Technical skill and assessment
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The document discusses a technical skill learned - using a steady-cam - and evaluates a production. It summarizes that a steady-cam provided useful camera movements and a professional look. It also notes that while the production went well, audio quality needed improvement as weather noise interfered and dialogue was too quiet compared to soundtrack. Minor continuity and narrative clarity issues were also identified that could be addressed in future through more planning and research.
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Technical skill and assessment
Tim Loe learned how to use a steady-cam, which allowed for smoother tracking shots and unique camera movements compared to a fixed tripod. While the production went well, the audio quality suffered from wind noise and needed better balancing against the soundtrack. Some continuity errors and a lack of clear narrative exposition also needed improvement and could be addressed through more planning and research.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
6. evaluation
Fred Shepherd discusses the key technologies and techniques learned through creating a film project. They improved camera work by using a tripod for steady shots and an external microphone to reduce noise. For editing, switching to Final Cut Pro from iMovie allowed for special effects and improved color filtering. Luma keying in Final Cut enabled advanced green screen effects, improving the immersive quality of the film.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Evaluation question 7 looking back at your preliminary (Edit)
The preliminary task lacked planning and had basic storytelling elements. It was filmed in a classroom with low lighting and improvised costumes. The sound was unclear without microphones. Editing was simple and choppy without tension. Camerawork mostly used close-ups and high angles without smooth movement. In contrast, the main task had weeks of planning including a script, costumes, and research. It was filmed in multiple locations and used filters to engage audiences. Non-diegetic music and credits were added in post-production to avoid being boring or rushed.
Review on documentary
We watched our documentary on a big screen without headphones, which allowed us to see that the sound levels needed improvement and identify small errors we had missed. We noticed captions were missing from some interviews and more cutaways were needed during interviews to keep viewers engaged. However, some transitions worked very well so we aimed to replicate them to improve the documentary overall.
Question 7
The document discusses the progression made from the author's preliminary task to their final product. They learned that sound is key for setting atmosphere and provoking emotion in audiences. While their preliminary task lacked sound effects and music, their final product "After Hours" used diegetic sounds and a dramatic score to create tension. The author also notes improvements in camera equipment led to higher quality footage. Larger cameras allowed for better zoom, steadiness and memory capacity compared to the flip cam used originally. Finally, the author felt editing skills improved the most, allowing them to add effects, transitions and enhance color/quality in their final piece.
Luisa: Question 7
The document discusses the skills learned from an initial preliminary film task to a final 2-minute film. It provides comparisons of planning, filming, and editing techniques between the two projects. For planning, more preparation was done for the final film including scripting, storyboarding, and assigning roles. Filming incorporated more advanced shot types and smoother match cuts. Editing in Premiere Elements was more efficient due to experience gained. Overall the skills and techniques improved greatly from the initial task to the final film.
Recommended
Technical skill and assessment
Tim Loe learned how to use a steady-cam, which allowed for smoother tracking shots and unique camera movements compared to a fixed tripod. While the production went well, the audio quality suffered from wind noise and needed better balancing against the soundtrack. Some continuity errors and a lack of clear narrative exposition also needed improvement and could be addressed through more planning and research.
Preliminary task evaluation
- The document discusses the author's experience filming and editing a video project for the first time where they took on roles they had not done before like operating the camera and editing solo.
- They learned how to properly use camera equipment like performing focus pulls and handling the camera to create a professional look, though felt their focus skills needed improvement.
- Through practicing camerawork and editing techniques like matching shots, the author was able to create a better flowing narrative and more professional production, but received feedback that some repetitive footage could be tedious for the audience.
6. evaluation
Fred Shepherd discusses the key technologies and techniques learned through creating a film project. They improved camera work by using a tripod for steady shots and an external microphone to reduce noise. For editing, switching to Final Cut Pro from iMovie allowed for special effects and improved color filtering. Luma keying in Final Cut enabled advanced green screen effects, improving the immersive quality of the film.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Evaluation question 7 looking back at your preliminary (Edit)
The preliminary task lacked planning and had basic storytelling elements. It was filmed in a classroom with low lighting and improvised costumes. The sound was unclear without microphones. Editing was simple and choppy without tension. Camerawork mostly used close-ups and high angles without smooth movement. In contrast, the main task had weeks of planning including a script, costumes, and research. It was filmed in multiple locations and used filters to engage audiences. Non-diegetic music and credits were added in post-production to avoid being boring or rushed.
