Unit 64 evaluation finished
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This document summarizes the tasks completed for two assignments (HA1 and HA2) in a motion graphics unit. For HA1, the tasks involved researching key terms, finding examples of different types of motion graphics, and analyzing title sequences for three horror films. For HA2, the tasks involved learning Adobe Illustrator, sketching logo ideas, developing a logo for a sports academy based on client feedback, researching other sports logos, designing the logo in Illustrator, and storyboarding and creating motion graphics using Adobe After Effects, which the author found challenging initially but was able to complete.
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Unit 64 evaluation
We learned skills in Adobe Illustrator and After Effects. For Illustrator, I designed a logo called "Hungry Panther Productions" featuring a panther image. In After Effects, I struggled at first but felt my skills improved after tutorials, though my final projects could have been improved. I created logos for a client brief and storyboards for logo animations, doing well meeting criteria but feeling my final products lacked polish.
Evaluation harrys
We began learning Adobe Illustrator and After Effects by making rolling titles for a film. We looked up technical terms to understand how to use various tools and effects. This helped us create titles for a TV channel and logo for a college. We analyzed other titles and logos for inspiration. Creating an ident for the TV channel on our own helped us better understand After Effects. Designing a logo for the college sports academy from scratch allowed more creativity using Illustrator. Studying storyboards helped in planning and making a video more efficiently. Though the software was difficult, completing these projects improved our basic skills in Illustrator and After Effects.
Question 7 looking back at your preliminary task, what do you feel you have l...
From the preliminary task to the final product, the student learned to use new equipment like a DSLR camera which improved photo quality, and learned new Photoshop skills to better edit images. Conventions were applied more accurately in the final piece, like feathering edges for a smoother look. Feedback helped the student create a more consistent and professional final product that better followed the conventions of similar magazines.
Question 5 what have you learnt about technologies from the
The document discusses various technologies used in creating a media product and what was learned from each. Photoshop allowed editing of images through selection tools and effects. Blogger hosted the project blog and allowed embedding of content. Emaze, Prezi and SlideShare were used for interactive presentations. Survey Monkey conducted a survey. A DSLR camera captured professional photos. Windows Movie Maker created video clips. Bubbl.us designed mind maps. Microsoft Office wrote and presented research.
Ha5 project charter_lewis
The document provides details from a student's skills audit and project charter for designing a robot sidekick in the game Second Life as part of a creative media production course. In the skills audit, the student evaluates their strengths in areas like project management, research and idea generation, and modeling software. They note some room for improvement in planning but overall confidence. The project charter outlines that the student understands the timeframe, assessment criteria, and goal to create a robot sidekick for Second Life. They identify time constraints as the main challenge but do not propose specific solutions.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Project charter Task 1
The document is a skills audit and project charter for a student's 3D modelling assignment to create a robot companion for an online game. In the skills audit, the student evaluates their strengths in areas like project management, research, drawing, Photoshop and 3D modelling software. They feel confident in most areas except time management and some advanced 3D modelling tools. In the project charter, the student confirms they understand the timeframe, assessment criteria and scenario. They have visited the game community and marketplace for research. Their goal is to create a high-quality robot model. They identify getting all evidence together and the short timeframe as potential constraints.
Recommended
Unit 64 evaluation
We learned skills in Adobe Illustrator and After Effects. For Illustrator, I designed a logo called "Hungry Panther Productions" featuring a panther image. In After Effects, I struggled at first but felt my skills improved after tutorials, though my final projects could have been improved. I created logos for a client brief and storyboards for logo animations, doing well meeting criteria but feeling my final products lacked polish.
Evaluation harrys
We began learning Adobe Illustrator and After Effects by making rolling titles for a film. We looked up technical terms to understand how to use various tools and effects. This helped us create titles for a TV channel and logo for a college. We analyzed other titles and logos for inspiration. Creating an ident for the TV channel on our own helped us better understand After Effects. Designing a logo for the college sports academy from scratch allowed more creativity using Illustrator. Studying storyboards helped in planning and making a video more efficiently. Though the software was difficult, completing these projects improved our basic skills in Illustrator and After Effects.
Question 7 looking back at your preliminary task, what do you feel you have l...
From the preliminary task to the final product, the student learned to use new equipment like a DSLR camera which improved photo quality, and learned new Photoshop skills to better edit images. Conventions were applied more accurately in the final piece, like feathering edges for a smoother look. Feedback helped the student create a more consistent and professional final product that better followed the conventions of similar magazines.
Question 5 what have you learnt about technologies from the
The document discusses various technologies used in creating a media product and what was learned from each. Photoshop allowed editing of images through selection tools and effects. Blogger hosted the project blog and allowed embedding of content. Emaze, Prezi and SlideShare were used for interactive presentations. Survey Monkey conducted a survey. A DSLR camera captured professional photos. Windows Movie Maker created video clips. Bubbl.us designed mind maps. Microsoft Office wrote and presented research.
Ha5 project charter_lewis
The document provides details from a student's skills audit and project charter for designing a robot sidekick in the game Second Life as part of a creative media production course. In the skills audit, the student evaluates their strengths in areas like project management, research and idea generation, and modeling software. They note some room for improvement in planning but overall confidence. The project charter outlines that the student understands the timeframe, assessment criteria, and goal to create a robot sidekick for Second Life. They identify time constraints as the main challenge but do not propose specific solutions.
