What was learnt
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Maisie Sobey documented key learnings from creating a film project. She learned to color correct footage to change the perceived time of day, how to add credits using custom fonts and effects to identify the filmmakers, and how to incorporate a custom soundtrack using GarageBand to build suspense although it limited sound options. The lessons allowed her to achieve specific creative goals but also presented some restrictions that could be improved upon in the future.
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Task 6
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
Task 6
Through editing their thriller film and using technologies like Final Cut, filters, titles, and Garage Band, the document discusses several things the author has learned about film technologies. They used filters in Final Cut to color correct a bedroom scene to appear as early morning lighting. They imported a font from dafont.com for their titles and added a typewriter effect. For sound, they created a soundtrack in Garage Band and learned to customize timing and layer tracks.
Task 6
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. Fonts were selected from Dafont.com, including a handwriting style for the thriller title to create intrigue and another handwriting style for credits to imply witnesses.
Task 6 (1)
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for the film credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. The document provides examples of how each technology was used to achieve specific goals for the film project.
Task 7
The document compares the filmmaking techniques used in a preliminary project and a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, actors with personalities, and editing effects. The thriller used sound effects and music to add intensity, while the preliminary only used diegetic dialogue. Different software was used for editing, and teamwork was improved for the thriller over the preliminary.
Evaluation 4
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Paperclip new media technologies powerpoint unfinished
The document discusses various new media technologies used for a group media project. Scribd was used to upload documents and make the group's blog more interesting. YouTube provided access to film trailers and was used to get feedback on the group's trailer. WordPress acted as an online journal to document the group's research and planning. In production, camcorders were used to easily record footage. Final Cut Express was used for editing with features like split screens. Photoshop allowed for technical drawings and layered compositions. A pen tablet aided precise drawing. GarageBand helped edit songs for the trailer soundtrack and group podcast.
Evaluation 4
The document discusses the progression of skills from AS to A2 level media studies. It describes using more advanced editing techniques in A2 like muting audio, changing color/exposure, adding transitions, and editing to the beat of music. iMovie was used to edit footage and add effects, while PowerPoint, Photoshop, and online font tools were used for ancillary tasks like album artwork. Synchronizing lip movements to songs and removing unwanted audio from clips posed challenges. Research was done online to inform the style of an indie punk band's branding.
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Task 6
Through filming and editing a thriller film opening called "The Thicket", the author learned more about using various technologies like Final Cut Pro. They used filters in Final Cut to correct the color of a bedroom scene to portray early morning lighting more realistically. The author also learned how to import fonts, which they used for impactful titles by finding a "school-like" font online and incorporating it with a typewriter effect. To create a fitting soundtrack in GarageBand, the author built multiple instrument layers and customized volume levels.
Task 6
Through editing their thriller film and using technologies like Final Cut, filters, titles, and Garage Band, the document discusses several things the author has learned about film technologies. They used filters in Final Cut to color correct a bedroom scene to appear as early morning lighting. They imported a font from dafont.com for their titles and added a typewriter effect. For sound, they created a soundtrack in Garage Band and learned to customize timing and layer tracks.
Task 6
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. Fonts were selected from Dafont.com, including a handwriting style for the thriller title to create intrigue and another handwriting style for credits to imply witnesses.
Task 6 (1)
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for the film credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. The document provides examples of how each technology was used to achieve specific goals for the film project.
Task 7
The document compares the filmmaking techniques used in a preliminary project and a subsequent thriller project. It notes that the thriller incorporated more advanced camerawork like handheld shots, more locations, costumes, props, actors with personalities, and editing effects. The thriller used sound effects and music to add intensity, while the preliminary only used diegetic dialogue. Different software was used for editing, and teamwork was improved for the thriller over the preliminary.
Evaluation 4
Sonal Mistry used various media technologies throughout the research, planning, and construction of their music video project. During the AS level, iMovie and GarageBand were used to create a horror opening, which provided foundational knowledge of editing techniques and conventions. For the A2 level project, iMovie was used to edit footage and sync it to the beat and lyrics of a song. Additional software like Photoshop, PowerPoint, and online font tools were used to design ancillary materials like album artwork, advertisements, and establish a brand identity. Sonal discusses editing techniques applied, such as muting audio, color adjustments, and precision editing of transitions. Difficulties with lip syncing and residual audio are also mentioned
Paperclip new media technologies powerpoint unfinished
The document discusses various new media technologies used for a group media project. Scribd was used to upload documents and make the group's blog more interesting. YouTube provided access to film trailers and was used to get feedback on the group's trailer. WordPress acted as an online journal to document the group's research and planning. In production, camcorders were used to easily record footage. Final Cut Express was used for editing with features like split screens. Photoshop allowed for technical drawings and layered compositions. A pen tablet aided precise drawing. GarageBand helped edit songs for the trailer soundtrack and group podcast.
