level 2 coursework production compared to an earlier level course. Specifically, it mentions using blogs, YouTube, handheld cameras, and digital editing software like Windows Movie Maker. Benefits included gaining creative approaches, improved camera angles and lighting, and learning from other filmmakers' work online. Challenges included lack of equipment like tripods and technical difficulties with editing software.
Eval qu 4 fin
The document discusses the various media technologies and tools used to plan, research, shoot, and edit a music video project. Blogger was used to create a blog to organize pre-production, production, and post-production work. YouTube and similar websites provided inspiration by allowing the viewing of other music videos. A Samsung NX10 and Canon 1100D cameras were used to shoot footage, while Adobe Premiere Pro was the editing software used to assemble the final music video. Additional tools like Photoshop, iPhone, Prezi, and Glogster were utilized at different stages of the process.
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From constructing this product, the student has learned:
1) How to use Apple software like IMovie and GarageBand to edit videos and audio on Mac computers.
2) The differences between cameras like a Canon DSLR and Panasonic camcorder, and how tripods can stabilize shots and maintain consistent framing.
3) How to use YouTube to watch tutorials on Mac software and share uploaded content through embedded videos on a blog.
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The document discusses the various technologies the author learned to use while creating a final product. This includes learning how to use the camera's torch function to light dark scenes, using Audacity to record sound effects and edit audio settings, and using Serif Movie Plus to edit videos, add text and music, adjust volume levels, and add zooming effects. The author also used Photoshop to design a title screen and production company logo, learning how to import and style text, add and color shapes and graphics, and include a trademark symbol.
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The student used various media technologies at different stages of their project. In the research stage, they used Google and YouTube to research music videos and find images, though some sites were blocked by the school. For filming their music video, they used a Canon camera and tripod. Photoshop was used to create their ancillary tasks like a digipak and magazine advert. Adobe Premiere Elements was used to edit the video clips together, though it had issues opening some files and exporting. Blogger was used to present the coursework, along with additional programs like Slideshare and Glogster. Serif Movie Plus was used to make the evaluation video and convert the file format. Facebook was also used to gather
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The document discusses the various technologies the author learned to use while completing a school project. These include:
- Blogging on Blogspot to write posts and embed media
- Using a digital HD camcorder to film scenes, focusing on different techniques like zooms and maintaining steady shots
- Getting comfortable with the iMac interface and learning new programs like Open Office
- Editing footage and adding titles/audio using Final Cut Pro video editing software
- Sending files via Hotmail and learning about SkyDrive cloud storage
- Uploading videos to YouTube and embedding links
- Extending music loops using GarageBand software
- Presenting work by uploading PowerPoints to SlideShare
- Taking photos on
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The document discusses various technologies used to create a magazine product, including Adobe Photoshop, InDesign, Blogger, Prezi, SlideShare, Pixton, YouTube, Movie Maker, and a digital camera. For each technology, the document summarizes what was learned about how to use the software or tool, such as editing images, inserting text and images, creating presentations and comics, uploading and sharing videos, and taking photos. While most of the technologies took some time to learn, they were ultimately useful for creating and organizing the magazine project.
Q6evaluation
The document discusses various technologies used to create a magazine product, including Adobe Photoshop, InDesign, Blogger, Prezi, SlideShare, Pixton, YouTube, Microsoft Movie Maker, and a digital camera. The key technologies learned about are:
- Adobe Photoshop and InDesign for image editing and page layout.
- Blogger for organizing and sharing work online.
- Prezi for creating interactive presentations.
- YouTube and Movie Maker for uploading and editing videos.
- A digital camera for taking professional product photos.
Photoshop
The document discusses the student's experience using various technologies for a school project. For Photoshop, the student found it easiest to use and enjoyed designing pages by choosing fonts and colors. While using Quark for the first time was difficult, the student learned to set up columns and import pictures. Blogger was challenging at first but became easier to upload work daily. Prezi and Slideshare allowed presenting work in a more engaging way than plain text. Using an SLR camera, the student was able to adjust photo settings but found getting the right lighting most difficult.
Evaluation 4
The student used various media technologies at different stages of their project. For research, they used Google and YouTube to find information about music videos and examples to analyze. They filmed their music video using a Canon camera and tripod. Photoshop was used to create ancillary tasks like a digipak and magazine advert. Adobe Premiere Elements was used to edit the film clips together. Finally, they presented their coursework and evaluation using Blogger along with additional programs like Slideshare, Picasion, Prezi, and Glogster to make their blog more interesting.