Evaluation 7
After completing their preliminary task, the students learned several skills that helped them improve their full opening sequence product. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary task. They also learned the importance of proper planning, communication, and assigning roles for directing and writing. Creating a storyboard helped make their opening sequence more successful. The weaknesses they identified in the preliminary task, such as lack of skills and communication, were not issues in the final product due to what they learned.
Evaluation 7
After completing their preliminary task, the student learned several important skills for their full opening sequence project. They learned about different camera shots and editing techniques in Final Cut Express by practicing on their preliminary work. They also improved their sound editing abilities and learned the value of writing scripts and assigning roles for directing and planning. Creating a detailed storyboard helped strengthen their opening sequence over the preliminary task by improving communication and organization. The weaknesses identified in the preliminary task, such as lack of skills and communication, were addressed to create a high quality final product.
Project charter Task 1
The document is a skills audit and project charter for a student's 3D modelling assignment to create a robot companion for an online game. In the skills audit, the student evaluates their strengths in areas like project management, research, drawing, Photoshop and 3D modelling software. They feel confident in most areas except time management and some advanced 3D modelling tools. In the project charter, the student confirms they understand the timeframe, assessment criteria and scenario. They have visited the game community and marketplace for research. Their goal is to create a high-quality robot model. They identify getting all evidence together and the short timeframe as potential constraints.
Q6
The document discusses the technologies used to construct a product and what was learned from using them. It describes learning skills like resizing text, changing fonts and colors in Microsoft Word. It also discusses initially finding Photoshop confusing but becoming more proficient with tools like the lasso and layers. Other programs like blogs and slideshows were challenging at first but became easier after completing the product. Using a Nikon camera to take photos was difficult initially but skills with functions like the grid and zoom improved.
Project charter
This project charter outlines a flash animation project where the author will create a fully animated show in Adobe Flash. To complete the project, the author must first generate character ideas in Adobe Illustrator and develop basic animation skills through flash exercises to learn techniques for bringing the character to life in Flash. The only limitations on the project are dependent on the time and effort the author puts into the work to develop the animation with detail and ideas.
Evaluation 4
This document describes how the author used Photoshop and InDesign to edit a film poster. In Photoshop, the author sharpened the model's eye and lips to make the image more dramatic and sinister. In InDesign, the author organized elements into layers, selected a font for the title, and inserted graphics to create an authentic looking film poster that indicated it was for a film festival shorts program.
Evaluation question 4
The document discusses the digital tools used to construct a media project, including any issues encountered. IMovie was used for editing video clips and allowed dragging and dropping clips to reorder sequences. Issues with IMovie included sound clips expanding or contracting over footage and limited font and transition options. The Nikon D3300 DSLR was used for filming and offered full-time autofocus in movie mode, but low lighting caused issues. Adobe InDesign aided layout of text and images and allowed previewing space. Adobe Photoshop was used to manipulate lighting and contrasts on a film poster by adjusting brightness, exposure, and contrast settings. Both Adobe programs were familiar to use from a previous music magazine project.
Question 6
I have learned several new technologies from creating my product:
1) I used a Nikon D3200 camera to take clear pictures and learned how to use settings for different shots.
2) I used Adobe Photoshop software to design my front cover, learning how to edit, crop, resize and position images as well as add and format text, having never used this software before.
3) For my contents page and double page spread, I used Quark Xpress software instead of Photoshop as it made the layout look more professional. I learned how to import and link text and images and position them neatly using the software's tools and guides.
Software
The document discusses various presentation and design software used by the group including Prezi for interactive presentations, SlideShare for uploading PowerPoint presentations online, and Emaze for creative presentations. It also discusses editing software like Final Cut Pro X, Photoshop, InDesign, and After Effects. Final Cut Pro X was used to edit their documentary while Photoshop helped edit images and After Effects created animations for their documentary. The group found some software like Prezi and Final Cut Pro X easy to use while others like InDesign and After Effects required more time to learn due to being new.
Evaluation question 4
The document discusses the use of various software and hardware tools in the production of a film project. Prezi, Emaze, Voki and Photoshop were used in the planning and research stages for presentations, dialogue and mood boards. Youtube, Vimeo and Soundcloud provided inspiration and music. Final Cut Express was used for editing. A Sony SLR camera and tripod captured high quality footage, while the tripod provided steady shots except intentionally during a running scene. A Weebly blog conveyed information throughout the process.
Evaluation of media product
The student created a music magazine called "Amplify" using Adobe Photoshop CS4. Editing images and putting together the magazine layout went well. Some challenges included opening documents across Mac and Windows operating systems and learning new Photoshop tools. The main software used was Photoshop for image editing. Hardware included an iMac computer and camera. If doing the project again, the student would improve time management, take better photos, and do more research.
Project schedule
The document outlines Leeanne Hibbert's tasks for creating a promotional video over several months. It involves 6 tasks: 1) Creating a project schedule and risk assessment, 2) Identifying the target audience and researching ideas, 3) Creating a proposal and pitch, 4) Making changes requested by the client, 5) Sourcing video assets, and 6) Shooting raw footage. Assignment 3 has 5 tasks: 1) Importing video assets, 2) Editing the video using software, 3) Exporting the final video, 4) Creating a questionnaire for audience feedback, and 5) Producing a final evaluation report.
Ha5 project charter_100314 (1)
The document provides details on a student's project to create a 3D model of a cowboy-themed robot for a creative media course. It includes a skills audit where the student evaluates their strengths and weaknesses in areas like project management, research, drawing, and software programs. They indicate confidence in modeling but note it may take a long time. They also provide context on the assignment requirements, goals to create something complex and creative, and acknowledge time constraints as a potential problem.
