What have we learned about the technologies from the process of constructing this product?
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The document discusses the technologies learned during the construction of an opening for a film. They experimented with different camera techniques before finding the best shot required the camera to be further away from the actors. They also learned how to keep the camera steady without a squeaky tripod. While the video editing software Adobe Premier initially seemed complex, seeking help from teachers made it easier to edit and add effects to the opening. Adding voiceovers required learning how to incorporate audio on the timeline. Uploading files to Tumblr was initially difficult for some, and the school internet not always cooperating made uploads challenging but working from home helped overcome this.
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What have you learnt about technologies from the.pptx evalll 777777777777777...
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone to record audio.
While the group felt proud of their editing skills, they identified areas for improvement like camera operation and using Photoshop more to refine designs. Overall the process helped expand their technical skills
What have you learnt about technologies from the.pptx evalll
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone for audio recording.
While the final product showed improvement in skills, the group noted camera operation and Photoshop abilities could be strengthened further through additional practice.
What have you learnt about technologies from the.pptx evalll
The document summarizes what the group learned about using various technologies to create a media product. They learned how to use video cameras, Mac computers, editing software like Adobe Premiere, Photoshop, and blogging platforms. Through completing pre-production tasks and their final product, all of the group members improved their technical skills, such as filming, editing video, adding effects, and publishing online. While proud of their work, they recognize areas for further improvement, like camera operation and using Photoshop to design graphics.
What have you learnt about technologies from the.pptx evalll
The document summarizes what the group learned about technologies from constructing a media product. They learned how to use various software like Adobe Premiere, Photoshop, and Blogger. They also learned how to use equipment like cameras, microphones, and Mac computers. Through completing pre-lim tasks and their final product, all of their skills improved immensely over the course as they gained experience using the different technologies. Areas they identified wanting to improve included camera skills, Photoshop skills for posters, and further exploring editing techniques.
What have you learnt about technologies from the.pptx evalll
The document summarizes what the group learned about using various technologies to create a media product. They learned how to use video cameras, Mac computers, editing software like Adobe Premiere, Photoshop, and blogging platforms. Through completing pre-production tasks and their final product, all of the group members improved their technical skills, such as filming, editing video, adding effects, and publishing online. While proud of their work, they recognize areas for further improvement, like camera operation and using Photoshop to design graphics.
techno
Through constructing this media product, the author learned about various technologies:
Blogger taught them how to creatively present content with features like videos and Prezis. Flip cameras were useful for uploading footage directly to computers. Sony DV cameras provided higher quality video and audio but took longer to upload. The Canon EOS500d had even higher resolution. Editing software like Final Cut Pro and iMovie were challenging to learn but allowed editing and exporting footage as well as adding elements like text and music. YouTube was used to upload and annotate videos to explain how they fit genre conventions.
Media studies evaluatioin question 6
The document discusses what the author has learned through creating a title sequence for a film project.
The author learned how to use editing software like Final Cut Pro to edit shots, add transitions, sound effects, and titles. They also learned how to fix lighting and audio issues during post-production.
Creating a blog to document the process taught the author how to share information and media online. They also learned how to use presentation software like Slideshare to organize research and how to upload videos to YouTube.
Through the project, the author gained experience with video equipment like cameras, tripods, and microphones. They also improved their skills in group collaboration, direction, and editing techniques.
Evaluation Question 6 - Technologies
The document discusses the technologies used to create a thriller opening sequence. It describes using Adobe After Effects for editing and becoming competent with the software. A digital camera allowed for higher quality and easier to upload footage compared to an analog camera. Foley techniques were used to re-record sound in a studio to replace low quality audio from locations with background noise. Various social media technologies like Prezi, Pinterest, and Skype were used to communicate ideas for the project in different ways beyond just text.
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What have you learnt about technologies from the.pptx evalll 777777777777777...
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone to record audio.
While the group felt proud of their editing skills, they identified areas for improvement like camera operation and using Photoshop more to refine designs. Overall the process helped expand their technical skills
What have you learnt about technologies from the.pptx evalll
The group learned to use several pieces of technology to create their media product, including:
- A Canon camera to film shots, an SD card to store footage, and a tripod to film from different angles.
- Mac computers, which some found difficult to use initially but learned over time.
- Adobe Premiere for editing, which also took practice to learn but allowed them to add effects like lighting adjustments.
- Photoshop to design a poster, blogger to share planning, and an iPhone for audio recording.
While the final product showed improvement in skills, the group noted camera operation and Photoshop abilities could be strengthened further through additional practice.
What have you learnt about technologies from the.pptx evalll
The document summarizes what the group learned about using various technologies to create a media product. They learned how to use video cameras, Mac computers, editing software like Adobe Premiere, Photoshop, and blogging platforms. Through completing pre-production tasks and their final product, all of the group members improved their technical skills, such as filming, editing video, adding effects, and publishing online. While proud of their work, they recognize areas for further improvement, like camera operation and using Photoshop to design graphics.