Evaluation 4
The document discusses the progression of skills from AS to A2 level media studies. It describes using more advanced editing techniques in A2 like muting audio, changing color/exposure, adding transitions, and editing to the beat of music. iMovie was used to edit footage and add effects, while PowerPoint, Photoshop, and online font tools were used for ancillary tasks like album artwork. Synchronizing lip movements to songs and removing unwanted audio from clips posed challenges. Research was done online to inform the style of an indie punk band's branding.
Q6
The student used various software and hardware technologies to create a film production. Final Cut Pro was used for editing and allowed them to organize clips, sound, and effects to construct their story, though some elements did not fit together smoothly. Presentation software was also used to create colorful, engaging blogs to present their work. A Panasonic camera was used for filming but not all of its settings were utilized. A H4N audio recorder captured clear foley sounds to sync with clips. The student aims to improve their skills with Final Cut Pro and sound editing.
Equipment
The document discusses the software, hardware, and camera settings used to produce a short film. It describes:
1) Using Final Cut Pro software to edit clips, add sound effects and score, and color grade scenes to set the proper mood.
2) Filming with a Panasonic HDC-TM900 camcorder and using settings like white balance, auto focus, and a tripod to improve video quality and stability.
3) Recording foley sounds like taps and showers with an H4N recorder, though the door slamming sound did not turn out well.
Equipment and resources
The document outlines the resources and equipment that will be used for a film production. A Sony DSLR camera will be used along with a waterproof casing for underwater shots. Additional equipment includes a shoulder stabilizer, tripod, dolly, softbox lighting, studio lights, and reflectors. The school will provide the camera casing, stabilizer, lighting equipment, and editing software. Final Cut Pro X will be used for editing by Hannah Grinham, including jump cuts, fades, and slow motion shots. A recording studio at the school will be used for minimal dialogue.
Question number 6
The document discusses various tools used in creating a psychological thriller film project. Blogger was used as the main research hub and mind map for exploring genre conventions. Adobe Premier Pro was key for editing footage, sound, and special effects like fade ins and lens flares. Free Sound.org provided copyright-free music. Live Type was used to design the production logo. Filming challenges included initially overusing the camera zoom, which was corrected by not zooming during reshoots. Sound effects from Freesound.org added tension.
Evaluation Question 6
The document discusses the strengths and weaknesses of the equipment used to film a movie project. Sony HD cameras provided high quality video but the fixed tripods made some shots difficult. No major issues were faced during filming. Final Cut Pro software was useful for editing, adding effects like blood and static. GarageBand was also used but some sounds were overused, so additional sounds were found online. Overall the equipment allowed the filmmakers to achieve their vision and create an isolated, tense atmosphere for the movie.
What have you learnt about technologies...
In this stage, the document discusses researching existing title sequences from films like "Saw I" and "Juno" to understand how to structure their own sequence. They storyboarded and created an animatic for their planned "Jelly Hunt" sequence to develop camera and iMovie skills. Planning involved further storyboarding, mind mapping, mood boards and creating an identity. Filming used a video camera and tripod to practice different shot types. Editing in iMovie included adding effects, transitions, titles and soundtrack to their final sequence. The blogging stage focused on varied presentation of work through fonts, images, videos and powerpoints.
Evaluation question 6
From constructing their product, the students learned about various technologies:
- They used a Canon 550D camera to film their opening sequence, learning how to adjust settings like resolution and frame rate.
- A Sony voice recorder helped capture ambient sounds while a tripod kept the camera steady.
- Adobe Premiere Pro was used to edit clips, adjust audio levels and apply effects like black and white.
- Adobe After Effects created title graphics that were integrated into Premiere Pro.
- Other software like VLC, Paint, YouTube and online resources helped review footage, save screenshots, host videos and convert file formats.
Question6
The document discusses the technologies learned about through the process of constructing a production project. It covers learning WordPress for blogging about the production process; using YouTube, themes, fonts and images to make the blog more personalized and organized; using a Panasonic video camera for interviews and filming; using iMovie for post-production editing of clips, ordering, trimming and adding music; and uploading the final production to YouTube to reach a wide audience.
Evaluation (presentation junior).ppt v2
The document discusses research methods and software used for a student thriller film project. Research included using YouTube to explore narrative elements, genres, and sound choices. The IMDB website provided information on thriller conventions. The "Art of the Titles" site helped with investigating title sequences. Blogger was used for research blogging and comparing to other student projects. HD cameras improved over low-quality DV and allowed more visual effects. GarageBand was used for soundtrack creation and editing. Photoshop and LiveType were used for the logo and title sequences. Final Cut Express was the main editing software to assemble shots, sounds and titles. The finished project was published on YouTube, Facebook and Twitter.