Ds2
The document discusses the author's experience learning and using Adobe Photoshop, Illustrator, and InDesign software over an academic year. The author summarizes learning key skills in each program like layers, shapes, and retouching in Illustrator; patching and adjusting images in Photoshop; and placing images and linking text boxes in InDesign. While initially intimidated, the author feels more confident in their abilities and sees value in the software for advertising and design work. Areas for further improvement include alpha channels in Photoshop and continuing to practice skills in each program.
Question 6
Throughout creating a magazine, the author learned to use various software and hardware including Mac computers, Photoshop, Blogger, Canon cameras, Prezi, and font websites. Specifically, the author gained experience with Mac operation, digital photo editing in Photoshop, blog design using Blogger, digital presentation tools like Prezi, and free font resources. This exposure to new technologies improved the author's technical skills and allowed production of a professional-looking final product.
Evaluation 4
The student used a variety of software to complete their coursework, including Microsoft Word, PowerPoint, Prezi, Photoshop, YouTube, Adobe Premiere Pro, After Effects, and Instagram. PowerPoint and Word were used for research and writing, while Prezi allowed for presentations with pictures and text. Photoshop was used to edit photos professionally. Adobe programs like Premiere Pro and After Effects were utilized to construct video elements such as a trailer, credits, and visual effects. A Canon camera and phone were also employed to capture footage.
Design system for a full-stack team
We're building software helping most demanding online advertisers improve their performance. To stay on top of the competitive, rapidly changing space, the key focus for us has always been product development speed. As the team of the dev-driven company nearly tripled in the last two years, over a dozen of Smartly.io App UI changes go live every day.
Roman is telling about Smartly.io’s experience building a sustainable design system helping company to prototype and take design decisions faster, improve collaboration between designers and developers, empower everyone to contribute to better design, and ultimately create better experience for the customers.
Evaluation unit 64
This document summarizes the tasks completed in an evaluation unit on motion graphics. It describes 9 tasks including using Adobe Illustrator to create a basic logo, generating logo ideas, conducting client research, making mood boards for inspiration, experimenting with symbols and fonts, designing a final logo, completing Adobe After Effects exercises on moving graphics, storyboarding an animated logo, and creating a more complex motion graphics sequence. The tasks covered both static and animated logo design and provided practice with software tools like Illustrator and After Effects.
Unit 64 evaluation
This document summarizes tasks from two evaluation units related to motion graphics. In the first unit, the individual learned about different types of motion graphics and provided examples of each. The second unit involved exercises in Adobe Illustrator, idea generation for a logo, and tasks like mood boards and font/symbol experimentation to design a logo for a sports academy based on client needs. Tasks also included motion graphic exercises in Adobe After Effects and creating a storyboard for an animated logo.
Unit 64 motion graphics evaluation
For a motion graphics unit, the student completed several tasks to learn skills in software like Illustrator and After Effects. These included defining types of motion graphics, creating images in Illustrator, designing a logo incorporating shapes, taking notes on a client brief, producing mood boards for inspiration, choosing fonts, and creating a final animation with effects. While some tasks were initially difficult, the student gained confidence through practice and research to successfully complete the final animation, which differed slightly from the original storyboard plan.
Ha2 task 7 evaluation
The document summarizes the process of creating a 2D game character for a client over 5 weeks. It involved creating a project charter laying out goals and steps, a production schedule and log to track progress. Character sketches and profiles were generated before selecting the strongest concept of Sammy the cyborg squirrel. A presentation was created in Adobe Flash with an alpha gameplay demo and character details for the client. More development of the character concept was needed and the production log lacked consistency over time.
Evaluation
Christian Owens evaluated his progress in learning Adobe Illustrator and After Effects software skills. He designed a logo for his company called "Cartoon Productions" using Illustrator. He struggled at first using the pen tool but improved at tracing portraits. For a client project, he created mood boards and logo designs for a sports academy. His final design of a running stick figure was chosen. In After Effects, he completed motion graphics tutorials and was assigned to create a storyboard and 30-second video using the client logos. He was pleased with his final project but would make changes to some speeds and animations if he did it again.
Question 4 Evaluation
The document discusses the various new media technologies used throughout the stages of researching, planning, producing, and evaluating a coursework project. Key technologies included Apple desktops and laptops running Final Cut Pro and After Effects for video editing. A DSLR camera was used to capture high quality footage. WordPress, SlideShare, Scribd, YouTube, and social media helped with research, planning, and audience updates. WIX and Photoshop aided in creating a website and poster.
Project Charter
1) The document outlines a project charter for a 3D modelling assignment creating a robot character in NewTek Lightwave Modeller.
2) It includes a skills audit where the student notes their weaknesses in project management but strengths in research, drawing, and experience with Photoshop and Illustrator. For Modeller, the student notes it is confusing at first but tutorials are helpful.
3) The assignment structure questions are answered, confirming understanding of the timescale, assessment criteria, and scenario to learn Modeller functions. Observations are provided about the Second Life community and marketplace. The goal is to create a 3D robot with function and character.
