Media question 7
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The document discusses the learning and progression from a preliminary film task to the final product. Specifically, it notes that mistakes were made with zooming in too quickly during filming of the preliminary task. However, the final film used separate filming and editing, making it look more polished than the preliminary version. Overall, the respondent learned new filming, editing, and advertising skills through completing the coursework.
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Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
Fo49 question 7
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Fo49
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Question 7
The student learned a great deal in progressing from their preliminary task to the full thriller title sequence product. They gained skills in storyboarding, using the 180 degree rule and shot/reverse shot. Working with a partner allowed for discussion and different opinions. The student learned how to edit in Premiere Elements, analyze thriller conventions, and manage time and meet deadlines. They applied various camera angles and editing techniques to construct the title sequence and felt it was a difficult but worthwhile learning experience.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
7.Evaluation
The document provides an evaluation of Jack Bevens' film production process. It summarizes the strengths and weaknesses of each stage, including research, planning, time management, technical qualities, aesthetic qualities, and audience appeal. Peer feedback on the film suggested adding subtitles to make it more accessible to those who cannot hear or understand sign language. Jack agrees subtitles should be added to improve understanding and agrees some audio could also be added for hearing audiences.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Recommended
Evaluation question 7
The document discusses the learning and improvements from the author's preliminary task to their main film opening task. For the preliminary interview task, basic camera techniques were used to create a formal atmosphere but some shots were uneven. For the main opening task, a wider range of techniques like montage, zooms and angles were used to create a sense of unease. Editing skills improved with faster pacing and effects. Areas for future improvement include adding more action/dialogue and improving sound quality.
Fo49 question 7
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Fo49
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Evaluation question 4
The document discusses the various media technologies and skills the student used at different stages of their film project. They learned to use Final Cut Pro and Photoshop to edit film clips, add special effects like speech bubbles, and create a film poster. For research, they used Prezi, YouTube, and BBC websites to explore short films and film reviews. They also developed camera skills like filming without glare and panning shots while directing and filming independently.
Question 7
The student learned a great deal in progressing from their preliminary task to the full thriller title sequence product. They gained skills in storyboarding, using the 180 degree rule and shot/reverse shot. Working with a partner allowed for discussion and different opinions. The student learned how to edit in Premiere Elements, analyze thriller conventions, and manage time and meet deadlines. They applied various camera angles and editing techniques to construct the title sequence and felt it was a difficult but worthwhile learning experience.
Question 7
The document discusses the skills the author gained and improved on through completing a preliminary video project and final film opening project. For the preliminary project, the author learned basic camera skills and how to use Premiere Pro and Blogger. However, the preliminary project suffered from issues like poor focus, unskilled actors, and an undeveloped script. For the final project, the author addressed these issues by using manual focus, carefully selecting experienced actors, researching to create a realistic script, and improving preparation, match-on-action shots, and clip length for smoother editing. The author aims to further develop skills in camera lighting and special effects editing.
7.Evaluation
The document provides an evaluation of Jack Bevens' film production process. It summarizes the strengths and weaknesses of each stage, including research, planning, time management, technical qualities, aesthetic qualities, and audience appeal. Peer feedback on the film suggested adding subtitles to make it more accessible to those who cannot hear or understand sign language. Jack agrees subtitles should be added to improve understanding and agrees some audio could also be added for hearing audiences.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The roles of Camera Operator and Art Director are also summarized.
Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The Camera Operators and Art Director also provide descriptions of their responsibilities to ensure a successful production.
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Test video reflections proforma 2021
The document discusses the student's experience filming and editing a test video. Some of the challenges included poor lighting when filming, keeping subjects in frame, and syncing audio during editing. Things that went well were zooming and focusing the camera shots and using transitions between clips. The student learned how to do basic edits, sync audio, and adjust camera settings. For future projects, they will improve getting the right footage amount, adjusting camera settings, framing shots, syncing to music, and faster decision making.
Evaluation
The student felt they improved in planning for their movie project compared to the preliminary task by working independently, changing the genre to horror, creating a longer storyboard, and doing research. They also felt editing and construction went better as they knew how to use the equipment and editing software, being more confident in the shots needed and how to capture them. Overall, the student believes the work for the unit was very successful and fulfilled the requirements, though some minor changes could have been made.