(1) production experiments
For this experiment, the creator tried recreating popular Mario characters and items to get used to the 8-bit pixel art style using a 1x1 pixel pencil tool. This helped them understand basic character composition and design. In future experiments, they planned to add more detail through shading and highlights.
In another experiment, the creator added a changing sky background by creating multiple sky layers of different blue shades to turn on and off, simulating the sky changing as the sun and moon move across. This adds realism and interest over a static background.
A third experiment involved animating a cursor selecting character options, making sure to follow the 180x20 pixel ratio. Frame times were mostly 0.1 seconds except
Question number 6
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting. Free Sound.org provided copyright-free music to enhance the film. The group's camera was important but complications led to reshoots without zoom to improve professionalism.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots by brightening scenes filmed in apartments. Editing software helped trim the film to two minutes and add titles and effects. Finally, Garage Band enabled the creation of mood-setting non-diegetic music.
Role chart. media
The document outlines the roles and responsibilities that each member of a film production crew will take on. Liv will be the script writer and technical director, handling sound recording and equipment. Hannah will serve as both editor and director, using editing software to assemble the final film. Ibzie will be the cinematographer and producer, operating cameras and lighting to set the aesthetic style and managing the project. Alex will take on costume design, casting, and lighting, designing costumes, selecting actors, and planning lighting cues.
Question 4(kelly)
When planning, researching, constructing, and evaluating their documentary, the student used several media technologies. They used Microsoft Word to plan ideas and create questionnaires. They conducted online research using websites and YouTube. Footage was recorded using a Sony camera and edited in Adobe Premiere, which was used to add effects, transitions, and create an advertisement. Photoshop was used to design graphics and posters. Evaluation involved PowerPoint, Word, and collecting audience feedback using an iPhone. Blogger published all work.
Task 4
The document discusses researching film magazines to advertise a film called "The Thicket". It finds that Total Film magazine would be the most appropriate target audience as it features many genres, including thrillers. The target audience of Total Film is teenagers aged 15-20 who like keeping up with new cinema releases. It analyzes how films like "Hanna", "Insidious" and "Don't Be Afraid of the Dark" are similar to "The Thicket" in portraying atypical behavior from young female protagonists. It also provides an example draft film review that could be included in Total Film to advertise "The Thicket".
Thriller conventions
The document analyzes how a thriller film opening sequence establishes conventions such as suspense, vulnerability, mystery, isolation, danger, and voyeurism through the protagonist's actions and experiences. The sequence introduces the main character in an enigmatic scene that leaves her identity ambiguous. Images from the sequence are presented with explanations of how they develop specific thriller conventions like suspense through unexpected pacing, vulnerability through an obsessive compulsion, mystery around her reasons for being alone in the woods, isolation in her secluded location, danger suggested by her shovel use in the dark, and voyeurism through the camera positioning that seems to stalk her.
Social group the thicket
The document discusses the characterization of the main character in an opening thriller scene. While she is portrayed as a typical schoolgirl in a uniform, her behavior contrasts stereotypes as she is shown burying something alone in the woods. This reveals a different side to her character and shocks the audience by subverting their expectations of schoolgirls as typically innocent. The document aims to make the character more realistic and relatable to an older teenage target audience.
Film magazine article
The student analyzed which film magazine would be most appropriate to feature a review of their thriller film. They researched "Total Film" magazine and found it reviews similar genre films like "Memento" and "Inception". They believe "Total Film" would be a good choice as it is a popular and reputable magazine, meaning more people would read the review and trust the magazine's opinion of the film. Featuring the review in a well-known publication like "Total Film" would help establish the film's reputation and credibility with audiences.
Media thriller poster
The document discusses elements that are typical in thriller movie posters. It notes that fighting, the use of gadgets like fingerprint scanners, and dramatic escapes are commonly depicted. It also mentions how weapons, action, romance, and characters fleeing or holding guns convey the thriller genre. Main characters are often shown in dark clothing or serious expressions to suggest danger and suspense.
task 2
The document discusses the characterization of the main character in an opening thriller scene. While she is portrayed as a typical schoolgirl in a uniform, her behavior contrasts stereotypes as she is shown burying something alone in the woods. This reveals a different side to the character that subverts expectations. By dressing her as a schoolgirl but showing she does not prioritize typical teenage concerns, the audience understands there is more to her character than initially meets the eye.
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Q6
The student used various software and hardware technologies to create a film production. Final Cut Pro was used for editing and allowed them to organize clips, sound, and effects to construct their story, though some elements did not fit together smoothly. Presentation software was also used to create colorful, engaging blogs to present their work. A Panasonic camera was used for filming but not all of its settings were utilized. A H4N audio recorder captured clear foley sounds to sync with clips. The student aims to improve their skills with Final Cut Pro and sound editing.