4) Constraints identified are the initial confusion of Model
Written evaluation
The document provides a summary of 9 tasks completed for a class evaluating skills in Adobe software programs. For the first task, the student created simple shapes and a logo in Illustrator, and traced and filled an image. Subsequent tasks included drawing 20 shapes with color and patterns in Illustrator, taking notes on a presentation about redesigning a sports academy logo, researching other logos for inspiration, and creating 4 rough logo ideas exploring different fonts and symbols. Later tasks involved designing a final logo for a college sports academy, creating title sequences and graphics in Premiere Pro, storyboarding a 30-second motion graphic, and adding background footage of sports to the final sting graphic. The student felt some tasks could have had more
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Q6
The document discusses the technologies used to construct a product and what was learned from using them. It describes learning skills like resizing text, changing fonts and colors in Microsoft Word. It also discusses initially finding Photoshop confusing but becoming more proficient with tools like the lasso and layers. Other programs like blogs and slideshows were challenging at first but became easier after completing the product. Using a Nikon camera to take photos was difficult initially but skills with functions like the grid and zoom improved.
Project charter
This project charter outlines a flash animation project where the author will create a fully animated show in Adobe Flash. To complete the project, the author must first generate character ideas in Adobe Illustrator and develop basic animation skills through flash exercises to learn techniques for bringing the character to life in Flash. The only limitations on the project are dependent on the time and effort the author puts into the work to develop the animation with detail and ideas.
Evaluation 4
This document describes how the author used Photoshop and InDesign to edit a film poster. In Photoshop, the author sharpened the model's eye and lips to make the image more dramatic and sinister. In InDesign, the author organized elements into layers, selected a font for the title, and inserted graphics to create an authentic looking film poster that indicated it was for a film festival shorts program.
Evaluation question 4
The document discusses the digital tools used to construct a media project, including any issues encountered. IMovie was used for editing video clips and allowed dragging and dropping clips to reorder sequences. Issues with IMovie included sound clips expanding or contracting over footage and limited font and transition options. The Nikon D3300 DSLR was used for filming and offered full-time autofocus in movie mode, but low lighting caused issues. Adobe InDesign aided layout of text and images and allowed previewing space. Adobe Photoshop was used to manipulate lighting and contrasts on a film poster by adjusting brightness, exposure, and contrast settings. Both Adobe programs were familiar to use from a previous music magazine project.
Question 6
I have learned several new technologies from creating my product:
1) I used a Nikon D3200 camera to take clear pictures and learned how to use settings for different shots.
2) I used Adobe Photoshop software to design my front cover, learning how to edit, crop, resize and position images as well as add and format text, having never used this software before.
3) For my contents page and double page spread, I used Quark Xpress software instead of Photoshop as it made the layout look more professional. I learned how to import and link text and images and position them neatly using the software's tools and guides.
Software
The document discusses various presentation and design software used by the group including Prezi for interactive presentations, SlideShare for uploading PowerPoint presentations online, and Emaze for creative presentations. It also discusses editing software like Final Cut Pro X, Photoshop, InDesign, and After Effects. Final Cut Pro X was used to edit their documentary while Photoshop helped edit images and After Effects created animations for their documentary. The group found some software like Prezi and Final Cut Pro X easy to use while others like InDesign and After Effects required more time to learn due to being new.
Evaluation question 4
The document discusses the use of various software and hardware tools in the production of a film project. Prezi, Emaze, Voki and Photoshop were used in the planning and research stages for presentations, dialogue and mood boards. Youtube, Vimeo and Soundcloud provided inspiration and music. Final Cut Express was used for editing. A Sony SLR camera and tripod captured high quality footage, while the tripod provided steady shots except intentionally during a running scene. A Weebly blog conveyed information throughout the process.
Evaluation of media product
The student created a music magazine called "Amplify" using Adobe Photoshop CS4. Editing images and putting together the magazine layout went well. Some challenges included opening documents across Mac and Windows operating systems and learning new Photoshop tools. The main software used was Photoshop for image editing. Hardware included an iMac computer and camera. If doing the project again, the student would improve time management, take better photos, and do more research.
Project schedule
The document outlines Leeanne Hibbert's tasks for creating a promotional video over several months. It involves 6 tasks: 1) Creating a project schedule and risk assessment, 2) Identifying the target audience and researching ideas, 3) Creating a proposal and pitch, 4) Making changes requested by the client, 5) Sourcing video assets, and 6) Shooting raw footage. Assignment 3 has 5 tasks: 1) Importing video assets, 2) Editing the video using software, 3) Exporting the final video, 4) Creating a questionnaire for audience feedback, and 5) Producing a final evaluation report.
Ha5 project charter_100314 (1)
The document provides details on a student's project to create a 3D model of a cowboy-themed robot for a creative media course. It includes a skills audit where the student evaluates their strengths and weaknesses in areas like project management, research, drawing, and software programs. They indicate confidence in modeling but note it may take a long time. They also provide context on the assignment requirements, goals to create something complex and creative, and acknowledge time constraints as a potential problem.
Ds2
The document discusses the author's experience learning and using Adobe Photoshop, Illustrator, and InDesign software over an academic year. The author summarizes learning key skills in each program like layers, shapes, and retouching in Illustrator; patching and adjusting images in Photoshop; and placing images and linking text boxes in InDesign. While initially intimidated, the author feels more confident in their abilities and sees value in the software for advertising and design work. Areas for further improvement include alpha channels in Photoshop and continuing to practice skills in each program.
Question 6
Throughout creating a magazine, the author learned to use various software and hardware including Mac computers, Photoshop, Blogger, Canon cameras, Prezi, and font websites. Specifically, the author gained experience with Mac operation, digital photo editing in Photoshop, blog design using Blogger, digital presentation tools like Prezi, and free font resources. This exposure to new technologies improved the author's technical skills and allowed production of a professional-looking final product.