Question 7
Connor discusses the skills and knowledge he gained from completing a preliminary task and full product for his course. Prior to starting, he had no experience with Adobe Premier Pro and only basic camera skills. The preliminary task allowed him to practice these skills and get familiar with the editing software. Compared to his preliminary work, Connor's full product showed improvements like using more camera angles and shots, being more aware of continuity and the 180 degree rule, and re-shooting imperfect scenes. Going forward, Connor wants to learn Adobe After Effects to add effects and continue improving his skills in Premier Pro beyond basic functions.
As preliminary evaluation
The document summarizes what was learned from creating a preliminary film evaluation task. It discusses learning how to use a tripod and camera features effectively, manage time by planning shots, work well in a group by assigning roles, and edit clips together in Premier Pro. It also reflects on successes like the thriller opening, continuity errors to improve on, needing a wider range of shots, and feedback recommending smoother editing and better continuity.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
7. looking back at your preliminary task
The document discusses improvements made from a preliminary film task to a full film project. It identifies issues with camera shake, long periods without action, and background noise in the preliminary task. For the full project, these were improved through using a tripod, adding background music to cover noise, and ensuring something important happened within 12 seconds to engage the audience. The student learned about proper camera work and techniques to make the film more realistic and hold audience attention.
Question 7
The student improved several aspects of their magazine from the preliminary to the final version. They ensured the front cover had neatly arranged consistent coloring. They added more content to the contents page. They also included two new columns.
For the final magazine, the student again used a model directly looking at the camera to directly address the audience. They used a higher quality DSLR camera compared to a phone for the preliminary.
The student used an unusual color scheme of pink and black cover lines to catch the audience's attention. They found red did not work as well as pink in the preliminary.
Question 7!!!!!!!!!!!!!
The document discusses the progression from the author's preliminary task to their final product. They learned about different shot types for the preliminary task but felt it lacked quality. For the final product, the author was able to incorporate more advanced shots like cross-cutting and faster editing. Planning and research were key to producing the higher quality final product.
Harry Statham Test video reflections proforma 2021
The document provides guidance and reflections on filming and editing two video projects. It discusses challenges with using the camera, such as battery issues, and successes in getting good angles. It also covers working with others, including taking on a directing role and assumptions that were too ambitious. The editing process in Premiere Pro is reviewed, including problems with syncing audio and video. Key lessons learned are working with limitations, communication, and practice. Five action points for the next music video project focus on lip syncing, shot lists, personal time investment, using filters, and continuing to use Premiere Pro.
Media our room
The document discusses choosing a room to film in at school. The chosen room had a desk and fewer school features than other rooms, providing sufficient space to film. Two other rooms were considered but rejected, one due to too many classroom decorations and the other having too much to move with no desk. Filming techniques used a wheeled chair to keep the tripod steady while filming moving shots, called a dolly shot. Filming had to be cut short on one day due to lack of supervision and reshot the following weekend after changes were made.
Research
To capture steady tracking shots, attach the camera to a tripod and carry it over your shoulder while moving. It is important to leave looking space between the subject and objects they are looking at to suggest where their gaze is directed. To focus on a subject or object, move the focus box over it and zoom in using the lens. Shutter speed should be adjusted so that movement is visible but not too blurry, as too high a shutter speed can make human motion unnatural. White balance settings impact the overall color tone, and auto settings may not always be accurate, so manual adjustment may be needed. Reflectors can enhance shots by eliminating shadows on characters.
Demons and thieves analysis
The document summarizes a practice documentary project analyzing the book "Demons and Thieves". It discusses interviews conducted with the book's author, students who read the book, and a teacher. It also covers lessons learned about clear interviewing, using multiple cameras, and editing techniques. The experience provided insights on improving camera work, interviews, and editing quality for a future final documentary project.
Media question 1
The document summarizes the opening titles and sequence of a fictional thriller film. It discusses how the film uses conventions of the thriller genre, such as mystery, violence, and cliffhangers. The opening scene includes a killing within the first two minutes. Camera techniques like fixed positions and handheld shots were used to create a sense of mystery. The film also represents some common social groups seen in thrillers, such as the worried wife character who adds emotion to the story.
Media question 7
The document discusses what the student has learned from their preliminary task to their final film product for a course. They note that mistakes were made in filming the preliminary task, but that the final film used separate filming and editing which made it look more professional. Overall, the student learned new filming, editing, and advertising skills through completing the coursework tasks.