What have you learnt about technologies from the.pptx evalll
The document summarizes what the group learned about technologies from constructing a media product. They learned how to use various software like Adobe Premiere, Photoshop, and Blogger. They also learned how to use equipment like cameras, microphones, and Mac computers. Through completing pre-lim tasks and their final product, all of their skills improved immensely over the course as they gained experience using the different technologies. Areas they identified wanting to improve included camera skills, Photoshop skills for posters, and further exploring editing techniques.
What have you learnt about technologies from the.pptx evalll
The document summarizes what the group learned about using various technologies to create a media product. They learned how to use video cameras, Mac computers, editing software like Adobe Premiere, Photoshop, and blogging platforms. Through completing pre-production tasks and their final product, all of the group members improved their technical skills, such as filming, editing video, adding effects, and publishing online. While proud of their work, they recognize areas for further improvement, like camera operation and using Photoshop to design graphics.
techno
Through constructing this media product, the author learned about various technologies:
Blogger taught them how to creatively present content with features like videos and Prezis. Flip cameras were useful for uploading footage directly to computers. Sony DV cameras provided higher quality video and audio but took longer to upload. The Canon EOS500d had even higher resolution. Editing software like Final Cut Pro and iMovie were challenging to learn but allowed editing and exporting footage as well as adding elements like text and music. YouTube was used to upload and annotate videos to explain how they fit genre conventions.
Media studies evaluatioin question 6
The document discusses what the author has learned through creating a title sequence for a film project.
The author learned how to use editing software like Final Cut Pro to edit shots, add transitions, sound effects, and titles. They also learned how to fix lighting and audio issues during post-production.
Creating a blog to document the process taught the author how to share information and media online. They also learned how to use presentation software like Slideshare to organize research and how to upload videos to YouTube.
Through the project, the author gained experience with video equipment like cameras, tripods, and microphones. They also improved their skills in group collaboration, direction, and editing techniques.
Evaluation Question 6 - Technologies
The document discusses the technologies used to create a thriller opening sequence. It describes using Adobe After Effects for editing and becoming competent with the software. A digital camera allowed for higher quality and easier to upload footage compared to an analog camera. Foley techniques were used to re-record sound in a studio to replace low quality audio from locations with background noise. Various social media technologies like Prezi, Pinterest, and Skype were used to communicate ideas for the project in different ways beyond just text.
Task 6
By taking a media studies course, the student learned about various software, hardware, and online tools used for video production. They gained experience shooting with a Canon 50D camera, using tripods, lighting equipment like red-head lights and diffusers, and an audio recorder. The student also learned how to edit video using Adobe Premiere Pro, becoming proficient with transitions, effects, and creating a polished final product. Through completing their video project, the student developed their technical skills with various equipment and got comfortable with the full video production process.
Question 6
During the foundation portfolio, the author learned how to use various technologies including Photoshop, Quark Express, Prezi, video cameras, voice recorders, and SlideShare. The author's skills with Photoshop grew as they learned how to add drop shadows, background colors, and style text boxes. They also learned how to import text and images, create columns, and more in Quark Express. Further, the author developed their skills using Prezi, video cameras, Premier Pro for video editing, and SlideShare for presentations.
Powere what have you learnt about technologies from the.pptx evalll
We have learned how to use various technologies like cameras, computers, editing software, and more through constructing our media product. Some group members were unfamiliar with the Mac computer and editing software at first but we helped each other learn. We learned how to film with the camera, edit videos using Adobe Premiere on Mac which was different than Windows, and add effects like changing to black and white. While the software was difficult to learn initially, we became proficient through practice and can now use technologies like Photoshop, Blogger, and more confidently. There is still room for improvement, such as better camera skills and photo editing, but overall our skills have increased significantly through this project.
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
A2 Media Evaluation Question 4
Daniel Rothery used various media software and equipment to create a music video and ancillary texts. He used a Canon 1200D camera to film footage. For editing, he used Adobe Premier Pro to add effects like color adjustments, layering, and chroma key. He also used Adobe After Effects to add special effects like melting titles and extracting images frame by frame. Photoshop was used to create album art inspired by Andy Warhol's pop art style. Progress updates were uploaded to YouTube throughout the editing process.
How have you used media technologies for the
The document discusses the various media technologies used to produce a media trailer. These include:
Sony Vegas for manipulating shots and applying effects like TV simulation and blurring. iMovie was used initially for drafting but was less advanced. Photoshop was used to manipulate photos by applying textures, blurring, and color adjustments. Camera techniques like different focal lengths and points of view were learned. Audacity was used to add reverb effects. Celtx helped organize the script. PowerPoint and Slideshare presented information interactively. Prezi allowed for interactive presentations through animation and pathways. Soundcloud broadcasted audio files.
Evaluation activity 6
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.
Evaluation Technologies
For their music video project, the student used various media technologies at different stages:
In the initial research stage, they used their school iMacs and websites like Wikipedia, YouTube, and Lyricsmania to research music videos and the chosen artist. They later acquired a Macbook to do most of the work.
For planning, they used Microsoft Word to storyboard and plan ancillary tasks.
For filming, they used a Canon digital camera over a video camera for its compact size. Footage was transferred to the Mac via SD card.
