I began year 12 with a basic understanding of editing
software and my initial knowledge was limited to programs such as windows movie
maker. This type of software was not professional and limited creativity.
Coming into year 12 I had never used premiere pro. One of the first tasks
completed in year 12 was a basic editing task where we combined clips of
dancing animals. This task enabled us to begin to learn that basics such as
importing clips of videos and mp3 to go with the videos. We also altered and cropped
the length of videos. This task did not really allow for any creative input and
was simply to get us used to a new software.
We also practiced editing with our preliminary task copying
an opening sequence of Juno. This enabled us to practice our editing skills
further as we had to match the narrative and put the clips in order. That was
later an effective tool for our film opening as collectively throughout the
tasks we got more familiar with the software. Upon creating our film opening I
was still unfamiliar with many aspects of premiere pro. Through trial and error
of editing our film opening was created using tools such as effects for black
and white, straight cuts for the scenes in order to keep the editing
continuous.
Something which I can
now look back on is how the editing was of poor quality something which could
have been improved on would have been how smooth the editing appeared to the
audience and how the effects were used for transition. The black and white
effect used could have been editing further to appear grainy to further
highlight the flashbacks. The sound quality is poor and could have been changed
as well as this now I have more experience with premiere pro our film opening
could have been editing with colour correction to make it look better quality.
In year 13 we used that same editing software which I had
familiarised myself with in year 12. Upon completing another preliminary task,
I found YouTube was a great source to learn new editing skills. I used YouTube
to learn new skills, manipulating the colour to match the music video we were
copying. This was useful as it allowed me to be more creative with my editing
in comparison to editing a film opening. The quality of editing can be recognised
throughout all of our editing tasks as our experience and knowledge broadened.
When editing our final music video a variety of effects were used to change the
colour, we used matte track key, qaussian blur, brightness and contrast, warp
stabilizer and many others to make our music video looks as professional as
possible. We also used skills initially learnt in year 12 such as ordering our
clips to create a narrative, slowing down the video and making them faster to
ensure of lip sync matched. All of our editing skills throughout year 12 and 13
have combined and contributed so that I could create the best possible outcome
for our final music video, all the skills learnt were useful in allowing me to
recognise what effects and edits match my target genre of video and how to use
the tools to my advantage to make my video aesthetically pleasing to my
audience.
Presentational software was a large contributor throughout
both years as it allowed us to plan, research and evaluate and then represent
what we found.
In year 12 my use of presentation software was very basic,
and was limited to emaze, slide share and PowerPoint these were much less
advanced in comparison to the software I used in year 13. The software’s were
very basic and many of the layouts used were a pre-set template, although this
made creating a presentation quick and easy it was less creative and less
aesthetically pleasing and was simply created to present the information. In
year 13 I explored more ways to present my work using new presentation tools
such as prezi, visme and also create videos and screen casts. Screen casts were
great to help develop my work in detail as it allowed me to talk over the thing
I was presenting. Screen casts and videos also meant that my presentations were
more personal and in much more depth allowing the audience to fully understand
the points which I was making. It can be seen throughout year 12 and 13 that my
presenting skills have adapted to be more advanced as I investigated new ways
to show my work. This has contributed to my media production outcomes as it has
allowed me to research, plan and evaluate my worth in much more depth with
further analysis.
In year 12 I mainly used YouTube to upload editing tasks and
my preliminary task as well as my film opening so that I could later add the
links to my blog and make it accessible to the rest of my group as well as
friends and family and other peers so that we could get feedback. I recognise
now that this was not an efficient use of all the things which I could have
taken advantage of from YouTube. In year 13 YouTube played a much larger par in
my research and planning of creating a music video. I used YouTube to find a song which didn’t already
have a music video I was able to take inspiration from other music videos as
well as from other student videos for when I was planning my music videos
sequence. For planning aspects of our music video, we created stealomatics
where to took clips from YouTube and put them together. Similarly, as in year
12 I also used YouTube in year 13 to upload y videos so I could then add the
link to my blog, it also made the video assessable to the rest of my group and
like in year 12 made it easy to gain feedback as it was online anyone could
watch it at their convenience.
The camera used in year 12 was a school camera. It was of
much lower video quality in comparison to the camera used in year 13. We used a ….. in year 12 to film our film
opening. We also used an iPhone to take photos for our film poster and found
that the quality of the image on iPhone was much better than using the camera
which we had access to from school. In year 13 we had access to a much better
camera we used a cannon….. to film our music video and also to take photos from
our photoshoot which were used for our print work we also used the cannon…. To
film our artists interview, the digital technology used from year 12 to 13 was
of a much higher standard and has contributed to our media products as the
quality can be seen to improve making the videography and photography look more
professional.
The software’s used in year 12 to create our print work were
of a much less professional standard I used tools such as PowerPoint and word
to create our film opening poster the outcome although looked like film opening
poster was of much lower quality in comparison to if I had, had the skills I
have now to use Photoshop. The images used were pixelated and although
represented our film opening well could have been created to appear more
synergetic with the rest of our products. In year 13 I worked hard to ensure
all ancillary texts and our music video was portrayed as one product with the
synergy used. For this I used Photoshop to create a digipak, poster, digipak
advert and tour poster. The images used
throughout showed a strong synergetic comparison and can be viewed at a high
standard as the program used created a more professional finish. We used
Photoshop to ensure all fonts, colours and sizes matched throughout our
products. Our digital technology use can be seen to develop throughout our
print work from year 12 to 13 as the standards can be seen to improve this has
contributed to our media products making them more aesthetic and improving the
quality of our work.
I used wix to create a website in year 12 however I used a
pre-set template which was a basic layout there was no synergy with the rest of
my music video or poster and the website did not have many pages, the website
was not specific to the film opening as I didn’t know how to change it. My digital technology skills had developed in
year 13 as when creating a website for our music video although I still used
wix I developed my own layout and adapted pages in order to suit my target
brand and artist image and to also include multiples pages of information about
my artist and her music. Our website was created to match our synergy, it was
created overtime and was continuously added to so signify our artist. The website
appeared more advance and professional in comparison to the way our website
looked.
Blogger was a large part of digital software which was used
throughout both year 12 and 13 to keep track of our work and for our work to be
accessible for our teacher’s peers and examiners. In year 12 I was getting used
to using blogged to upload posts although it was a simple layout I realise now I
have more experience that I didn’t fully take advantage of all the gadgets which
could be added to make my blog easier to navigate. In year 13 I recognised and
had come to terms with blogger from my year 12 coursework I now acknowledge how
the online resource made it easily accessible from anyway so that I could keep
on top f my work and upload frequently after becoming more familiar with
blogger I was able to make my year 13 blog more convenient and also matched its
synergy with the artist I was creating and the music video construction I made.
In comparison to my year 12 blog my year 13 blogger was much more organised and
presented in a more mature aesthetic way.
Throughout year 12 and 13 my digital technology work can be
recognised to improve and develop over time this has contributed to my media products
out come as they can be viewed to be more polished and developed with a more
professional finish.