Media question 6
The document discusses what the author learned about various technologies from constructing a media product.
Some key points:
- The author had little prior experience with many of the technologies used like blogging, filming, and Voki. This led to difficulties but also new learning experiences.
- Editing the filmed footage took a long time, with only 2.5 minutes used from 4 hours shot.
- The author is proud of shots where they climbed a tree to film and a shot of the main character walking to a tunnel.
- To improve the product, the author would have made a better logo and intro sequence than just a fade. They also felt the music choice was not suitable.
- The author
Media question 6
The document discusses what the author learned about various technologies from constructing a media product. They found blogging easy but videos and avatars were difficult to embed. Final Cut was enjoyable once familiar but crashed unexpectedly. Filming was versatile but they forgot to load tape. Voki and Scribd had usability issues. Editing and filming took much longer than expected. The author is proud of shots they took climbing a tree and of their partner walking in a tunnel. They would improve the logo and intro music. They felt limited in editing involvement but comfortable with camera work and storyboarding.
The meeting
James gets ready for the day while his wife Katherine pleads with him not to go to another meeting, worried that he will get hurt. James insists it is his last meeting but leaves anyway. He walks nervously to meet his contact, a hooded figure in a dark stairwell. It is revealed that the hooded man used to work with James but no longer trusts him. When James asks for the envelope, the hooded man shoots him, echoing James' earlier words that things change.
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Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The roles of Camera Operator and Art Director are also summarized.
Assignment 13
This document contains job descriptions for various roles on a film production crew, including First Assistant Director, Director of Photography, Director, Camera Operator, and Art Director. Abigail describes her role as First Assistant Director which involves assisting the director and keeping the production organized. Joanne's role as Director of Photography is to ensure visually pleasing shots that set the proper mood. As Director, Gledis is in charge of overseeing the overall opening sequence and creating spontaneous new ideas. The Camera Operators and Art Director also provide descriptions of their responsibilities to ensure a successful production.
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Test video reflections proforma 2021
The document discusses the student's experience filming and editing a test video. Some of the challenges included poor lighting when filming, keeping subjects in frame, and syncing audio during editing. Things that went well were zooming and focusing the camera shots and using transitions between clips. The student learned how to do basic edits, sync audio, and adjust camera settings. For future projects, they will improve getting the right footage amount, adjusting camera settings, framing shots, syncing to music, and faster decision making.
Evaluation
The student felt they improved in planning for their movie project compared to the preliminary task by working independently, changing the genre to horror, creating a longer storyboard, and doing research. They also felt editing and construction went better as they knew how to use the equipment and editing software, being more confident in the shots needed and how to capture them. Overall, the student believes the work for the unit was very successful and fulfilled the requirements, though some minor changes could have been made.
Question 7
Connor discusses the skills and knowledge he gained from completing a preliminary task and full product for his course. Prior to starting, he had no experience with Adobe Premier Pro and only basic camera skills. The preliminary task allowed him to practice these skills and get familiar with the editing software. Compared to his preliminary work, Connor's full product showed improvements like using more camera angles and shots, being more aware of continuity and the 180 degree rule, and re-shooting imperfect scenes. Going forward, Connor wants to learn Adobe After Effects to add effects and continue improving his skills in Premier Pro beyond basic functions.
As preliminary evaluation
The document summarizes what was learned from creating a preliminary film evaluation task. It discusses learning how to use a tripod and camera features effectively, manage time by planning shots, work well in a group by assigning roles, and edit clips together in Premier Pro. It also reflects on successes like the thriller opening, continuity errors to improve on, needing a wider range of shots, and feedback recommending smoother editing and better continuity.
Evaluation question 4
The document discusses the use of various media technologies in the production of a short film. It describes using Final Cut Pro for video editing, including adding special effects like speech bubbles. Photoshop was used to create the film poster, with skills like masking and trimming learned from tutorials. Prezi was used for research and planning presentations. YouTube and BBC websites provided film references. A camcorder was used for filming, which presented challenges like avoiding glare and keeping the camera steady.
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
7. looking back at your preliminary task
The document discusses improvements made from a preliminary film task to a full film project. It identifies issues with camera shake, long periods without action, and background noise in the preliminary task. For the full project, these were improved through using a tripod, adding background music to cover noise, and ensuring something important happened within 12 seconds to engage the audience. The student learned about proper camera work and techniques to make the film more realistic and hold audience attention.