In post-production, they used iMovie to upload clips, add music/effects, though it took time to learn. Photographs were taken on
Evaluation 6
The document discusses the various technologies the author learned during the process of creating a film project. Specifically, the author learned how to use a digital camera on a tripod to get steady shots, as well as editing software like GarageBand and Premiere Pro to create soundtracks, add effects, and edit video. While it took some time to learn the software, tutorials helped and the author was able to create transitions and titles. The author also learned how to upload videos to YouTube and blogs to share their work and analyze other film openings.
Evaluation Question 6 - Sonia Pal
The document discusses various technologies used in creating a media product. It describes using Blogger to present work, YouTube to publish videos, a Canon camera for filming, a tripod to stabilize shots, iMovie and Adobe Premier Pro for editing, GarageBand for creating music, SlideShare to embed materials, SoundCloud for audio posts, Prezi and PowToon for animated presentations, and Easel.ly and Piktochart for making infographics. The document reflects on the strengths and limitations of each technology, noting what was learned through the process.
Media evaluation question 6
1) The document discusses the various technologies, equipment, hardware, and software used to create a media product. This included using cameras, tripods, mobile phones, computers, and editing software like Adobe Premier and After Effects.
2) Learning to properly operate the cameras, including adjusting exposure and focus, was challenging but improved the filmmaking skills. Battery life and camera stability were additional issues addressed.
3) Communication between group members was facilitated through mobile phones. Organizing and backing up files on computers was also a lesson learned.
4) Complex editing software took practice to learn but improved the final product over simpler options. Future projects will involve more preparation and experimentation with the software.
Question 6 ayaan
Ayaan learned to use several technologies through constructing their media product:
Blogger, which they used to publish their coursework. They also used iMovie to edit their preliminary work and YouTube to upload and embed videos. Slideshare allowed them to include presentations.
Using a camera for their project was challenging, as they had to ensure shots were in focus as the cameraperson. Adobe Premier Pro provided more advanced editing over iMovie, though it took longer to learn. Garageband was used to create and layer background sounds.
Evaluation q6
The document discusses the process and techniques used to create a social realism film for an A-level media coursework project. It describes researching film codes and conventions of the genre using online sources. Footage was shot using DSLR and camcorder cameras and edited in iMovie, with experience from a prior preliminary task helping with the editing process. Various software like Photoshop, Blogger, and presentation tools were used to create promotional materials and evaluations, with skills developing throughout the project.
Q1. powerpoint
The group used several technologies to produce their music video project including:
1) Canon DSLR cameras for filming due to their high image quality and accessibility.
2) Adobe Premiere Pro for editing as the group was familiar with the software.
3) Photoshop for designing graphics like the album artwork and website images using skills from previous coursework.
4) Online tools like Moonfruit for creating their website since it allowed collaborative editing from different locations.
Media Evaluation Q4
The document discusses the various technologies used by the author for their research and planning process, including a digital camera, iMac, iMovie HD, laptop, internet, MP3 player, and printer scanner. The author analyzed real media advertisements on YouTube for their research due to its accessibility and ability to pause, rewind, and replay clips. They used a digital camera to film advertisements and take photos. iMovie HD was used to edit the advertisements by cutting scenes, adding transitions and effects. However, there were also technical issues with the iMacs and iMovie HD that caused delays and required work to be redone at times.
Question 6 by Ellis Morgan
This document discusses the various technologies used to create a product and what was learned from using each one. The technologies included Canon cameras, YouTube, Corel Video Studio Pro, PowerPoint, and Prezi. For each technology, the document lists skills that were learned, such as how to record and adjust camera settings, upload videos to YouTube, edit video brightness and transitions, create hyperlinks and slide transitions in PowerPoint, and link fields in Prezi.
Evaluation 4
The document discusses the various media technologies used at different stages of creating a short film project. A Nikon D5100 camera was used to record visuals and take photos for the film poster. Adobe Premiere was the primary software for editing clips, adding effects and assembling the film timeline. Prezi and Slideshare were utilized for presenting research and planning, though images did not display properly in Prezi. A Wordpress blog documented and shared all stages of the process. Photoshop allowed for creative editing and effects in designing the film poster.
Kadeems evaluation powerpoint presentation
The document discusses the process of creating a thriller opening sequence for a class project. It describes using various equipment like cameras, tripods, and programs like GarageBand, LiveType, and Photoshop. GarageBand was used to compose a soundtrack from limited samples, while LiveType was easiest to use for titles. Photoshop was challenging to learn but allowed creating backgrounds. Effects like speeding up shots and adding reverb to match were applied. The process involved planning concepts, storyboarding, filming, editing, and publishing the final product on YouTube and Facebook to gather feedback.
Question 4
New technologies played an important role in the production of the documentary and ancillary tasks. Specifically:
- A Canon 550D DSLR camera was used to capture high quality footage and photos, allowing creative control through features like depth of field and exposure.
- iMovie and Sony Vegas editing software allowed advanced editing techniques like adjusting clip opacity, adding subtitles, and synchronized sound.
- Logic Pro software was used for voiceovers and sound effects like reverb and delay.
- Professional microphones captured clear audio without ambient noise, important for voiceovers.
- Mac computers provided storage, software, and internet access needed for research, editing, and interactive blogging.
