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Question Six (Evaluation).


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Evaluation for question six.

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Question Six (Evaluation).

  1. 1. Question Six. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
  2. 2. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?  When looking back at my preliminary task, I am able to see how much I have learnt in the process of researching, producing and evaluating my main task. Not only have I learnt more about the film industry, I have also learnt about different film genres, different roles in the production of a film. Additionally, I have been able to improve my cinematography and editing skills. We used ‘Final Cut Pro’ to edit our prelim task and our main task, meaning that we had experience of using it when editing our main task. This meant we were able to use it to a more advanced level to try to make our title sequence as we imagined.
  3. 3. Why was the main task more difficult than the preliminary task?  The main task was more challenging than the preliminary task for several reasons. When doing the preliminary task, a concept was given to us, we had to reinact a scene from a film that already exists. This meant that we didn’t have to create everything from scratch like we did with our main task. The characters, script and setting were already made, meaning we only had to act, film and edit. Even though this wasn’t easy, as we had no previous experience doing any of this, it was a lot easier than doing the main task. With the main task, we had to construct everything ourselves. We had to choose our own genre, concept and story line, as well as filming and editing. Therefore, the main task took a lot more in depth research and planning, meaning that our group had to work closer together to ensure everyone was happy with what was being created amongst us.
  4. 4. Why was the main task more difficult than the preliminary task?  During the production of our main task, we encountered several setbacks. After filming the first scene with our chosen actor, they were no longer able to continue filming due to a heavy work load at school. This meant that we then had to find another actor and reshoot the whole first scene again. We struggled to find a similar actor. Finally, we decided that we would change the concept of our sequence, as the shooting deadline was approaching fast and we had not yet finished, or come close to finishing our filming. We decided that the news reader would be the victim of the stalker. Having to change the concept and reshoot scenes made the main task a lot harder and challenging than the prelim task, which went substantially smoother on comparison. However, encountering these obstacles meant that we learnt to work effectively as a team to overcome them and produce a final product.
  5. 5. How did you research and plan your Prelim brief? Why was your Main Task research and planning better?  As our preliminary task was to recreate an already existing scene, we did not have to do much research or planning. We watched the clip and picked out things that made the scene memorable, we then tried to make sure that we incorporated that into our version of the scene. To plan the prelim task, we created a script and storyboard, clearly showing what each short would look like and what would be happening. However, as we had to create the main task from scratch, we needed to a lot more extensive research and planning. To research the main task, we watched several film title sequences to find out what things were commonly included in title sequences to make them feel and look title sequences. We also analysed crime thriller title sequences (as this was our chosen genre) to see what mise en scene, symbolic codes, font and sound was used to make it appear as a crime thriller sequence and how it attracted it’s target audience.
  6. 6. How did you research and plan your Prelim brief? Why was your Main Task research and planning better?  The planning for our main task was very detailed, this was vital to ensure that our sequence was the best it could be, also to make things easier when we began filming. Our planning included: a storyboard, script, blocked plan, risk assessment, shooting schedule, animatic storyboard, detailed mise en scene planning (including the location, actors and props we would use). Doing this extensive planning help a lot as it meant we could get straight onto filming once we had received the equipment from our teacher. It also meant that we had a clear idea of what we wanted our final product to look like.
  7. 7. What was advice for improvement on Prelim Task? How did you make your Main Task video better? (refer to both filming and editing process)  After producing our preliminary task, we screened our edit to our class. They gave feedback to us, telling us what we did well and what we could improve. One of the most frequent recommended improvements was to be more experimental with mise en scene. For our main task, we decided that we would use props and decorate our locations to ensure that our mise en scene was detailed and fit to purpose. We were also told that we should try to match the lighting to the content our production. Therefore, we used locations (such as a shed) that had naturally dark lighting to create a dour and eerie atmosphere. Finally, we were advised to use a wider variety of shots. To ensure that we did this in our main task, we created a shot list and tried to use as many as we could.