Equipment
The document discusses the software, hardware, and camera settings used to produce a short film. It describes:
1) Using Final Cut Pro software to edit clips, add sound effects and score, and color grade scenes to set the proper mood.
2) Filming with a Panasonic HDC-TM900 camcorder and using settings like white balance, auto focus, and a tripod to improve video quality and stability.
3) Recording foley sounds like taps and showers with an H4N recorder, though the door slamming sound did not turn out well.
Equipment and resources
The document outlines the resources and equipment that will be used for a film production. A Sony DSLR camera will be used along with a waterproof casing for underwater shots. Additional equipment includes a shoulder stabilizer, tripod, dolly, softbox lighting, studio lights, and reflectors. The school will provide the camera casing, stabilizer, lighting equipment, and editing software. Final Cut Pro X will be used for editing by Hannah Grinham, including jump cuts, fades, and slow motion shots. A recording studio at the school will be used for minimal dialogue.
Question number 6
The document discusses various tools used in creating a psychological thriller film project. Blogger was used as the main research hub and mind map for exploring genre conventions. Adobe Premier Pro was key for editing footage, sound, and special effects like fade ins and lens flares. Free Sound.org provided copyright-free music. Live Type was used to design the production logo. Filming challenges included initially overusing the camera zoom, which was corrected by not zooming during reshoots. Sound effects from Freesound.org added tension.
Evaluation Question 6
The document discusses the strengths and weaknesses of the equipment used to film a movie project. Sony HD cameras provided high quality video but the fixed tripods made some shots difficult. No major issues were faced during filming. Final Cut Pro software was useful for editing, adding effects like blood and static. GarageBand was also used but some sounds were overused, so additional sounds were found online. Overall the equipment allowed the filmmakers to achieve their vision and create an isolated, tense atmosphere for the movie.
What have you learnt about technologies...
In this stage, the document discusses researching existing title sequences from films like "Saw I" and "Juno" to understand how to structure their own sequence. They storyboarded and created an animatic for their planned "Jelly Hunt" sequence to develop camera and iMovie skills. Planning involved further storyboarding, mind mapping, mood boards and creating an identity. Filming used a video camera and tripod to practice different shot types. Editing in iMovie included adding effects, transitions, titles and soundtrack to their final sequence. The blogging stage focused on varied presentation of work through fonts, images, videos and powerpoints.
Evaluation question 6
From constructing their product, the students learned about various technologies:
- They used a Canon 550D camera to film their opening sequence, learning how to adjust settings like resolution and frame rate.
- A Sony voice recorder helped capture ambient sounds while a tripod kept the camera steady.
- Adobe Premiere Pro was used to edit clips, adjust audio levels and apply effects like black and white.
- Adobe After Effects created title graphics that were integrated into Premiere Pro.
- Other software like VLC, Paint, YouTube and online resources helped review footage, save screenshots, host videos and convert file formats.
Question6
The document discusses the technologies learned about through the process of constructing a production project. It covers learning WordPress for blogging about the production process; using YouTube, themes, fonts and images to make the blog more personalized and organized; using a Panasonic video camera for interviews and filming; using iMovie for post-production editing of clips, ordering, trimming and adding music; and uploading the final production to YouTube to reach a wide audience.
Evaluation (presentation junior).ppt v2
The document discusses research methods and software used for a student thriller film project. Research included using YouTube to explore narrative elements, genres, and sound choices. The IMDB website provided information on thriller conventions. The "Art of the Titles" site helped with investigating title sequences. Blogger was used for research blogging and comparing to other student projects. HD cameras improved over low-quality DV and allowed more visual effects. GarageBand was used for soundtrack creation and editing. Photoshop and LiveType were used for the logo and title sequences. Final Cut Express was the main editing software to assemble shots, sounds and titles. The finished project was published on YouTube, Facebook and Twitter.
(1) production experiments
For this experiment, the creator tried recreating popular Mario characters and items to get used to the 8-bit pixel art style using a 1x1 pixel pencil tool. This helped them understand basic character composition and design. In future experiments, they planned to add more detail through shading and highlights.
In another experiment, the creator added a changing sky background by creating multiple sky layers of different blue shades to turn on and off, simulating the sky changing as the sun and moon move across. This adds realism and interest over a static background.