Question 4
The student used various media technologies in the construction, research, and planning stages of their project. They used a Nikon D3200 camera, Apple iMac computer, Photoshop, and Premier Pro software to film footage, edit videos, and design posters, logos, and packaging. They also utilized online platforms like YouTube, Vimeo, and Blogger to upload, host, and document their work. These technologies improved their skills and allowed experimentation.
Evaluation questions
WolfPack Productions learned about proper camera techniques and framing shots in creating their full film project, as opposed to dealing with actors in their preliminary task. They feel an institution like Film 4 that supports independent films would be suitable to distribute their film. Their target audience is males and females ages 15 to 25, reflected in the film's 15 rating, and they would attract this audience through ads and an official Facebook group to inform them of screenings and premieres.
Narratives
Narrative provides an insight into how the film will develop and also hints at how the film will end. There are four different types of narrative: Linear, Non-linear, Omniscient and Restricted.
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Task 6
By taking a media studies course, the student learned about various software, hardware, and online tools used for video production. They gained experience shooting with a Canon 50D camera, using tripods, lighting equipment like red-head lights and diffusers, and an audio recorder. The student also learned how to edit video using Adobe Premiere Pro, becoming proficient with transitions, effects, and creating a polished final product. Through completing their video project, the student developed their technical skills with various equipment and got comfortable with the full video production process.
Question 6
During the foundation portfolio, the author learned how to use various technologies including Photoshop, Quark Express, Prezi, video cameras, voice recorders, and SlideShare. The author's skills with Photoshop grew as they learned how to add drop shadows, background colors, and style text boxes. They also learned how to import text and images, create columns, and more in Quark Express. Further, the author developed their skills using Prezi, video cameras, Premier Pro for video editing, and SlideShare for presentations.
Powere what have you learnt about technologies from the.pptx evalll
We have learned how to use various technologies like cameras, computers, editing software, and more through constructing our media product. Some group members were unfamiliar with the Mac computer and editing software at first but we helped each other learn. We learned how to film with the camera, edit videos using Adobe Premiere on Mac which was different than Windows, and add effects like changing to black and white. While the software was difficult to learn initially, we became proficient through practice and can now use technologies like Photoshop, Blogger, and more confidently. There is still room for improvement, such as better camera skills and photo editing, but overall our skills have increased significantly through this project.
Evaluation Q6 What have you learned about technologies from the process of co...
The document discusses the technologies used to create a film opening, including cameras, tripods, iMacs, Adobe Premiere Pro, Adobe After Effects, Final Cut, and YouTube. The author learned about camera angles, positioning microphones, color correction, animation, and title creation. They found YouTube tutorials especially helpful but struggled with Adobe After Effects. Overall, the process improved their editing skills and ability to communicate with their film team.
A2 Media Evaluation Question 4
Daniel Rothery used various media software and equipment to create a music video and ancillary texts. He used a Canon 1200D camera to film footage. For editing, he used Adobe Premier Pro to add effects like color adjustments, layering, and chroma key. He also used Adobe After Effects to add special effects like melting titles and extracting images frame by frame. Photoshop was used to create album art inspired by Andy Warhol's pop art style. Progress updates were uploaded to YouTube throughout the editing process.
How have you used media technologies for the
The document discusses the various media technologies used to produce a media trailer. These include:
Sony Vegas for manipulating shots and applying effects like TV simulation and blurring. iMovie was used initially for drafting but was less advanced. Photoshop was used to manipulate photos by applying textures, blurring, and color adjustments. Camera techniques like different focal lengths and points of view were learned. Audacity was used to add reverb effects. Celtx helped organize the script. PowerPoint and Slideshare presented information interactively. Prezi allowed for interactive presentations through animation and pathways. Soundcloud broadcasted audio files.
Evaluation activity 6
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.
Evaluation Technologies
For their music video project, the student used various media technologies at different stages:
In the initial research stage, they used their school iMacs and websites like Wikipedia, YouTube, and Lyricsmania to research music videos and the chosen artist. They later acquired a Macbook to do most of the work.
For planning, they used Microsoft Word to storyboard and plan ancillary tasks.
For filming, they used a Canon digital camera over a video camera for its compact size. Footage was transferred to the Mac via SD card.
In post-production, they used iMovie to upload clips, add music/effects, though it took time to learn. Photographs were taken on
Evaluation 6
The document discusses the various technologies the author learned during the process of creating a film project. Specifically, the author learned how to use a digital camera on a tripod to get steady shots, as well as editing software like GarageBand and Premiere Pro to create soundtracks, add effects, and edit video. While it took some time to learn the software, tutorials helped and the author was able to create transitions and titles. The author also learned how to upload videos to YouTube and blogs to share their work and analyze other film openings.
Evaluation Question 6 - Sonia Pal
The document discusses various technologies used in creating a media product. It describes using Blogger to present work, YouTube to publish videos, a Canon camera for filming, a tripod to stabilize shots, iMovie and Adobe Premier Pro for editing, GarageBand for creating music, SlideShare to embed materials, SoundCloud for audio posts, Prezi and PowToon for animated presentations, and Easel.ly and Piktochart for making infographics. The document reflects on the strengths and limitations of each technology, noting what was learned through the process.
