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http://padlet.com/cameron_samuel/yshyr93o3uz7

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LO1: - To understand the contents of Unit 5 & 6.

1. To identify the purpose and contents of a brief.

LO2: - To be able to analyse an audio - based problem in creative media production.

1. To solve problems with audip and assess methiods to revolves issues.

LO3: - To identify your own personal target for the session and review it at the end.

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1. To be able to analyse an audio-based problem in creative media production.

2. To be able to use an integrated approach to audio-based creative media problem solving and production.

3. To eb able to evlaute solutions to an audio-based problem in creative media production.

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Remix of the office scene in The Matrix.

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Screen shot with problems and solved ones.

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Screen shot with problems and solved ones.

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What would I do to edit the audio issues in Movie 1.

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What would I do to edit the audio issues in Movie 1.

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I would make sure that the sounds of the actors talking would be the same. Meaning that the audio between this movie changes from quiet to loud, this is unprofessional as it ranges the voice which makes some parts of this movie hard to hear as well as to understated. I would use a extendable microphone, which can extend to different lengths which can make the audio of this movie better than it already is. The microphone will allow use to get better audio from the actors, rather than just filming it; we could also tell the actors to use the same tone of voice, meaning that we can get a consistent audio without any different changes of tone throughout the movie.

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Emailed to Layla.

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Homework: audio diary for lesson on 6th Jan

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Homework: audio diary for lesson on 6th Jan

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Emailed to Layla.

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H/W: 5 children's TV shows critical analysis.

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H/W: 5 children's TV shows critical analysis.

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LO1: Be able to analyse an audio-based problem in creative media production.

. Identify key vocal elements and their purpose within media that relfect character/mood.

. Solve problems with audio and assess method to resolve issues.

. Identify your own personal targets for the session and Regis at the end.

. English: reading and interpretating scripts.

. Maths: working out timings for audio voice and script recordings.

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The ending of the film, Whiplash is a powerful scene as it shows the crescending battle between the student and the teacher. The emotion played when the students leaves the stage, the piano twinkles slowly to show the emotion of the students; until it stops and then the students goes on stage and proves his point. This is clever because the piano is a good instrument for emotion as you can change the pitch, minor and tempo to make a piece of music sound emotional.

In the scene e when the students just plays the drums, the music stops to show the respect that the teacher gives when the students stops before the proper ending of the scene. This is a clever technique to show more emotion into the scene, because the teacher screwed him over and made him look like a fool. They conotate this by increase of the dynamics in this scene and the increase of the tempo from a 6:8 to a 2:3 tempo. The pitch as long changes in this scene as the ending scene finishes on a high pitch, meaning that the students has now got the attention of the teacher; meaning that he has got his full respect.

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LO - to be able to use an integrated approach to an audio/visual based problems in creative media production.

. Demostarte the ability to plan, organise and present ideas for children's e-books.

. Identify your own personal target for the session and review at the end.

. English, writing a final script which is appropriate for the target audience.

. Maths, working out timings of task, minutes of meetings, sound effects and animation.

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Homework, audio diary for 13/01/16 lesson.

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Homework, audio diary for 13/01/16 lesson.

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Emailed to Layla.

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Storyboard, page three. Drawn by Cameron.

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Storyboard, page three. Drawn by Cameron.

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Homework: audio dairy for lesson:20th Jan 2016.

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Homework: audio dairy for lesson:20th Jan 2016.

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Emailed to layla.

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LO: To be able to use an integrated approach to an audio/visual-based problem in creative media production.

1. To identify team responsibilities required to solve visual/audio based problems.

2. To apply practical skills, understanding and methods to solve a visual/audio based problems.

3. Identify your own personal targets for the session and review at the end.

Personal target: complete Sammy and penny and don't stress or panic

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LO: Be able to use an integrated approach to an audio/visual -based problem in creative media production.

1.To identify team responsibilities required to solve a visual/audio based problems.

2.To apply practical skills, understanding and methods to solve a visual/audio based problems oIdentify your own personal target for the session and review at the end.

Indervidual Target: TO NOT STRESS OR PANIC !!!

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Audio Development Diary H/W for lesson (28th Jan 2016).

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Audio Development Diary H/W for lesson (28th Jan 2016).

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Emailed to Layla.

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03/02/16: Murray Mole, waving (opening scene). 

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03/02/16: Murray Mole, waving (opening scene). 

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03/02/16: Murray Mole, playing the guitar.

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03/02/16: Murray Mole, playing the guitar.

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10 / 02 / 16: Re-do of today's prioduction schedule.

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10 / 02 / 16: Re-do of today's prioduction schedule.

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10 . 02 . 16: screen shots of todays work.

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10 . 02 . 16: screen shots of todays work.

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Audio Diary for lesson on 10th Feb 2016.

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Audio Diary for lesson on 10th Feb 2016.

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ON Layla's hard drive as unable to upload.

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LO: To be able to use an integrated approach to an audio / visual-based problem in creative media production.
1. To identify team responsibilities required to solve a visual/audio based problems.
2. To apply skills practical skills, understanding and methods to solve a visual/audio-based problem.
3. Identify our own personal target for the session and review at the end.

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target Agenda sheet for 24/02/16 lesson.

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target Agenda sheet for 24/02/16 lesson.

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Screen shot of games room. 24th Feb 2016

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Screen shot of games room. 24th Feb 2016

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Emailed to layla.

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LO: be able to evaluate solutions to an audio or visual based problem in creative media production.
To understand and analyse the structure and content of an evaluation.
Task: beginning the evaluation.
Extension: analyse evaluation writing against the PEE method and GC.
To be able to identify your own personal target for the session and review at the end.

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Podcast analysis essay note from DRIVE and Whiplash.

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Podcast analysis essay note from DRIVE and Whiplash.

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The film DRIVE was released in 2011 and the film WHIPLASH was realised in 2014. The YouTube video in DRIVE was more interesting than the WHIPLASH video, as the first video is more interesting as it gave more critical analysis than the second video. The first video gave more crital evaluations of different sections of the film, in order. It starts of about talking about the opening scene, before the opening credits, and then it moved on to the other scenes throughout the film. It also showed short clips of some of the most iconic parts of the film. He also talks more in depth than the second video as the first video is more of a critical analysis than the second video. The analysis video of WHIPLASH was boring and not motivating. The person just talks about the film in general, talking about the genre of the film and the actors in general. The section needs video didn't go in depth as the first video so the WHIPLASH analysis video is not as professional as the DRIVE analysis video.

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Emailed to layla

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LO: To be able to evaluate solutions to an audio/visula - based problem in creative media production.
. Understand and analyse the structure and content of an evaluation.
. Task: Continue with the evaluation.
. Extension task: Analyse evaluation writing against the PEE method and GC.
. Identify your own personal target for the session and review at the end.
Persoanl target = finish the erros of the e-book and finsh the evaluation.