A2 Media Studies Coursework Blog

Below are the four questions for my evaluation, answered in various different ways.

Question 1

Question 2

Question 3

Target Audience Feedback

Question 4

“How did you use media technologies in the research & planning, construction and evaluation stages of your coursework?”

The iMacs were our most commonly used media technology, because they contained all of the software we needed to edit our footage and ancillary texts.
iMovie was used to edit all of our footage for the music video, because it is a fast and easy-to-use program that allowed us to add inserts, text, transitions and effects over various clips of footage. The program also allowed us to speed up or slow down any footage we wanted to, which really helped when we worked on lip syncing the piece. Using it in a pair was a lot simpler than we first thought, because we were able to both view the footage. As I was more experienced with the software, I did a lot of the actual editing, with input from my partner. We were able to make decisions on different lighting effects and text inserts to create a better video.

The iMac also had GIMP installed, which is a free photo editing software. This software allowed us to create our digipack and album in it’s entirety, and because it was free we were able to install it on our own computers as well to allow us to work at home on the same products. GIMP was the main reason that we attempted so many drafts of our digipack and advert, as it allowed us to add many different effects that we wanted to experiment with. The original drafts were a lot less impressive when we made them with simple techniques, but as we learned more about how GIMP worked, we were able to create a more engaging digipack and advert.

The digital video camera we used was very convenient, because it allowed us to easily record over our useless footage, such as when the lighting was incorrect. It also meant we didn’t have to rewind the tape to watch our footage back, as it was all saved on to the camera’s hard-drive. This also meant that we could import the footage straight from the camera, and didn’t need to look after a tape as well as the camera. It allowed us to import the footage at home and email it to the iMac for editing, which sped up the process massively.

SoundCloud and Slideshare were two of the biggest parts of our research and planning, alongside WordPress and the internet. This is because we could upload our research to share onto WordPress for the examiner, and it meant that everything was done digitally, saving us from losing any work on paper.

These programs also helped with the evaluation, because we could share our Target Audience Feedback and research conclusions for things. It helped to share our information to the blog much easier. We also used social networks to ask people to fill out surveys or to ask for people to review our content. Sites such as Facebook allowed us to advertise our video or ancillary texts to our target audience.

Posted by katienicholls6143a2media in Evaluation

Thursday, 20 November 2014

Sainsbury's Advert About the Famous Football Match Between British and German Soldiers During Christmas 1914


This emotive advert has provoked strong debate over whether it should have been made. With its cinematic feel and its underlying commercialism, Sainsbury's advert is natural fare for a range of Media Units, across several exam boards. It is one of the most striking adverts ever made, where the competitors: Marks & Spencers, John Lewis, Debenhams, etc. seem tamely anodyne in comparison.


Saturday, 30 June 2012

Clay Shirky: How cellphones, Twitter, Facebook can make history


Clay Shirky's analysis of how new media, like Twitter, Face Book, etc. makes audiences increasingly  participatory and not just passive consumers of messages and ideas is important for understanding the impact of Web 2.0 and its heirs. Clay's TED Talk is now three years old yet its relevance and foresight is impressive.

Tuesday, 26 June 2012

A New Literacy: Making Connections in Electronic Environments


Most young people today are reading and writing more than at any stage before the invention of the telephone, or perhaps even earlier! Web 2.0, 3.0 and 4.0, et al.

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