Question 7
The student improved several aspects of their magazine from the preliminary to the final version. They ensured the front cover had neatly arranged consistent coloring. They added more content to the contents page. They also included two new columns.
For the final magazine, the student again used a model directly looking at the camera to directly address the audience. They used a higher quality DSLR camera compared to a phone for the preliminary.
The student used an unusual color scheme of pink and black cover lines to catch the audience's attention. They found red did not work as well as pink in the preliminary.
Question 7!!!!!!!!!!!!!
The document discusses the progression from the author's preliminary task to their final product. They learned about different shot types for the preliminary task but felt it lacked quality. For the final product, the author was able to incorporate more advanced shots like cross-cutting and faster editing. Planning and research were key to producing the higher quality final product.
Harry Statham Test video reflections proforma 2021
The document provides guidance and reflections on filming and editing two video projects. It discusses challenges with using the camera, such as battery issues, and successes in getting good angles. It also covers working with others, including taking on a directing role and assumptions that were too ambitious. The editing process in Premiere Pro is reviewed, including problems with syncing audio and video. Key lessons learned are working with limitations, communication, and practice. Five action points for the next music video project focus on lip syncing, shot lists, personal time investment, using filters, and continuing to use Premiere Pro.
Media our room
The document discusses choosing a room to film in at school. The chosen room had a desk and fewer school features than other rooms, providing sufficient space to film. Two other rooms were considered but rejected, one due to too many classroom decorations and the other having too much to move with no desk. Filming techniques used a wheeled chair to keep the tripod steady while filming moving shots, called a dolly shot. Filming had to be cut short on one day due to lack of supervision and reshot the following weekend after changes were made.
Research
To capture steady tracking shots, attach the camera to a tripod and carry it over your shoulder while moving. It is important to leave looking space between the subject and objects they are looking at to suggest where their gaze is directed. To focus on a subject or object, move the focus box over it and zoom in using the lens. Shutter speed should be adjusted so that movement is visible but not too blurry, as too high a shutter speed can make human motion unnatural. White balance settings impact the overall color tone, and auto settings may not always be accurate, so manual adjustment may be needed. Reflectors can enhance shots by eliminating shadows on characters.
Demons and thieves analysis
The document summarizes a practice documentary project analyzing the book "Demons and Thieves". It discusses interviews conducted with the book's author, students who read the book, and a teacher. It also covers lessons learned about clear interviewing, using multiple cameras, and editing techniques. The experience provided insights on improving camera work, interviews, and editing quality for a future final documentary project.
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Harry Statham Test video reflections proforma 2021
Harry Statham Test video reflections proforma 2021
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Media question 1
The document summarizes the opening titles and sequence of a fictional thriller film. It discusses how the film uses conventions of the thriller genre, such as mystery, violence, and cliffhangers. The opening scene includes a killing within the first two minutes. Camera techniques like fixed positions and handheld shots were used to create a sense of mystery. The film also represents some common social groups seen in thrillers, such as the worried wife character who adds emotion to the story.
Media question 7
The document discusses what the student has learned from their preliminary task to their final film product for a course. They note that mistakes were made in filming the preliminary task, but that the final film used separate filming and editing which made it look more professional. Overall, the student learned new filming, editing, and advertising skills through completing the coursework tasks.
Media question 6
The document discusses what the author learned about various technologies from constructing a media product.
Some key points:
- The author had little prior experience with many of the technologies used like blogging, filming, and Voki. This led to difficulties but also new learning experiences.
- Editing the filmed footage took a long time, with only 2.5 minutes used from 4 hours shot.
- The author is proud of shots where they climbed a tree to film and a shot of the main character walking to a tunnel.
- To improve the product, the author would have made a better logo and intro sequence than just a fade. They also felt the music choice was not suitable.
- The author
Media question 6
The document discusses what the author learned about various technologies from constructing a media product. They found blogging easy but videos and avatars were difficult to embed. Final Cut was enjoyable once familiar but crashed unexpectedly. Filming was versatile but they forgot to load tape. Voki and Scribd had usability issues. Editing and filming took much longer than expected. The author is proud of shots they took climbing a tree and of their partner walking in a tunnel. They would improve the logo and intro music. They felt limited in editing involvement but comfortable with camera work and storyboarding.