Media evaluation question 6
1) The document discusses the various technologies, equipment, hardware, and software used to create a media product. This included using cameras, tripods, mobile phones, computers, and editing software like Adobe Premier and After Effects.
2) Learning to properly operate the cameras, including adjusting exposure and focus, was challenging but improved the filmmaking skills. Battery life and camera stability were additional issues addressed.
3) Communication between group members was facilitated through mobile phones. Organizing and backing up files on computers was also a lesson learned.
4) Complex editing software took practice to learn but improved the final product over simpler options. Future projects will involve more preparation and experimentation with the software.
Question 6 ayaan
Ayaan learned to use several technologies through constructing their media product:
Blogger, which they used to publish their coursework. They also used iMovie to edit their preliminary work and YouTube to upload and embed videos. Slideshare allowed them to include presentations.
Using a camera for their project was challenging, as they had to ensure shots were in focus as the cameraperson. Adobe Premier Pro provided more advanced editing over iMovie, though it took longer to learn. Garageband was used to create and layer background sounds.
Evaluation q6
The document discusses the process and techniques used to create a social realism film for an A-level media coursework project. It describes researching film codes and conventions of the genre using online sources. Footage was shot using DSLR and camcorder cameras and edited in iMovie, with experience from a prior preliminary task helping with the editing process. Various software like Photoshop, Blogger, and presentation tools were used to create promotional materials and evaluations, with skills developing throughout the project.
Q1. powerpoint
The group used several technologies to produce their music video project including:
1) Canon DSLR cameras for filming due to their high image quality and accessibility.
2) Adobe Premiere Pro for editing as the group was familiar with the software.
3) Photoshop for designing graphics like the album artwork and website images using skills from previous coursework.
4) Online tools like Moonfruit for creating their website since it allowed collaborative editing from different locations.
Media Evaluation Q4
The document discusses the various technologies used by the author for their research and planning process, including a digital camera, iMac, iMovie HD, laptop, internet, MP3 player, and printer scanner. The author analyzed real media advertisements on YouTube for their research due to its accessibility and ability to pause, rewind, and replay clips. They used a digital camera to film advertisements and take photos. iMovie HD was used to edit the advertisements by cutting scenes, adding transitions and effects. However, there were also technical issues with the iMacs and iMovie HD that caused delays and required work to be redone at times.
Question 6 by Ellis Morgan
This document discusses the various technologies used to create a product and what was learned from using each one. The technologies included Canon cameras, YouTube, Corel Video Studio Pro, PowerPoint, and Prezi. For each technology, the document lists skills that were learned, such as how to record and adjust camera settings, upload videos to YouTube, edit video brightness and transitions, create hyperlinks and slide transitions in PowerPoint, and link fields in Prezi.
Evaluation 4
The document discusses the various media technologies used at different stages of creating a short film project. A Nikon D5100 camera was used to record visuals and take photos for the film poster. Adobe Premiere was the primary software for editing clips, adding effects and assembling the film timeline. Prezi and Slideshare were utilized for presenting research and planning, though images did not display properly in Prezi. A Wordpress blog documented and shared all stages of the process. Photoshop allowed for creative editing and effects in designing the film poster.
Kadeems evaluation powerpoint presentation
The document discusses the process of creating a thriller opening sequence for a class project. It describes using various equipment like cameras, tripods, and programs like GarageBand, LiveType, and Photoshop. GarageBand was used to compose a soundtrack from limited samples, while LiveType was easiest to use for titles. Photoshop was challenging to learn but allowed creating backgrounds. Effects like speeding up shots and adding reverb to match were applied. The process involved planning concepts, storyboarding, filming, editing, and publishing the final product on YouTube and Facebook to gather feedback.
Question 4
New technologies played an important role in the production of the documentary and ancillary tasks. Specifically:
- A Canon 550D DSLR camera was used to capture high quality footage and photos, allowing creative control through features like depth of field and exposure.
- iMovie and Sony Vegas editing software allowed advanced editing techniques like adjusting clip opacity, adding subtitles, and synchronized sound.
- Logic Pro software was used for voiceovers and sound effects like reverb and delay.
- Professional microphones captured clear audio without ambient noise, important for voiceovers.
- Mac computers provided storage, software, and internet access needed for research, editing, and interactive blogging.
Question 4
The student used various media technologies in the construction, research, and planning stages of their project. They used a Nikon D3200 camera, Apple iMac computer, Photoshop, and Premier Pro software to film footage, edit videos, and design posters, logos, and packaging. They also utilized online platforms like YouTube, Vimeo, and Blogger to upload, host, and document their work. These technologies improved their skills and allowed experimentation.
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Powere what have you learnt about technologies from the.pptx evalll
Powere what have you learnt about technologies from the.pptx evalll
Evaluation Q6 What have you learned about technologies from the process of co...
Evaluation Q6 What have you learned about technologies from the process of co...
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Evaluation questions
WolfPack Productions learned about proper camera techniques and framing shots in creating their full film project, as opposed to dealing with actors in their preliminary task. They feel an institution like Film 4 that supports independent films would be suitable to distribute their film. Their target audience is males and females ages 15 to 25, reflected in the film's 15 rating, and they would attract this audience through ads and an official Facebook group to inform them of screenings and premieres.
