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Jessica Oti created a script for a video project that featured protagonists and antagonists with defined characteristics. She researched definitions of connotations and denotations to develop these characters. For the project, Jessica and her team learned how to use equipment like tripods, microphones, and cameras. They created a short instructional video about using the equipment. In evaluating her video, Jessica notes that she did not follow the script word for word and hopes to do so next time. She also was unable to use all of the editing features in Final Cut Pro. Different camera angles and close-up shots were used to enhance the quality of the induction video.
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1) Various software were used including Webs for planning, Final Cut Pro for editing videos, Logic Pro for creating soundtracks, and Motion for titles and text.
2) Learning to use these software involved experimenting with features, getting help from group members, and becoming familiar with functions.
3) Important filming techniques were also learned like using different camera shots and angles, as well as using a tripod for stability versus handheld filming. Practice was needed to master desired shots.SHANAZ Q6
SHANAZ Q6teammediatins
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I have learned about various technologies from constructing our film opening. I learned how to create and use a website to plan and track our progress. I also learned how to use video editing software like Final Cut Pro and audio software like Logic Pro to edit footage and create soundtracks. Additionally, I learned motion graphics software like Motion to make titles with effects. Through the process, I learned the importance of camera techniques like different shots and using a tripod to stabilize shots. Overall, I gained experience using various software programs and tools to produce a video project.Q 6
Q 6Anna Dunbar
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The document discusses the technologies used in the production and post-production of a thriller film. A DSLR camera and Rode video mic were used for filming to allow for portable high quality video and audio recording. A tripod was used to steady shots. Indoor lighting was achieved creatively using lamps and candlelight. The film was edited in iMovie using fades between shots and adjusting clip speeds to fit the time allowance and build tension.Question 6 
Question 6 St Peters RC Comprehensive
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The document discusses various technologies used in creating a coursework project. The student used a Canon EOS600D camera to learn filming techniques like adjusting lighting and focus. A Manfrotto tripod provided stable shots. Lights were used to illuminate different areas of a corridor. A microphone recorded a telephone ringing sound. Various software like Final Cut, GarageBand, YouTube, and Wix were used for editing, sound, sharing videos, and creating a website to present the coursework.Presentation of the different types of technology i used
Presentation of the different types of technology i usedbethrett
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The document discusses various technologies used in creating a film project. Blogger was used to create a blog and publish films. Final Cut Express was used to edit filmed scenes and add effects. Live Type was used to create titles and credits with different fonts and sizes. YouTube was viewed to get ideas for conventions. A mobile phone was used to take pictures as proof of work. Survey Monkey conducted a survey of the target audience. A DV camera filmed interviews, tasks, and the opening. Wordle displayed survey results. One True Media made montages of the thriller and characters. ºÝºÝߣShare presented on the technologies used.Fraction¡¯ evaluation
Fraction¡¯ evaluationTanikaHibb
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The document discusses what the author learned about filmmaking techniques through creating the project "Fraction". Some key lessons included:
- Shooting with a DV camera made it difficult to achieve certain visual effects due to technical limitations, but the camera was easy to use.
- It's important to follow the 180 degree rule when shooting to maintain visual continuity, and to get a variety of shots including those requiring a hands-free camera.