A third experiment involved animating a cursor selecting character options, making sure to follow the 180x20 pixel ratio. Frame times were mostly 0.1 seconds except
Question number 6
Throughout the project, the group used their blog as a home base to conduct research on psychological thrillers and gather ideas. They explored common locations, characters, and themes in the genre. The blog also served as a mind map. Adobe Premier Pro was key to editing together footage, sound, and a montage. Effects like fade ins and lens flares were used to make the film more interesting. Free Sound.org provided copyright-free music to enhance the film. The group's camera was important but complications led to reshoots without zoom to improve professionalism.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots in two apartment scenes. Editing software helped cut the film to two minutes and add titles and effects. Garage Band allowed them to create background music to set moods.
Question 6
The group used a Canon camera to film their two minute film. While some footage came out blurry, most was usable after editing. They also used a tripod, which helped keep the camera steady, though height restrictions caused some issues. A voice recorder captured clear dialogue for an indoor scene. Lighting equipment improved shots by brightening scenes filmed in apartments. Editing software helped trim the film to two minutes and add titles and effects. Finally, Garage Band enabled the creation of mood-setting non-diegetic music.
Role chart. media
The document outlines the roles and responsibilities that each member of a film production crew will take on. Liv will be the script writer and technical director, handling sound recording and equipment. Hannah will serve as both editor and director, using editing software to assemble the final film. Ibzie will be the cinematographer and producer, operating cameras and lighting to set the aesthetic style and managing the project. Alex will take on costume design, casting, and lighting, designing costumes, selecting actors, and planning lighting cues.
Question 4(kelly)
When planning, researching, constructing, and evaluating their documentary, the student used several media technologies. They used Microsoft Word to plan ideas and create questionnaires. They conducted online research using websites and YouTube. Footage was recorded using a Sony camera and edited in Adobe Premiere, which was used to add effects, transitions, and create an advertisement. Photoshop was used to design graphics and posters. Evaluation involved PowerPoint, Word, and collecting audience feedback using an iPhone. Blogger published all work.
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Task 4
The document discusses researching film magazines to advertise a film called "The Thicket". It finds that Total Film magazine would be the most appropriate target audience as it features many genres, including thrillers. The target audience of Total Film is teenagers aged 15-20 who like keeping up with new cinema releases. It analyzes how films like "Hanna", "Insidious" and "Don't Be Afraid of the Dark" are similar to "The Thicket" in portraying atypical behavior from young female protagonists. It also provides an example draft film review that could be included in Total Film to advertise "The Thicket".
Thriller conventions
The document analyzes how a thriller film opening sequence establishes conventions such as suspense, vulnerability, mystery, isolation, danger, and voyeurism through the protagonist's actions and experiences. The sequence introduces the main character in an enigmatic scene that leaves her identity ambiguous. Images from the sequence are presented with explanations of how they develop specific thriller conventions like suspense through unexpected pacing, vulnerability through an obsessive compulsion, mystery around her reasons for being alone in the woods, isolation in her secluded location, danger suggested by her shovel use in the dark, and voyeurism through the camera positioning that seems to stalk her.
Social group the thicket
The document discusses the characterization of the main character in an opening thriller scene. While she is portrayed as a typical schoolgirl in a uniform, her behavior contrasts stereotypes as she is shown burying something alone in the woods. This reveals a different side to her character and shocks the audience by subverting their expectations of schoolgirls as typically innocent. The document aims to make the character more realistic and relatable to an older teenage target audience.
Film magazine article
The student analyzed which film magazine would be most appropriate to feature a review of their thriller film. They researched "Total Film" magazine and found it reviews similar genre films like "Memento" and "Inception". They believe "Total Film" would be a good choice as it is a popular and reputable magazine, meaning more people would read the review and trust the magazine's opinion of the film. Featuring the review in a well-known publication like "Total Film" would help establish the film's reputation and credibility with audiences.
Media thriller poster
The document discusses elements that are typical in thriller movie posters. It notes that fighting, the use of gadgets like fingerprint scanners, and dramatic escapes are commonly depicted. It also mentions how weapons, action, romance, and characters fleeing or holding guns convey the thriller genre. Main characters are often shown in dark clothing or serious expressions to suggest danger and suspense.
task 2
The document discusses the characterization of the main character in an opening thriller scene. While she is portrayed as a typical schoolgirl in a uniform, her behavior contrasts stereotypes as she is shown burying something alone in the woods. This reveals a different side to the character that subverts expectations. By dressing her as a schoolgirl but showing she does not prioritize typical teenage concerns, the audience understands there is more to her character than initially meets the eye.
Social group the thicket
The document discusses the characterization of the main character in an opening thriller scene. While she is portrayed as a typical teenage schoolgirl in a uniform, she does not follow the stereotypical characteristics usually associated with that social group. Through acts of voyeurism shown in the opening, the audience begins to see that she has a different, contrasting side compared to what is typically represented of innocent schoolgirls in media.