The meeting
James gets ready for the day while his wife Katherine pleads with him not to go to another meeting, worried that he will get hurt. James insists it is his last meeting but leaves anyway. He walks nervously to meet his contact, a hooded figure in a dark stairwell. It is revealed that the hooded man used to work with James but no longer trusts him. When James asks for the envelope, the hooded man shoots him, echoing James' earlier words that things change.
Evaluation 4
Conor Willis used various media technologies throughout the construction, research, planning, and evaluation stages of his project. He used a Canon camera with 41x zoom and image stabilization to film footage. He edited the footage using Final Cut Express 4 on an upgraded iMac. During editing, he worked to perfectly sync lip movements with vocals, and added effects like blurs, color balances, and fragmented frames. He researched online using sites like Scribd, Slideshare, and Prezi, and distributed drafts on YouTube and social media for feedback. Throughout the process, his skills with technologies like editing software improved.
Media question 4 conor
The document discusses the potential audience for a media product and analyzes it according to a questionnaire, BBFC film ratings guidelines, and viewer profiles. Based on the level of violence depicted and lack of explicit content, the film would likely receive a 12A or 15 rating. The audience would include both male and female teenagers and young adults interested in action and thriller genres who could relate to realistic characters at the center of a mysterious plot.
Fernando actis
Fernando Actis enumera las cosas más importantes en su vida: sus compañeros, su familia, su equipo y sus hobbies.
Fernando actis
Fernando Actis enumera las cosas más importantes en su vida: sus compañeros, su familia, su equipo y sus hobbies.
Us holidays 2014
This document lists various holidays and observances in 2014 along with their dates, including New Year's Day, Martin Luther King Jr. Day, Valentine's Day, Easter, Mother's Day, Father's Day, Independence Day, Halloween, Thanksgiving, Christmas, and New Year's Eve. Most holidays are observed on their traditional dates, though some like Easter and Independence Day vary year to year.
A evaluar la biblioteca escolar copia
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Electrical system in automobile shabaz
The document summarizes the key components of an automobile's electrical system. It discusses how the system originally only included ignition but grew to include batteries, generators/alternators, starters, lights, and accessories. It then focuses on the battery system, describing how lead-acid batteries provide high surge currents needed for starter motors. The ignition system uses a coil, points, capacitor and distributor to generate and distribute the spark. Modern systems replaced magnetos with battery-operated coils and use alternators instead of generators to charge the battery and power electrical components.
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Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Question 7
The document discusses lessons learned from a preliminary task to a main filmmaking project. It summarizes that planning shots in advance and creative decisions helped improve the final project. The person also learned to frame shots better to focus on subjects and get them in the correct position. Additionally, upgrading to a camera with HD recording and using Adobe Premier Pro instead of iMovie improved video quality and editing capabilities for a more professional look. The preliminary task helped teach planning, timing, selecting appropriate music, correct editing techniques, proper angles, and that filming speech requires high quality.
Preliminary task powerpoint
The document summarizes what was learned from a preliminary filmmaking task completed by Frank and Max. It discusses several key points:
- Skills learned included storyboarding, camera operation, filming techniques, editing, and sound design. Managing time and ensuring continuity between shots posed challenges.
- The filming and finished video were successful given it was their first attempt, but time management and continuity errors need improvement.
- Peer assessment praised their equal contributions and storyline, but noted the continuity issues between shots.
- For future projects, the author will focus on avoiding continuity errors, better time management, and improving editing skills.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Question 7
The document discusses what was learned from creating a preliminary task and final film project. It describes improvements in camera skills, continuity, and acting. More planning was required for the final film, including schedules, storyboards, and costume/location planning. Different camera angles were used to represent characters. Editing the final film was easier since the software was now familiar and more planning had been done. Overall, comparing the preliminary and final projects shows the growth and improvements that occurred.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of getting multiple angles and takes of scenes to aid the editing process. These lessons directly improved the filming and production quality of the main final project.
Evaluation 7
The document reflects on the learning from a preliminary film task to the final product. It discusses improvements in camera work, sound, editing, titles/credits. Key lessons included practicing different shot types, storyboarding the final product, using better equipment, adding sound/music, including more advanced editing techniques like cuts and jump cuts, and making professional-looking opening and closing titles. The overall final product demonstrated a significant improvement from the preliminary task.