- Editing footage from multiple angles allows overlapping images to enhance psychological elements, and changing the pace keeps the piece visually dynamic.Evaluation Question 1998
Evaluation Question 1998vs_1998
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The document discusses the various technologies used to create the film project "The Nightmare". It describes using a Samsung NX300 camera for high quality filming with features like zooming and lighting controls. A Manfrotto Pixi Mini tripod was used but proved small and unstable at times. IMovie and Adobe Premiere Pro were both used to edit the film, with IMovie used initially for familiarity and Premiere Pro to add professional elements. Photoshop created the film's logo, Garage Band produced background music, and Word, YouTube, PowerPoint, Prezi, Pinterest and Safari were also utilized at various stages of the project.Eval 4
Eval 4tiacfinch
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The document describes various tools and technologies used to complete a school project involving creating a teaser trailer, including: an Apple Mac computer for research, editing, and creating poster and magazine covers; the internet for additional research and images; OneDrive for sharing images with a group; YouTube for research, creating products, and sharing/receiving feedback on the teaser trailer; Pearl and Dean for target audience research; Prezi and ºÝºÝߣshare for presenting research; a script template for writing the trailer script; Word for additional research; Photoshop and Illustrator for creating poster and magazine covers; a Canon 80D camera for filming and images; LED studio lights for filming; and Final Cut Pro X for editing the teaser trailerQuestion 4
Question 4a2ctk
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The document discusses the planning and research process for a student film project. The students used various online resources like IMDb, YouTube, and social media to research film techniques and stay in communication. They also learned industry standard software like Final Cut Pro, Photoshop, Excel, and Word to edit videos, design posters and logos, and organize their work. Additionally, the students gained experience shooting with Canon DSLR cameras and different lenses, as well as setting up lighting equipment. While the industry-level tools and equipment provided valuable learning, the students also encountered challenges with network and communication issues during their collaboration.Question 6 media
Question 6 mediajoelhick_7
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The document discusses the key decisions, preproduction, production, and post-production processes for a student film project. It notes that the group chose to use a smaller, more portable camera over a larger studio camera. Preproduction involved research, scriptwriting with Celltex, and creating shot lists, storyboards, and risk assessments. During production, the smaller camera proved easier to use on location. Post-production consisted of editing with Final Cut Express, uploading the video to YouTube and embedding it in a blog. The student learned how to effectively use blogger through this process.Evaluation 6 after feedback with marked corrections
Evaluation 6 after feedback with marked correctionsJess Hammond
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I have highlighted any changes that I have made in regards to the feedback I was given from my teacher.Evaluation 6 after feedback
Evaluation 6 after feedbackJess Hammond
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Through constructing their thriller product, the student learned about various technologies and their applications. They used a Nikon D5300 camera with an SD card to film, mounting the camera on a tripod for steady shots. Issues like low battery were addressed by borrowing a charger. They took photos on an iPhone but ran out of storage. Online tools like Blogger, YouTube, Prezi and PowToon were used for documentation, sharing videos, and creating presentations, but some like Blogger had instability issues. Files were transferred between Macs using memory sticks as internet connections were unreliable. Editing software like Final Cut Pro occasionally crashed requiring redoing work. The student learned to use various technologies, work around issues, and utilize different mediaEvaluation 6
Evaluation 6melissapreston100
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We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.Media evaluation question 6
Media evaluation question 6symonaguilar
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The student learned several important things from creating their thriller opening project:
1) They learned how essential a tripod, high quality DSLR camera, and lighting equipment were for achieving professional quality video.
2) Through using iMovie and GarageBand, they gained skills in video editing, adding music/effects, and recording audio.
3) Blogger, YouTube, ºÝºÝߣShare, and IMDb helped with presenting their work online, sharing videos, and researching popular thriller films.
4) Different types of cameras like the Canon DSLR, Flip camera, and DV camera were suited to different purposes based on factors like image quality, size, and storage.Evalutation pre
Evalutation prekandiceddickson
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This document provides an evaluation of Kandice Dickson's media studies preliminary task, outlining the planning, research, equipment used, editing process in Final Cut, camera shots, transitions, and inclusion of a soundtrack. Research was conducted on required elements, a script was selected and props identified. Equipment like the Panasonic camera, boom pole, microphone, tripod, headphones and Final Cut software were utilized to capture footage, audio, and edit the final video.Q6 powerpoint media
Q6 powerpoint mediatommy1612
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The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.Hardware
Hardwareellieaddison1902
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1. The group used a lighting kit consisting of three lamps to achieve three-point lighting for their outdoor nighttime shots. Researching lighting strategies helped them illuminate shots consistently.
2. A steadicam allowed for steady moving shots to add energy to scenes while maintaining professionalism. In combination with a tripod, it allowed for a balance of still and moving shots.