Task 6
1. The document discusses various technologies used to construct a thriller film project, including cross dissolve to smooth edits, GarageBand for sound editing and layering, color correction to indicate a change from night to morning, the vignette video filter to create a misty effect, and Dafont.com for selecting creative fonts for credits.
2. Key technologies discussed are GarageBand for sound editing, color correction, and the vignette video filter effect to manipulate the scene.
3. Fonts were selected from Dafont.com, including a handwriting style for the thriller title to create intrigue and another handwriting style for credits to imply witnesses.
task 1
When making their thriller sequence, the group followed several conventions of real media products:
1) They kept the identity of the character committing the crime hidden to build suspense, similar to the film "The Unborn".
2) They set the thriller in an ordinary situation (a girl going to bed) that is made extraordinary by strange events, mirroring "The Sixth Sense".
3) They used a voyeuristic camera angle to make the audience feel like secret observers, like in "Snake Eyes".
4) They created an "enigma" by making it unclear if the character's experience was real or a dream, mimicking "Inception".
Task 1
Our media product opening uses and develops conventions of the thriller genre in several ways. It keeps the main character's identity secret initially through camera angles like long shots from behind. It also creates suspense, voyeurism, and confusion through quick cuts between scenes. Enigmas are established, like whether a burial was reality or a dream, raising questions for the audience. Characterization is developed through costume choices that symbolize innocence versus danger and through setting scenes in locations that provide clues about the character. The typical portrayal of protagonists and antagonists is also challenged by keeping unclear whether the character is the villain or victim.
Analysis of thriller movie surveys
The survey of thriller movie viewers found that:
1) 67% of participants were aged 16-18, the target demographic.
2) Psychological thrillers were the most popular genre at 20% of participants.
3) Half of participants said their favorite part of thrillers was the suspense.
4) The most popular thriller movie was The Grudge at 15% of participants.
task 3
The document notes that "Total Film" has previously reviewed psychological thrillers like "Inception" which would mean the target audience of the magazine enjoys those types of films. Having a variety of genres reviewed also means people who like thrillers may see the review. The wide reach of "Total Film" through print, online, and social media would provide great publicity. High review scores in the magazine's five star rating system could encourage more people to see the film. In summary, "Total Film" would be a good fit due to its thriller-loving audience and ability to promote the media product
Gladiator
The film Gladiator establishes its setting in Roman times through the costumes of the main characters and their armies. It shows the Romans as more civilized than the barbarians through their clean armor. Close-up shots are used to reveal details about Maximus, like him being a caring family man and interested in nature. Steadicam shots are used during battle scenes to immerse the viewer. The opening establishes Maximus as the army leader through close-ups during his dream and in reality.
Inception opening analysis
This document analyzes the opening scene of the thriller Inception, focusing on elements of mise-en-scene, camera work, sound, text/font, and atmosphere. Key details analyzed include the dim lighting in the Japanese setting creating tension; costumes suggesting importance and authority of characters; figures and movement showing power dynamics; a beach and spinner as important props; shots emphasizing vulnerability and tension; sounds creating calm and uneasy atmospheres; and text/font choices hinting at the thriller genre. Overall, the document closely examines how various technical elements are used to set the tone and raise questions, signaling this is likely a thriller film.
Thriller Film Analysis-gladiator
The document analyzes the opening scene of the film Gladiator. It discusses how the setting of a gloomy forest establishes the mood of an impending battle. Costumes, makeup, lighting and music are used to highlight the main character Maximus and build tension. Both diegetic and non-diegetic sounds further the ominous atmosphere. Shots of the army and landscape set the location, while close-ups on Maximus' face convey his stress and responsibility. Editing keeps the audience engaged by cutting between shots efficiently to advance the plot in a time-saving manner. Overall, the opening engages viewers and provides context about the story through visual and audio techniques.
Film analysis
Shutter Island uses common thriller conventions to create tension and unease. Narrow corridors and dark spaces make the protagonist feel trapped in the asylum. Non-diegetic sounds, like dripping water and screams, increase tension as the protagonist searches a cell block alone with only a torch. A key plot point questions the protagonist's own identity, revealing he may be a patient imagining his true identity. These techniques immerse viewers in the protagonist's plight and uncertainty.
Film analysis (Taken)
The document analyzes several film clips from the movie "Taken" through shots of the main protagonist and his daughter. A medium close-up shows the protagonist's apprehensive facial expressions and body language as he talks to his daughter on the phone. A close-up of the scared daughter looking out a window surprises when her expression changes. A wide shot from her point of view shows two men moving in another part of the hotel, making the audience aware something will happen. Later clips use extreme close-ups of the daughter's fearful face and frantic movements to generate suspense as the men kidnap her.