Evaluation of equipment used table
The document discusses the equipment and software used to plan, shoot, construct, and evaluate a film coursework project. Planning was done using Script Buddy and a Wordpress blog to organize ideas and host work. Shooting was done using a DSLR camera, tripod, and additional lighting. Editing was done using Adobe Premiere Pro CS3. Videos were uploaded to YouTube and linked on the blog. Evaluation included a director's commentary recorded on the DSLR and edited in Windows Movie Maker.
Pedroza module 5 challenge
Natalie Pedroza took four digital media courses where she learned various lessons about using PowerPoint, animation, images, audio, and video. Some of the key lessons included how font styles can create feelings, duplicating images allows for cleaner animation transitions, cartoon characters can be made using shapes, and music can convey mood in a presentation. She also learned how to insert, edit, and attribute video from sources like Pexels and record her screen using QuickTime.
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Natalie Pedroza took four digital media courses where she learned various lessons about using PowerPoint, images, and audio/video. Some of the key lessons included how font styles can create feelings, duplicating images allows for cleaner animation transitions, cartoon characters can be made using shapes, and music can convey mood in a presentation. She also learned how to insert, edit, and attribute video from sources like Pexels and record her own screen using QuickTime.
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How are audiences identified and targeted
The document discusses factors an artist should consider when identifying their target audience, including social status, gender, age, and ethnicity. It notes that while stereotypes exist for each factor, individuals may diverge from expectations. The artist will typically need to identify an audience based on stereotypes and use conventions that appeal to that group. An analysis of the artist Madeon suggests he targets teenagers and young adults, as his modern, futuristic sounds and song titles appear aimed at those who grew up in the digital age.
Amy winehouse case study
Amy Winehouse was a popular English singer-songwriter known for rhythm and blues and jazz music. She released two studio albums - "Frank" in 2003 and her most popular album "Back to Black" in 2006, which featured many of her hit singles. While she was commercially successful, selling over 5 million records, Winehouse struggled with drug and alcohol addiction, which contributed to her death in 2011 at age 27.
Q1 evaluation 2
This document discusses the conventions of the thriller genre and how the opening of a thriller film adheres to or subverts some of these conventions. It states that the opening follows Todorov's theory of narratives being led by a cause-and-effect sequence of equilibrium, disequilibrium, and new equilibrium. However, it begins with a slightly uneasy tone rather than total calm. It also ends between equilibrium and disequilibrium with unresolved elements and a cliffhanger. The opening establishes characters of protagonist and antagonist and hints at themes of mystery and torture through flashbacks. However, it lacks a typical thriller element of death in the opening scene.
Q1 evaluation 1
The document discusses the structure and conventions of thriller narratives. It analyzes how a sample thriller opening fits with the typical cause-and-effect structure described by Todorov, beginning with a slight unease rather than total equilibrium. The sample thriller also ends between equilibrium and disequilibrium, with unresolved tension and a cliffhanger. A worksheet then evaluates how well the sample thriller adheres to conventions of the genre in terms of narrative, characters, themes, settings and other elements, noting it sticks closely to thriller concepts like conspiracy but subverts conventions through its atypical setting.
Titling work
The document discusses the author's efforts to learn Adobe After Effects by watching tutorials and reading help pages, and practicing in their free time. They were able to gain a limited understanding of the program. For a school project, the author decided to base their titles on an electrical text tutorial but modify it to suit a thriller genre by reducing glow effects, changing fonts and colors, and adjusting movement speed.
Q1 evaluation 1
Our thriller opening fits with Todorov's theory that narratives follow a cause-and-effect format leading to disequilibrium, however it begins with an uneasy tone rather than total equilibrium. It also ends between equilibrium and disequilibrium as not everything is resolved, ending on a cliffhanger. The tension in the thriller rises and falls throughout following the pattern of slight equilibrium, rising tension, further rise, rise then fall in tension and slight equilibrium. The thriller adheres to conventions of the genre through categories like narrative, characters, themes and settings, sticking closely by playing with concepts of conspiracy typical to the thriller genre.
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Titling work
- 2. After spending extensive periods of my own time watching various YouTube tutorials and reading help pages on the internet about using Adobe After Effects I have been able to gain a limited understanding about how to use the programme. I also spent some of my free time in school to practise, get the hang of using the programme and exploring different titling methods myself.
- 4. I have decided to base my titles on the electrical text tutorial but change it in a way to suit the thriller genre and our plot. I have managed to do this by reducing the glow effects, missing several others out, changing the font and colour and tampering with the movement speed of the outline.