3. An iMac was used for feedback through vlogging, and iMovie was used to create initial rough cuts and an animatic efficiently. An SLR camera provided high quality footage and the ability to film in low light, while an SD card successfully transferred footage between the camera and computer.More from evolutis (6)
BBFC 15
BBFC 15evolutis
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The document summarizes the British Board of Film Classification's rating of 15. A 15 rating means that no one under 15 is allowed to see the film. Films with a 15 rating can contain strong violence, frequent strong language, portrayals of sexual activity, brief scenes of sexual violence or references to it, discriminatory language, and depictions of drug use as long as they do not promote drug misuse. Sex scenes can be depicted but without strong detail, and strong language is allowed without an upper limit on usage. Dangerous behavior is allowed if it does not dwell on details that could be copied.Garage band Editing
Garage band Editingevolutis
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This document discusses various digital audio workstation tools for editing music tracks, including tracks that allow controlling instrument volumes and playing multiple sounds together at different volumes, loops that let users select instrument sounds to drag into the track editor, a track editor for modifying notes and pitches either digitally or as sheet music, bars that allow dragging and moving notes to different sections or cutting/joining sections together, and loops that let users select sections of the soundtrack to repeat indefinitely while ignoring other sections.Garage band
Garage bandevolutis
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This document discusses various digital audio workstation tools for editing music tracks, including tracks that allow controlling instrument volumes and playing multiple instruments together at different volumes, loops that let users select instrument sounds to drag into the track editor, a track editor for modifying notes and pitches either digitally or as sheet music, bars that let users move notes between sections of a soundtrack by cutting, joining, or placing them side by side, and loops that let users select a section of the soundtrack to repeat indefinitely while ignoring the rest.Evaluation
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The document summarizes the opening title sequence for a horror media product. It describes how sound and minimal colors were used to set an eerie tone. The sequence begins with an unusual tracking shot to intrigue audiences. Different music styles were tested, ultimately choosing guitars and drums to match modernized shots. Voices were added and slowed down to appeal to the horror genre. The setting was initially a forest for isolation, but was replaced by an unrelated cafe scene.Evaluation
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The media product uses sound to set an eerie, horror theme and uses minimal black and white colors in the opening sequence, unlike other horror titles that use dark colors. It features actors of different ethnic backgrounds to appeal to young girls and uses modern music and stylish, eye-catching editing to attract the attention of the younger generation.Presentation1 evaluation
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Jessica Oti evaluated her planning process for creating a script. She researched key terms like protagonist and antagonist to include opposing characters in a dilemma. She also studied connotations and denotations to develop characters' qualities, such as using bright blue eyes to convey enthusiasm. Additionally, she received instruction on using media equipment like tripods, microphones, cameras, and Final Cut software to produce a short explanatory video.Recently uploaded (20)
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evaluation style
- 2. Planning ? To create the script I researched what terms such as ¡®Protagonist¡¯ and ¡®Antagonist¡¯ so that my script could feature such characters where a dilemma could occur. ? I researched the definitions of connotations and denotations to further understand the qualities needed to make up these characters, then used connotations such as: ¡®bright blue eyes to express their enthusiasm in life¡¯. And Denotations such as: ¡®Daughter wears a blue t-shirt¡¯.
- 3. ? For research we were taught how to use the media equipment, and we made a short video on explaining how to use the equipment properly. All the equipment we used were the: Tripod, microphone, cameras, and final cut on the computer.
- 4. Evaluation of Video ? When the script was in use, we did not follow word by word of the lines written there, and I hope to next time follow the script exactly as it was written. ? When using Cut Pro I was unable to use all it¡¯s given features such as fading in and put clips to enhance the video further. ? Few close up shots and different angles were used for the induction assignment video to enhance it¡¯d quality.
- 5. Equipment ? We used several pieces of equipment, and took pictures of them as we explained how to use them to each other. ? Dolly: The dolly is a piece of equipment that transports the stand the camera sits on, it makes the camera easily mobile and allows smooth footage to be taken.
- 6. ? Stand: The stand allows the camera to be placed at different heights. It can extend it¡¯s legs and insures that the camera is tightly secured, and still as it records footage. ? Camera: The camera allows us to record footage of us filming ourselves for our preliminary task.