Evaluation 4
The student used a variety of software to complete their coursework, including Microsoft Word, PowerPoint, Prezi, Photoshop, YouTube, Adobe Premiere Pro, After Effects, and Instagram. PowerPoint and Word were used for research and writing, while Prezi allowed for presentations with pictures and text. Photoshop was used to edit photos professionally. Adobe programs like Premiere Pro and After Effects were utilized to construct video elements such as a trailer, credits, and visual effects. A Canon camera and phone were also employed to capture footage.
Design system for a full-stack team
We're building software helping most demanding online advertisers improve their performance. To stay on top of the competitive, rapidly changing space, the key focus for us has always been product development speed. As the team of the dev-driven company nearly tripled in the last two years, over a dozen of Smartly.io App UI changes go live every day.
Roman is telling about Smartly.io’s experience building a sustainable design system helping company to prototype and take design decisions faster, improve collaboration between designers and developers, empower everyone to contribute to better design, and ultimately create better experience for the customers.
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Evaluation unit 64
This document summarizes the tasks completed in an evaluation unit on motion graphics. It describes 9 tasks including using Adobe Illustrator to create a basic logo, generating logo ideas, conducting client research, making mood boards for inspiration, experimenting with symbols and fonts, designing a final logo, completing Adobe After Effects exercises on moving graphics, storyboarding an animated logo, and creating a more complex motion graphics sequence. The tasks covered both static and animated logo design and provided practice with software tools like Illustrator and After Effects.
Unit 64 evaluation
This document summarizes tasks from two evaluation units related to motion graphics. In the first unit, the individual learned about different types of motion graphics and provided examples of each. The second unit involved exercises in Adobe Illustrator, idea generation for a logo, and tasks like mood boards and font/symbol experimentation to design a logo for a sports academy based on client needs. Tasks also included motion graphic exercises in Adobe After Effects and creating a storyboard for an animated logo.
Unit 64 motion graphics evaluation
For a motion graphics unit, the student completed several tasks to learn skills in software like Illustrator and After Effects. These included defining types of motion graphics, creating images in Illustrator, designing a logo incorporating shapes, taking notes on a client brief, producing mood boards for inspiration, choosing fonts, and creating a final animation with effects. While some tasks were initially difficult, the student gained confidence through practice and research to successfully complete the final animation, which differed slightly from the original storyboard plan.
Ha2 task 7 evaluation
The document summarizes the process of creating a 2D game character for a client over 5 weeks. It involved creating a project charter laying out goals and steps, a production schedule and log to track progress. Character sketches and profiles were generated before selecting the strongest concept of Sammy the cyborg squirrel. A presentation was created in Adobe Flash with an alpha gameplay demo and character details for the client. More development of the character concept was needed and the production log lacked consistency over time.
Evaluation
Christian Owens evaluated his progress in learning Adobe Illustrator and After Effects software skills. He designed a logo for his company called "Cartoon Productions" using Illustrator. He struggled at first using the pen tool but improved at tracing portraits. For a client project, he created mood boards and logo designs for a sports academy. His final design of a running stick figure was chosen. In After Effects, he completed motion graphics tutorials and was assigned to create a storyboard and 30-second video using the client logos. He was pleased with his final project but would make changes to some speeds and animations if he did it again.
Question 4 Evaluation
The document discusses the various new media technologies used throughout the stages of researching, planning, producing, and evaluating a coursework project. Key technologies included Apple desktops and laptops running Final Cut Pro and After Effects for video editing. A DSLR camera was used to capture high quality footage. WordPress, SlideShare, Scribd, YouTube, and social media helped with research, planning, and audience updates. WIX and Photoshop aided in creating a website and poster.
Project Charter
1) The document outlines a project charter for a 3D modelling assignment creating a robot character in NewTek Lightwave Modeller.
2) It includes a skills audit where the student notes their weaknesses in project management but strengths in research, drawing, and experience with Photoshop and Illustrator. For Modeller, the student notes it is confusing at first but tutorials are helpful.
3) The assignment structure questions are answered, confirming understanding of the timescale, assessment criteria, and scenario to learn Modeller functions. Observations are provided about the Second Life community and marketplace. The goal is to create a 3D robot with function and character.
4) Constraints identified are the initial confusion of Model
Written evaluation
The document provides a summary of 9 tasks completed for a class evaluating skills in Adobe software programs. For the first task, the student created simple shapes and a logo in Illustrator, and traced and filled an image. Subsequent tasks included drawing 20 shapes with color and patterns in Illustrator, taking notes on a presentation about redesigning a sports academy logo, researching other logos for inspiration, and creating 4 rough logo ideas exploring different fonts and symbols. Later tasks involved designing a final logo for a college sports academy, creating title sequences and graphics in Premiere Pro, storyboarding a 30-second motion graphic, and adding background footage of sports to the final sting graphic. The student felt some tasks could have had more
Ha7 task 8
The document summarizes the process of creating a 30-second animation for a radio station logo. Key steps included:
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2) Researching other radio stations and developing initial animation ideas, settling on a jigsaw puzzle forming the logo.
3) Storyboarding the animation stages and timeline.
4) Piecing the animation together in Adobe Premier and uploading the final version to YouTube.
5) Reflecting that time management was the main challenge and focus for future projects.