The maze runner
The document provides information about the movie The Maze Runner, including the main cast members, a trailer analysis activity, and details about the genre. It examines the film as an action, thriller, science fiction adventure starring Dylan O'Brien about a group of youths trapped in a mysterious maze where they must work to escape and uncover the truth behind their imprisonment.
Title project marking
The document outlines criteria for evaluating two parts of a title project: the planning and research, and the video.
For the planning section, there are four levels of achievement based on evidence of creative use of areas like research, storyboarding, time management, and presentation skills.
For the video, there are also four levels evaluated on appropriately producing material for the audience, using titles and sound editing, shooting with camera skills, and effective editing to convey meaning. Both sections have the highest level reflecting excellence in most criteria.
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Similar to What was learnt
Task 6
Through editing their thriller film and using technologies like Final Cut, filters, titles, and Garage Band, the document discusses what the author has learned about film technologies. Filters were used to change the color of a bedroom scene to indicate early morning. Titles with a "school-like" font were imported and given a typewriter effect. Garage Band allowed customizing a soundtrack by layering tracks and changing volumes.
Question 6
The document discusses the various technologies used to create a film project, including:
- A Panasonic HD900 camera with better definition and focus varying preferences that allowed varied shot choices.
- Tripods and other equipment to keep the camera steady for shots like panning and tilting. A low tripod was used for an opening pan shot.
- Lighting, including fill lights, back lights, and key lights, to create desired shadows and mimic weather conditions.
- Adobe Premiere Elements for editing shots, sound, adding effects, and creating a logo animation.
- Garageband to create copyright-free music to set tone without being dictated by pre-existing music.
What have you learnt about technologies from the process of constructing this...
We used a Panasonic HD camera that we were familiar with for filming. Final Cut Express was used to edit shots and add transitions to create an uneasy feeling for the nightmare scenes. FreeSound.org provided a creepy track for the non-diegetic sound. Blogger allowed for organization and progression of pre-production ideas through embedding images and videos. Google Forms created an easy questionnaire for feedback, though more social media could have provided more responses. Planning utilized search engines, cameras, and Celtx for scriptwriting. The initial idea was difficult to agree on, but filming went smoothly until issues with sound required refilming conversation clips.
Q6
The document discusses what was learned from creating a short film using Premier Pro editing software and camera equipment. Specifically, it discusses how time consuming the editing process is, requiring months to edit just a 2 minute clip. It also discusses how elements like color grading, music, and camera shots can significantly impact the tone and audience experience. Both handheld and tripod shots were used, with handheld shots adding to the panic in some scenes. Overall, the filmmakers felt they made good use of footage and matched music well, but had to re-shoot some clips due to issues with an actor's reaction not reading well on camera.
Media technologies
The document discusses the media technologies used during the construction, research, planning, and evolution stages of a project. It describes:
1) The cameras and equipment used for filming, including Sony cameras, a tripod, lights, and a dolly.
2) The software used for editing, including Edius for editing and adding color grading, and Photoshop for creating a movie poster and magazine review page.
3) How the internet was used for inspiration and finding royalty-free music.
4) Potential improvements like editing with Premiere Pro or using interchangeable camera lenses.
question 6
The document discusses the software, hardware, lighting, and recording equipment used to produce a film project. It describes using Final Cut Pro software to edit clips, add sound effects, and color grade scenes. A Panasonic HDC-TM900 camcorder was used for filming, along with a tripod for stability. A H4N recorder captured clear foley sounds. Lighting challenges included using natural light outside and limited lighting in the bathroom. Improvements mentioned include gaining more skills with Final Cut Pro and camera settings.
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.
Pre production jubel evailuation v2 1
The document discusses the various digital tools and software used to create a thriller opening sequence project for a media class. Key tools included YouTube for uploading preliminary work and gaining audience feedback, the Art of the Title Sequence website for inspiration on typography, a Flip camera for filming, Blogger for planning and updates, GarageBand for soundtrack creation, Final Cut for editing, Photoshop for logo design, and LiveType for credits. The HD camera provided high quality footage but required some learning to use fully. Blogging helped keep the group organized but uploading posts took time. Overall, the various tools were leveraged to produce a professional-looking thriller opening.
What have you learnt about technologies from the
1. The group decided on an action superhero comedy genre after researching similar films. They developed a storyline called "The Ridiculous Shenanigans Of Unwanted Heroes" using Celtx.
2. During production, they used a Panasonic HD camera on a tripod to film different shots. A green screen was used to add a news studio background in post-production.
3. Post-production involved using Adobe Photoshop to create graphics, Illustrator for typography, and Final Cut Express to add filters, sounds and music to complete the film. The finished video was uploaded to YouTube and embedded on Blogger for audience feedback.