Narratives
Narrative provides an insight into how the film will develop and also hints at how the film will end. There are four different types of narrative: Linear, Non-linear, Omniscient and Restricted.
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Shot types
The document discusses various camera shots used in filmmaking and what each shot achieves. An extreme close up focuses on very small details like a character's facial expression. A close up shows a character's head and shoulders to reveal details. A mid close up is slightly more pulled back than a close up. A mid shot shows a character from the waist up. A long shot captures the whole body from the ground up. A two shot includes two people to highlight their interaction, often cutting to an over the shoulder shot of the speaking character.
Music Genres
The document discusses several different music genres that could be used for a music video project, including country music, R&B, rap, soul music, and pop music. Examples of songs are provided for each genre along with brief descriptions of their history and conventions. The document aims to help pick a genre to base the music video concept and style on.
Decision making
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This document provides a recipe for a traditional Spanish dish called Spanish omelette or tortilla española. The recipe calls for eggs, potatoes, olive oil and salt. To make it, thinly sliced potatoes are fried in olive oil and then added to beaten eggs along with a bit of salt before frying the mixture in a pan until set on both sides. Optionally, thinly sliced onions can also be added and fried with the potatoes.
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Similar to What have we learned about the technologies from the process of constructing this product?
Powere what have you learnt about technologies from the.pptx evalll
We have learned how to use various technologies like cameras, computers, editing software, and more through constructing our media product. Some group members were unfamiliar with the Mac computer and editing software at first but we helped each other learn. We learned how to film with the Canon camera, edit videos using Adobe Premiere on Macs, add effects like changing to black and white, and speeding up/slowing down clips. While the software was difficult at first, we gained skills in Premiere, Photoshop, Blogger, Prezi, and Emaze over the course. Overall we improved our technology skills but still have more to learn, like improving camera techniques and Photoshop skills.
What have you learnt about technologies from the process of constructing this...
The document discusses the hardware and software used to film an opening sequence for a project. It describes using a Panasonic camcorder and Velbon tripod, and learning how to operate the camcorder but having issues with blurriness and the tripod not always being tall enough. Premier Pro was used for editing, adding titles and sound, and creating a logo, which was a lengthy process due to inexperience. YouTube and Tumblr were used to upload the finished project, with Tumblr having a simple interface but exporting to YouTube taking a long time.
What have you learn about technologies from the process of constructing this ...
The group learned to use several technologies in creating their thriller project. They became proficient with iMovie for video editing, learning basic skills like cutting and adding audio that helped in editing the final project. Wordpress was used to create a blog, where they uploaded planning work and updates, and learned to organize content. YouTube was also used to upload footage, which required adding tags and labels. Soundcloud was utilized after difficulties with Garageband, allowing free music clips. Digital cameras on a tripod helped capture long shots, developing their filming skills.
6
The students learned about various media technologies through creating a film project. They gained experience using cameras and learned techniques for different shots and angles. The students also became more proficient with editing software like Adobe Fireworks and Premiere Pro. Additionally, they relied on websites like YouTube and Blogger. A key lesson was the importance of saving work frequently and backing it up, as technologies can fail in ways that cause lost progress or errors.
What have you learnt about technologies from the process of constructing this...
The document discusses the technologies used to construct a film project. A Sony camera was used for filming and allowed for precise zooming and close-up shots. Adobe Premiere Pro was used for editing on a Mac, which was initially challenging but became easier with practice. Premiere Pro allowed cutting clips, adding transitions, layering scenes, converting to black and white, and importing music. YouTube was used to research music, upload the finished film, and add annotations. Blogger let the filmmakers document the construction process with a diary, photos, and videos.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the student learned during the process of creating a thriller opening called "Payback". They learned how to use a Kodak camcorder to record professional footage, including how to improve sound and add effects. They also learned the importance of using a tripod to keep shots steady and allow panning. For editing, they used iMovie and learned basic and advanced editing tools. Additional media technologies like Prezi, Blogger, and SlideShare were used to present their work, and they learned how to use these platforms to link accounts, import different file formats, and upload content.
What have you learnt about technologies from the process of constructing this...
The document discusses the various technologies the students learned during the process of creating a thriller opening called "Payback". They learned how to use a Kodak camcorder to record professional footage, including adding audio and effects. Using a tripod was also important for steady shots and allowed panning. The students learned to edit using iMovie, starting with basic tools and progressing to advanced features like color alteration and effects. Additional media technologies like Prezi, Blogger, and SlideShare were used to present work in an interactive way and link all elements together in one place.
Media Evaluation Question 4 - Technologies
Charlie Ball used various media technologies at different stages of his media production project. He used Blogger to present written analysis and embed relevant media clips. He relied on his personal HP laptop to complete work at home. MacBook Pros were used in lessons for research and planning. A Nikon D3200 camera was used to film production and take photographs. Final Cut Pro was the primary editing software used to create special effects for the film trailer. GarageBand, Freesound, and YouTube were also used for audio editing and sharing the final project online. Paint.net, Dafont, Word, and Powerpoint were additionally utilized at different stages for image editing, font selection, transcription, and presentation needs.