Question 4
The document discusses the various media technologies and software used at different stages of the project. For designs and posters, Macromedia Fireworks was used initially but issues with basic textures and saving errors led to switching to Photoshop. iMovie was used to create a music video, taking advantage of its effects and video editing capabilities. A Nikon D3100 camera captured high quality video and audio for interviews. SlideShare hosted interactive PowerPoints for analysis, though uploading issues arose. A blogger site documented the project but was limited and prone to crashing.
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Ha5 project charter_final
The document is a project charter for a student's assignment to create a 3D model of a robot sidekick. It includes a skills audit where the student reflects on strengths and weaknesses in areas like project management, research, drawing, and 3D modeling software. The student acknowledges they could have managed their time better. It also includes questions about understanding the assignment requirements and constraints, with the student noting their main constraint was not having the 3D modeling software at home. The goal is stated as creating a 3D robot sidekick using the given software.
Evaluation Q6
The student learned about various technologies through constructing their magazine project including cameras, Photoshop, Corel Paint Shop Pro X, InDesign, Blogger, Prezi, Jing, Mashup Arts, Voki, Windows Movie Maker, and Slideshare. Specifically, the student used a Canon camera to take higher quality photos, Photoshop for editing and constructing pages, Corel for additional editing, InDesign for the double page spread, and Blogger to present their whole project online. The student found working on the school Mac computers most efficient due to increased processing power over their personal Toshiba laptop.
Task 1
The document provides information for a project charter for designing a sidekick robot character for a game using 3D modeling software. It includes:
1) A skills audit where the student summarizes their strengths in research, illustration, and 3D modeling software but weaknesses in time management and Photoshop skills.
2) Answers to assignment structure questions confirming their understanding of the project goals, scenarios, and skills being assessed regarding modeling a robot sidekick in Lightwave for a police officer character in the game Second Life.
3) Identification of the main technical constraint being designing a robot suitable for the game and staying within their modeling abilities.
Ha1 tasks evaluation
HA1 consisted of 3 tasks to become familiar with graphic design software like Photoshop and Illustrator. The first task involved researching and defining media terms. The second had the student piece together images in Photoshop, which was challenging as they were new to the software. The final task used Illustrator to complete assignments like designing a logo, requiring the student to learn the tools and create professional-level work. Overall, HA1 helped the student gain skills and confidence with graphic design programs through practical assignments.
Evaluation 1
The document discusses three software programs that were used to create a video project:
Final Cut Pro, Motion, and Livetype. With Final Cut Pro, the student learned how to adjust lighting and effects, use split screens, and adjust speed settings. Motion was used to create titles, where the student learned how to add lighting effects and basic shape movements. Livetype was briefly used to add text effects, though scaling the titles to match footage in Final Cut Pro proved difficult.
Evaluation question 6
The document discusses various new technologies the author learned to use while completing a coursework project, including:
Blogger - The author learned to use the blogging platform blogger.com, and can now create blogs and add videos and embedded links.
Microsoft Word - The author became proficient at using Word's formatting, editing, and numbering tools to create questionnaires and articles.
Microsoft PowerPoint - Skills like animating slides, applying themes, and creating charts were developed through using PowerPoint for presentations.
Dictaphone, Adobe Audition - The author gained experience recording and editing audio interviews using these tools to create a professional sound file.
Adobe Photoshop - Through practice,
Evaluation question 4
Connor McGarrigle used various technologies throughout his course including iMovie, Photoshop, Blogger, Prezi, and Mission Maker. He used iMovie for editing videos, Photoshop for creating graphics, and Blogger as an overall website to present his work. Mission Maker was used to develop his game, though he encountered issues with certain features. Across his research, tasks, game development, and evaluations, Connor employed different software and websites to efficiently display information in an accessible and organized manner online.
Evaluation 4
The document discusses the use of new media technologies in the production of a short film. Various websites and software were used for research, planning, construction, and evaluation. Research involved using the internet, YouTube, IMDB, and Jamendo. Planning utilized Google Forms, Final Cut Pro, Canon camera, and Facebook Messenger. The film was constructed using Sony camera, Final Cut Pro, and Adobe Photoshop. Feedback was gathered through YouTube, Facebook, and another questionnaire on Google Forms. Issues encountered included continuity errors, camera focus problems, computer crashes, and learning to use Photoshop.
REAL Eval 6
The student learned several skills from collaboratively constructing a blog and film project. They used a blog to post updates and receive feedback, and learned how to design and format a blog. SurveyMonkey was used to collect feedback, and YouTube and social media helped share work. Skills learned included uploading videos to YouTube, inserting screenshots, and using a microphone, camera, tripod, and lighting rig for filming. Editing software taught continuity editing, split screens, adjusting volume and fades, adding text, rendering, and shortcuts to improve efficiency. Feedback helped improve lighting, effects, and overall production quality.
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Iain fmp evaluation
Joe Hayes created a music video for his Final Major Project. He chose to do a music video because he received his highest grade and most enjoyment from one in his first year. Joe researched other music videos in the genre to generate ideas and decided on fast paced scenes and popular branding. Joe filmed at various locations and pieced the clips together in Adobe Premiere Pro, realizing he needed more shots to fill the song's timeline. After getting additional footage and upgrading camera quality, Joe added editing techniques in After Effects before exporting back to Premiere Pro. Joe received mixed feedback but was happy with accomplishing his goal of creating a humorous video for his target audience.