Post production diary
Abi assisted by providing feedback on the different effects and fonts I was trying,
helping me decide which looked best. She also double checked that the text was clear to
read against the videos.
Next steps: Render the titles and save them in our area so that Grace can add them into our
opening sequence when she continues editing on Tuesday.
Question 6. What have you learned about technologies from the process of cons...
The document discusses various technologies used during the process of constructing a product. A 1080p camera was used for filming, along with a tripod to stabilize shots. Final Cut Pro was used for editing and adding effects, titles, and soundtracks from Garageband. iMovie helped sync sound and video. Adobe Photoshop designed the logo. An iPad app collected poll responses from the public which were viewable online. A Blogger site allowed sharing work and receiving feedback. Facebook was also used to share content and collect more poll responses and feedback.
Final question
The document summarizes the progression from the author's preliminary media task done in a group to their final individual media product. For the preliminary task, the group struggled with using equipment and organizing roles. For the final task, the author conducted research on genres and conventions to plan a horror film. They storyboarded, created a mood board, and developed editing skills to produce a film that clearly established genre through mise-en-scene and camerawork, showing progression from the preliminary task.
Luke media coursework
The document discusses the filmmaking process for creating an opening sequence. It describes using different technologies like DV and HD cameras, and programs like Final Cut, GarageBand, Photoshop and LiveType for editing footage, creating titles, and making a soundtrack. Challenges included battery life when filming in HD, learning new software, and poor organization that led to wasted time and need for reshoots. Locations and props were used to add realism, and the sequence was published online for feedback.
Question 4
The document discusses how various new media technologies were used at different stages of producing a music video project. Premiere Pro was used for editing video clips, adding effects like color filters and corrections, and creating an animatic storyboard. Photoshop was used to design a digipak cover and magazine ad by desaturating images, adding smoke effects, and customizing thumbnails. A Samsung camera was used for most filming due to its ability to focus and adjust to lighting, while a DSLR was used for focus groups. YouTube and Tumblr were used to research music video styles, distribute the final video, and create a coursework blog.
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 6
The document discusses various tools used by a filmmaking group for their project. It describes how they used YouTube to upload their films and receive audience feedback. It also discusses how they used Blogger collaboratively to share work and receive feedback from teachers and peers. Prezi was used to create dynamic presentations with multimedia. Adobe Premiere Elements was used to edit footage, add effects to change mood, and overlay audio. Equipment used for filming included a Canon camera, tripods, and lighting tools. Filming challenges involved battery life, memory storage, proper lighting, and tripod placement.
Evaluation 6
The document discusses various tools used by a filmmaking group for their project. It describes how they used YouTube to upload their films and receive audience feedback. It also discusses how they used Blogger collaboratively to share work and receive feedback from teachers and peers. Prezi was used to create dynamic presentations with multimedia. Adobe Premiere Elements was used to edit footage, add effects to change mood, and overlay audio. Equipment used for filming included a Canon camera, tripods, and lighting tools. Filming challenges involved battery life, memory storage, proper lighting, and tripod placement.
Evaluation 6
The document discusses various tools used by a filmmaking group for their project. It describes how they used YouTube to upload their films and receive audience feedback. It also discusses how they used Blogger collaboratively to share work and receive feedback from teachers and peers. Prezi was used to create dynamic presentations with multimedia. Adobe Premiere Elements was used to edit footage, add effects to change mood, and overlay audio. Equipment used for filming included a Canon camera, tripods, and lighting tools. Filming challenges involved battery life, memory storage, proper lighting, and tripod placement.
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.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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What was learnt
- 1. Maisie Sobey What was learnt? Evidence What it allowed us to do/restricted us to do How to colour correct the product By colour correcting the bedroom scene, it allowed our evening lighting, to look like morning lighting. After uploading our film to the computer we realised that the lighting was too dark, and after showing the class our product they too were confused by the time of day the opening was supposed to be. So after colour correcting, our morning scene was achieved. How to add credits We added our credits through FinalCut. We found the font on www.dafont.com, and imported it into FinalCut so we were able to use it again. The credits allowed us to show the audience who the film was produced by, what the film title was, and who was involved in making the film. Adding credits also allowed us to add different effects. For example, we added in a cross dissolve so the credits would fade in and out, instead of just appearing. This gave our sequence a better finish. How to add a soundtrack To add a soundtrack onto our thriller sequence we used GarageBand. We wanted to create an original soundtrack so that our thriller wasn’t like anyone else’s. After we made the soundtrack on GarageBand, we would import it into FinalCut and the film and sounds would go together. By doing this, it allowed us to create suspense and tension at certain points in the film, like for instance when her identity was about to be revealed.. However, I think by using GarageBand, it did restrict us because there were only a limited amount of sounds that we could have used. So to improve we could have used different websites that we were shown in class.