Question 6- evaluation
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was crucial.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects allowed for a smoother process without much learning time needed for the equipment. Different settings on the professional camera were explored for lighting and shots.
Question 6
1. The document discusses the technologies used to create a film project, including different cameras, sound equipment, and editing software.
2. Adobe Premiere Pro was used for editing footage, adding sound/music, and publishing the final video online. Learning how to import footage, adjust audio levels, and use keyframes to fade music was important.
3. Experience with the cameras, sound kit, and Premiere Pro from previous school projects helped streamline the filmmaking process.
Evaluation question 6
The document discusses what was learned from constructing a media opening sequence project. It discusses using various cameras like a Nikon Coolpix and GoPros to get different shots, and issues encountered like batteries losing charge. It describes using software like Adobe Premiere Pro, Final Cut Pro X and GoPro software to edit the project, and issues activating the software. It discusses using the blogger platform to post and upload content, but difficulties uploading large video files. It emphasizes the importance of sound and using external sources to find soundtracks and effects to add realism.
Evaluation question 6
The document discusses what was learned from constructing a media opening sequence project. It discusses using various cameras like a Nikon Coolpix and GoPros to get different shots, and issues encountered like batteries losing charge. It describes using software like Adobe Premiere Pro, Final Cut Pro X and GoPro software to edit the project, and issues activating the software. It discusses using the blogger platform to post and upload content, but difficulties uploading large video files. It emphasizes the importance of sound and using external sources to find soundtracks and effects to add realism.
Question 6
The document discusses the technologies used to create a film project. It describes using the same camera and sound equipment as in a previous task, which provided familiarity. Editing software Adobe Premiere Pro was used to stitch shots, add audio, speed up clips, and layer sound effects. Challenges with sound levels and dialogue cuts were overcome. Tumblr was also used to blog about the media course.
media evaluations
By using different cameras, equipment, and editing software for their preliminary and main tasks, the students learned several technologies. For the main task, they used a Nikon camera which produced higher quality images than the camcorder used previously. They became more proficient with the sound kit and Adobe Premiere Pro software by having experience with it in the preliminary task. Editing in Premiere Pro allowed them to add voiceovers, adjust audio levels, and use keyframes to fade music in and out under the voiceover. Working with these technologies helped them improve the quality of their video and learn new skills.
Question 6 2
By using different cameras, equipment, and editing software for their preliminary and main tasks, the students learned several technologies. For the main task, they used a Nikon camera which produced higher quality images than the camcorder used previously. They became more proficient with the sound kit and Adobe Premiere Pro software by having experience with it in the preliminary task. Editing in Premiere Pro allowed them to add voiceovers, adjust audio levels, and use keyframes to fade music in and out under the voiceover. Working with these technologies helped improve the quality of their main task video.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
media eval
We learned several technologies through constructing this product:
1) We used different cameras and equipment like tripods that we were familiar with from school, allowing us to complete filming without much setup.
2) Adobe Premiere Pro was used to edit footage, add voiceovers, music and titles. We learned how to import media, adjust audio levels and use keyframes to fade elements in and out.
3) Tumblr was used to share our final product. Through this process, we learned how to upload and customize our blog page on the site.
Technologies
The document discusses the skills and technologies the author learned while creating a film opening for a media product, including Final Cut Pro, Photoshop, cameras, microphones, and GarageBand. The author gained experience with editing techniques in Final Cut Pro, learned to create transparent logos and graphics in Photoshop, improved cinematography skills using a Canon camera, learned how to use a separate microphone for audio recording, and was introduced to sound recording software through GarageBand despite initial difficulties. Overall, working on the media product helped the author develop new technical abilities and improve the quality of their work.
eval
We learned several skills related to camera work, sound equipment, video editing software, and social media platforms through constructing this product:
1) We gained experience using different cameras, microphones, and other equipment which allowed us to film higher quality footage for our main task compared to our preliminary task.
2) Editing software like Adobe Premiere Pro taught us how to import footage, adjust audio levels, add titles and effects, and publish online. We learned techniques like using keyframes to fade music and enhance voiceovers.
3) Platforms like Tumblr required learning how to upload, personalize, and customize our blog page to share our final product online.
Evaluation question 6 – what have you learnt
The document discusses the various technologies used to create a film, including hardware like Mac computers and cameras, software like editing programs, and online tools. It describes how each were used, such as using Macs for editing and downloading footage, cameras for filming, and tripods to keep shots steady. Sound equipment was also discussed. Various software programs were used for editing, titles, and presenting research, as well as online sites like YouTube and blogs to share the work. With practice, the document indicates all the technologies became easier to use for the filmmaking process.
Similar to What have we learned about the technologies from the process of constructing this product? (20)
Powere what have you learnt about technologies from the.pptx evalll
Powere what have you learnt about technologies from the.pptx evalll
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learn about technologies from the process of constructing this ...
What have you learn about technologies from the process of constructing this ...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
What have you learnt about technologies from the process of constructing this...