Pr4 me my_movies
The document discusses several action movies that the author enjoys, including Dredd (2012), Need for Speed, and The Avengers. It also covers some concepts relevant to analyzing films, such as star theory, media literacy, active spectatorship, reception theory, and intertextuality.
Hollywood blockbusters
The document discusses advertising strategies used for the film Need for Speed starring Aaron Paul. TV shows like Top Gear and chat shows were used to promote the film and allow audiences to learn about it directly from the stars. Online promotion through clips at the E3 gaming convention on platforms like YouTube, Facebook, and Twitter helped fans of the games and Aaron Paul learn about the film. Choosing Aaron Paul as the lead helped draw in audiences who liked him from his role in Breaking Bad, even those not normally interested in racing films.
Double page spread analysis
The document discusses the layout and design choices for a magazine double page spread interview. It explains that the columns were initially placed over the folding point but were moved to a more viewable part of the page. It also notes that the magazine's title was placed in the top left corner following research on other music magazines. The interviewee's name is the largest text and placed in the top right to be the first thing seen when turning the page. Questions are highlighted in red with a larger font size while answers use a smaller white text to fit while standing out from the background image.
Hollywood blockbusters
The document discusses advertising strategies for the film Need for Speed starring Aaron Paul. It describes how the film was promoted on relevant TV networks like BBC1 and E4 given its target demographic of young males. Promotions also included Aaron Paul appearing on the TV chat show Top Gear to describe the film given the show's similar audience. Additionally, clips of Aaron Paul's appearance at the E3 gaming convention were shared widely online through YouTube, Facebook, and Twitter to reach more potential viewers. Casting Aaron Paul, known for his role in Breaking Bad, was a good choice to attract a wider audience and boost advertising by having him make appearances on other popular shows.
Interview with dj
My dad's love of rock music inspired me to develop an ear for music from a young age. I began DJing at my first venue when I was 19, after a university tutor recognized my talent and offered me a small gig. I started with a Numark IDJ3 and upgraded to Pioneer CDJ-1000 when I earned money. My favorite venue was performing at a club in Manchester called Band On the Wall on my 23rd birthday, which had a good vibe without troublemakers. As a kid, my favorite band was Guns N' Roses due to my dad's loud playing, but I later discovered a passion for drum and bass/jungle music.
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The document analyzes design choices for the front cover of a magazine called Digital Soundboy. It describes opting for a simple two-color red and white masthead placed at the top, as is common for magazines. It highlights the headline "dj hype & dj hazard" in larger yellow text below the masthead for visibility. Pricing for the magazine was set at £2.50 based on research of comparable publications priced between £2.50-£3.50. The front cover image uses a black and white photo the author took of mixing equipment to appeal to the intended audience.
Research task carrie
The document provides information about the 1976 and 2013 film adaptations of Carrie, including the directors, release dates, budgets, and box office earnings. It lists tasks for students to research differences between the films and reasons for the remake. Students are asked to write a magazine article discussing factors that influenced the remake, such as financial aspects, trends, genre popularity, synergistic marketing of related products, and vertical integration between the studio and distribution/consumption. The relationship between the production companies of the two Carrie films is also to be considered.
Research task rec_and_quarantine
This article compares the Spanish horror film REC to its American remake Quarantine. REC was directed by Jaume Balaguero and released in 2007 with a budget of $1.5 million, grossing $32 million. It used a documentary style filmed with handheld cameras. Quarantine was directed by John Erick Dowdle and released in 2008 by Screen Gems for $12 million, grossing $31 million. Factors that influenced the quick remake include trends in found footage films and financial motivations and Screen Gems' strategy of vertical integration across production, distribution and marketing.
Location reccy
This document provides locations and scenes for filming a video. Scenes 1 and 2 will be filmed at The Lowry in Manchester. Scenes 3 and 4 will take place at Ben Holmes's House. Scene 5 will be shot at the author's own house. The author's car will be used throughout the video but mainly in scenes 6 and 7.
Script
This music video concept is for the D&B track "Sam Binga - ayo" and will feature young people aged 18+ to relate to the target audience of predominantly teenage males interested in D&B. The video will be filmed using a Nikon D3100 camera and edited together in Adobe Premiere with fast pacing to match the beat along with techniques like reverse speed and slow motion. Production techniques like risk assessments and storyboarding will be used.
Music video script presenation
This document proposes a final major project that will target a specific audience and meet their needs through the use of media and production techniques. The proposal discusses the media format, synopsis, target audience, how their needs will be addressed, and production techniques that will be used.
Final major project_production_diary_template
This document contains a production diary for a BTEC Extended Diploma in Creative Media Production final major project. It consists of weekly progress updates spanning from January to April, where a student outlines filming schedules, script and storyboard development, editing work, feedback collection, and completion of a music video and evaluation. Potential issues like needing additional footage are addressed with contingency plans like re-recording clips.
Music video script_template_update_nov_2013
This document contains a script for a music video for the song "AYO!" by Sam Binga featuring Redders. The script outlines 7 scenes that will show Sam Binga miming the song's lyrics using a variety of camera shots as he engages in different activities and moves to different locations. Random intro shots are planned for the start of the song before cutting to scenes of Sam walking around and miming the lyrics in close-up, mid, and long shots in various locations. Subsequent scenes continue showing Sam miming the lyrics and going about his daily life, with the lyrics fading at one point before returning for the chorus. The final scene serves as the closing shot of the video.