Evaluation question 7
By completing a full film opening rather than just a preliminary task, the student learned several important lessons. They gained a deeper understanding of film conventions and genres through extensive research. Improved planning allowed them to fully realize their vision. Using better equipment like a DSLR camera and microphones resulted in higher quality footage and audio. Increased practice led to stronger filming skills. Learning new editing software and techniques enabled more polished post-production. Overall, the progression from a preliminary task to a full film opening helped the student expand their filmmaking knowledge and abilities.
Question 7
For the preliminary task, the student worked individually and focused on camera work and basic editing. For the main task, the student worked in a group to act in and produce idents. Communication, planning, production, and post-production were much improved in the main task compared to the preliminary. The group used a Facebook chat to better organize filming over break. Storyboards were more detailed and helped during shooting. All footage was kept for the main task to aid continuity, whereas unnecessary scenes were deleted for the preliminary. Music choice and editing style, including titles, were more advanced and professional for the main task.
Question 7 looking back at your preliminary task,what do you feel you have l...
The student learned several important lessons when progressing from their preliminary film task to the full film product. For the preliminary task, they used basic equipment which produced a low quality, half minute film with poor editing and planning. However, it helped them learn better filming, editing, planning and teamwork skills. For the full product, they applied these lessons to plan more thoroughly, use higher quality equipment, improve their editing skills, and strengthen team communication. The end result was a much higher quality film that showed the effects of practicing and learning from their earlier mistakes.
Media editing work
The group worked together to film a short sequence, with some working on the camera and others as actors. They created a storyboard to plan shot angles and met after school to film. They then had 2.5 hours to edit but some time was spent practicing editing with demo clips. Figuring out camera angles and identifying important story elements was challenging. Their teamwork during filming went well but time management and focus during editing needed improvement.
Eval7
The document reflects on what the author has learned from their preliminary task to their full opening sequence product. They discuss improvements in their filming and editing skills in Adobe Premier. They also learned more about using fonts and titles to set the genre and attract audiences. Additionally, they discovered the importance of sound design and how it can enhance the atmosphere and narrative. While their preliminary did not include special effects, they feel adding them would have further improved the opening sequence. Finally, they note that the story and genre were clearer in the opening sequence compared to the preliminary task, due to increased planning and research.
Evaluation 6
The preliminary task asked students to film a conversation between two people using cinematography rules. It helped the students learn how to use techniques like the 180-degree rule and continuity. It also taught them the importance of planning, taking alternative shots, and working as a team. Completing the preliminary task prepared them for the challenges of filming and editing their full thriller opening.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Question 7 evaluation
By comparing his preliminary task to the final product, the author learned several things:
1) Equipment limitations like a shaky phone camera were improved with a tripod, making shots steadier and more professional.
2) Editing weaknesses around inconsistent lighting and "jumpy" cuts were addressed in the final product.
3) Acting skills improved from not looking at the camera and breaking the "fourth wall."
4) Sound issues from background noise were fixed using editing tools to add proper sound effects.
5) Overall, the author feels he has gained valuable skills in areas like post-production, equipment use, and filmmaking techniques to make the final product more polished and enjoyable to watch
Production Diary.pptx
This document is Millie Southall's production diary for her FMP project over 15 weeks. It details her progress, including initial research on inspirations, conducting audience surveys, struggles with filming and meeting deadlines, re-shooting scenes after learning new skills, finishing production and evaluations, and ultimately submitting her work on time while facing various challenges along the way.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
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Media question 7
- 1. 7. Looking back at your prelim task, what have you learned in the progression from that to the final product?
- 2. • I was happy with the prelim, as I storyboarded it, and helped produce the film, even though I was acting in it. • The first attempt I was filming, and made a mistake with the filming, at one point I was meant to slowly zoom in to the characters until they stopped talking when I would cut. However, I was unsure when to start and zoomed in too quickly after the conversation had finished.
- 3. How does your final 2 minute film opening demonstrate a progression in the standards of filming compared to your preliminary? • The main advantage was that we did not use in camera editing. Final cut made the film look more professional than the prelim task. • However, the prelim was inside, and some of the final piece was filmed outside, which was more difficult.
- 4. What have you learnt from the coursework overall? • The course has been extremely fun, and I believe it has been rewarding. • I have learned new skills, and tried new methods of creating my coursework. • I have learned how to film effectively. • I have developed my skills involving advertising. • I have learned how to edit.