More from Abbeyfield
Animation powerpoint
Stop motion animation is achieved by recording individual still frames of motion and playing them back sequentially to create the illusion of continuous movement. Each frame is a slightly altered version of the previous frame with objects moved in small increments. This labor intensive process can involve manipulating physical objects, cutouts, or live actors frame-by-frame to simulate movement. Different stop motion techniques produce varied effects and involve altering material positions gradually over many frames to depict animation.
Music Genres
The document discusses several different music genres that could be used for a music video project, including country music, R&B, rap, soul music, and pop music. Examples of songs are provided for each genre along with brief descriptions of their history and evolution. Country music originated in the southern US in the 1920s while R&B developed in the 1940s combining elements of blues, gospel, and soul. Rap uses rhyming lyrics often accompanied by drums or electronics. Soul music originated in the US combining gospel, R&B, and has sub-genres like psychedelic and blue-eyed soul. Pop comes from "popular" music aimed at youth and builds on existing styles.
What have you learned about the technologies from the process of constructing...
The document discusses the technologies learned during the construction of an opening for a film. They experimented with different camera techniques before finding the best shot required the camera to be further away from the actors. They also learned how to keep the camera steady without a squeaky tripod. While the video editing software Adobe Premier initially seemed complex, seeking help from teachers made it easier to edit and add effects to the opening. Adding voiceovers required learning how to incorporate audio on the timeline. Uploading files to Tumblr was initially difficult for some, and the school internet not always cooperating made uploads challenging but working from home helped overcome this.
Laurens power
The document analyzes the opening two minutes of the film "Aquamarine" in terms of genre, characterization, titles, and mood/tone. It establishes that the genre is a pre-teen girly movie. Through focusing on two teenage girls on the beach and a male lifeguard, the opening establishes the characters and setting of the film partly under the sea and on the beach. Blue water-like fonts are used for the characters, producers, and directors names as well as the title to represent the sea. The opening conveys a happy, magical mood and tone through the visuals and music.
Recee final dining
This recee sheet summarizes a potential film location at 7 Lockswell Close in Chippenham for a scene filming a conversation between two characters at breakfast. The location is the dining room of Lauren S.'s house, which is private and well-lit by a window and ceiling lights. Background noise should be minimal as the house is not near roads. Permission is required from Lauren Stanley to film. The location was deemed very suitable and safe for the shoot.
Recee final dining
This recee sheet summarizes a potential film location at 7 Lockswell Close in Chippenham for a scene filming a conversation between two characters at breakfast. The location is the dining room of Lauren S.'s house, which is private and well-lit by a window and ceiling lights. Background noise should be minimal as the house is not near roads. Permission is required from Lauren Stanley to film. The location was deemed very suitable and safe for filming, with only minor risks like tripping hazards if the crew does not clean up, and potential need for some extra lighting.
Recee final bedroom
This document provides a location scout report for filming a bedroom scene. The location is at 7 Lockswell Close in Chippenham. The scene will show the main character Felicity getting ready in the morning. Permission has been granted by the homeowner Lauren Stanley to film in her bedroom. The bedroom provides suitable private space for filming and adequate lighting can be setup. No public access or safety hazards were identified at the location.
Recee sheet bathroom
This recee sheet summarizes the location for filming a scene of the main character Felicity getting ready in a bathroom. The bathroom is located at 1b Hardens Close in Chippenham, Wiltshire and permission has been granted by the homeowner Emma McAlpine to film there. The scene will involve Felicity getting ready for school while providing voiceover narration. The bathroom has adequate lighting from windows and ceiling lights. Background noise should be minimal as it is located in a house. With breaks to allow bathroom use by others in the home, there are no major public usage or health and safety concerns at the location.
Shot list
This is the shot list for our film 'Nobody's perfect'- Remember with shot lists that they are not in chronological order but in the order in which you are going to film so its easier in editing.
Our pitch/film treatment
This is our film treatment put into a pitch for our media class- it has information on our idea for our 2-min opening and also why we have chosen to do what we've done.
BBFC guidelines
This is the guidelines of movie classifications set out in a powerpoint to make it nicer to look at :P
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What have we learned about the technologies from the process of constructing this product?
- 1. What have we learned about the technologies from the process of construction? S.E.L.L. Productions
- 2. We have learned a lot about the technology throughout the process of the construction of our opening. While filming, we tried out a range of different techniques until we found the best shot. We learned that the camera had to be situated quite a distance away from the acting in order to create the best shot possible.
- 3. One problem we came across was a squeaky tripod but during the construction of the opening of our film we worked out other ways of keeping the camera steady.
- 4. At first the Adobe Premier Pro software looked extremely mindboggling to all of us. However, while using the software we sought help from teachers and older media students about the different functions within the software. Once we were knowledgeable about Adobe, we found it a lot easier to edit and put together the opening of our film and even include some special effects!
- 5. As we had chosen to do a voice over on our opening, we had to learn how to add this to the timeline on Adobe as audio. It was difficult to get the sound levels right at first, as we used music and dialogue.
- 6. For some of us Tumblr took a little while to get to grips with, for example how we could upload files. Similarly, our school internet didn’t seem to like Tumblr which made it very difficult to upload some work quickly, however with a mix of home and school work we managed!