Music video script_template_update_nov_2013
This document contains a script for a music video for the song "AYO!" by Sam Binga featuring Redders. The script outlines 7 scenes that will show Sam Binga miming the song's lyrics using a variety of camera shots as he engages in different activities and moves to different locations. Random intro shots are planned for the start of the song before cutting to scenes of Sam walking around and miming the lyrics in close-up, mid, and long shots in various locations. Further scenes continue miming the lyrics across changing sequences and shots as the song progresses, before a final closing scene concludes the video.
Risk assessment
This document provides a template for conducting a risk assessment for film production activities. It lists potential hazards to consider, such as weather changes and car crashes. For each hazard, the template evaluates who or what may be harmed, existing safety controls, and the risk level. The risk level determines any further actions needed to improve safety. The assessment considers hazards in each planned scene.
Magazine cover presntation
This document analyzes the front covers of two music magazines - one focused on drum and bass music and the other more mainstream. The drum and bass magazine has a simplistic black and white cover featuring two artists from that genre. It includes a CD with each issue to attract buyers. In contrast, the mainstream magazine has a more colorful, fun cover design with varied content not specific to one genre. The document provides ideas for a magazine cover such as a simplistic style, limited colors, trendy text for the target audience and slang usage.
Big presentation contact sheet
Joe Hayes took photos for his music magazine focused on the drum and bass genre. The majority of his images were music-based, as shown on his contact sheet. His target audience was predominantly males and females ages 18+ interested in drum and bass. He edited three photos - the first in black and white for an "old school" look targeting DJs ages 18-25, the second playing with color and contrast for a yellowy style, and the third with a green color. For his next project, he plans to take more photos to have a better selection, try different camera techniques beyond just depth of field, and diversify his subject matter.
Joe Hayes Presentation contact sheet
Joe Hayes took photos for his music magazine focused on the drum and bass genre. The majority of his images were music-based, as shown on his contact sheet. His target audience was predominantly males and females ages 18+ interested in drum and bass. He edited three photos - the first in black and white for an "old school" look targeting DJs ages 18-25, the second playing with color and contrast for a yellowy style, and the third with a green color. For his next project, he plans to take more photos to have a better selection, try different camera techniques beyond just depth of field, and diversify his subject matter.
Big presentation contact sheet
Joe Hayes took photos for his music magazine focused on the drum and bass genre. The majority of his images were music-based, as shown on his contact sheet. His target audience was predominantly males and females ages 18+ interested in drum and bass. He edited three photos - the first in black and white for an "old school" look targeting DJs ages 18-25, the second playing with color and contrast for a yellowy style, and the third with a green color. For his next project, he plans to take more photos to have a better selection, try different camera techniques beyond just depth of field, and diversify his subject matter.
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Unit 64 evaluation finished
- 1. Ben Holmes Unit 64 Evaluation – Motion Graphics HA 1 – The first task of this unit was to research and define some key motion graphics terms such as pixel, resolution and screen ratios. I found this task easy and completed it quickly. After researching key terms we had to explore the internet to find and give examples of the different types of motion graphics, these included Interactive DVD menus, Web banners and Idents/Stings. After evidencing 6 different types of motion graphics on my blog the final task of HA1 was to choose 3 recent examples of one type of motion graphic andanalyse the characteristics and technical considerations of each and compare and contrast the examples. I choose to analyse the title and credit sequences for 3 different horror films as I had an idea already about the codes and conventions that horror movies follow. I struggled a bit with this task as I didn’t know all the technical terms that I know now after completing this assignment. HA 2 – Task 1 was introducing us to Adobe Illustrator. On this task I had to create/trace some images in Illustrator. This was to familiarise ourselves with the softwareas we would need it later in the course. I struggled with this task at first as I had never used anything like Adobe Illustrator before. However I managed to complete the task to the best of my ability. Following this we were then tasked with creating a basic logo using illustrator. Next was Task 2 which was the Ideas Generation stage. We had to sketch out 20 abstract colour symbols that could be possible ideas for our logo. This task did not take long as I am artistic and quickly completed it. Task 3 was the client briefing. The college sports company visited our lesson and pitched an idea to us for a new Salford City Sports Academy logo. We had to make notes on what type of logo they required and we had to pay attention to specific details they implemented such as; the logo had to appeal to ALL sports categories and not just one specific sport, also it had to include the text ‘sports Academy’. After the client briefing was Task 4. This was a relatively simple task and required us to research other sports logos and evidence them on our blog in hope to inspire our final logo outcome.
- 2. Task 5 was to use Adobe Illustrator to experiment with different symbols and fonts in order to select one for suitable for the creation of a new SCC Academy logo. For Task 6 we had to finalise our logo design this was simple and didn’t take long and is evidenced on my blog. Task 7 was the most complex task of Unit64. We had tocomplete Adobe After Effects exercises designed to give you an understanding of how to create vector artwork. These consisted of The Devil Rides Out Tutorial which was a step by step guide of the application’s interface and tools.Next we had to combine live video footage and still imagerywith this Gnome exercise. Task 8 was relatively straight forward and it was to produce a story board using Adobe Illustrator for my 30 second treatment with the supplied logos and template.
- 3. Based on our story board and treatment we had to complete Task 9 which was to prepare the logo artwork and build the sequence using Adobe After Effects. I struggled with this task and needed my tutor to go through it again with me as my first composition failed. I made adjustments and edited my storyboard in order to create a new treatment. This was the first time I had used Adobe After Effects and i found it difficult to use at first but I finally got the hang of it and managed to create a working motion graphic.We then had to produce a second version that is composited with the supplied video footage.