Review on documentary
We watched our documentary on a big screen without headphones, which allowed us to see that the sound levels needed improvement and identify small errors we had missed. We noticed captions were missing from some interviews and more cutaways were needed during interviews to keep viewers engaged. However, some transitions worked very well so we aimed to replicate them to improve the documentary overall.
Question 7
The document discusses the progression made from the author's preliminary task to their final product. They learned that sound is key for setting atmosphere and provoking emotion in audiences. While their preliminary task lacked sound effects and music, their final product "After Hours" used diegetic sounds and a dramatic score to create tension. The author also notes improvements in camera equipment led to higher quality footage. Larger cameras allowed for better zoom, steadiness and memory capacity compared to the flip cam used originally. Finally, the author felt editing skills improved the most, allowing them to add effects, transitions and enhance color/quality in their final piece.
Luisa: Question 7
The document discusses the skills learned from an initial preliminary film task to a final 2-minute film. It provides comparisons of planning, filming, and editing techniques between the two projects. For planning, more preparation was done for the final film including scripting, storyboarding, and assigning roles. Filming incorporated more advanced shot types and smoother match cuts. Editing in Premiere Elements was more efficient due to experience gained. Overall the skills and techniques improved greatly from the initial task to the final film.
Horror audiences research
1) Research shows the typical horror viewer is male aged 15-24, but female attendance has increased and now exceeds males.
2) A market research chart shows the audience is almost evenly split between males and females for supernatural horror films.
3) Another chart shows most horror film viewers are aged 18-24 (48%), with the 14-17 age group also representing a large portion (24%) of the audience.
Focus group conclusion
The focus group discussed various elements for a horror film trailer and poster/magazine. They agreed the protagonist should be a boy to fit the narrative about nightmares. For the poster, just the protagonist should be shown with the antagonist's shadow, while both could be on the magazine. Unconventional shots and focusing would show the filmmakers' auteur style. The house should be in a remote forest but not run down. Orchestral sound was suggested but atonal sound may fit better for the trailer. A shot after the title card could provide a final scare. Long shots work best for the poster and medium/long shots for the magazine. Finally, a dark or bedroom background fits the solitary tone.
Horror film making tips
The document provides tips for writing a horror movie screenplay. It advises writers to come up with original ideas rather than cliches. Writers should draw on their own deepest fears to make the horror feel genuine. Successful horror movies include one or more scenes that have never been seen before and leave a lasting impression. The screenplay should start with a surprising beginning and build tension throughout, with the scariest scenes towards the end. Low-budget horror movies should avoid computer graphics and special effects. Overall, writers should watch many horror movies to understand the genre but ensure their work feels realistic and does not become unintentionally funny.
Insidious trailer analysis
- The Insidious trailer uses fast pacing and syncopated cuts to build tension and anticipation. Shots are carefully composed to convey meaning through camera angles, movements, and lighting.
- The trailer establishes that the family is being haunted by supernatural forces in their new home. Unnatural shadows, sounds, and movements suggest the house itself is the antagonist, watching and causing distress.
- Scenes of the distressed mother and investigations by experts introduce the plot and characters while continuing to highlight the growing terror of the haunting. Jump scares and ominous close-ups keep the audience unsettled and on edge.
Profile
The document discusses a magazine profile for a proposed horror magazine. It would target audiences aged 15-25, with an income bracket of C1-E. A niche independent publishing house would be best suited to publish the horror magazine, as with Shroud Publishing's niche magazine. While a niche audience is ideal given their interest in horror, marketing only through the niche magazine could limit the potential audience for the horror film being promoted. Students and the higher income bracket magazine audience would also be part of the target audience for the horror film trailer.
SEO: Getting Personal
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
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SlideShare is a global platform for sharing presentations, infographics, videos and documents. It has over 18 million pieces of professional content uploaded by experts like Eric Schmidt and Guy Kawasaki. The document provides tips for setting up an account on SlideShare, uploading content, optimizing it for searchability, and sharing it on social media to build an audience and reputation as a subject matter expert.
Evaluation
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup and filming times. The storyboard could have been more descriptive and included more shots to fill the desired run time. There were some equipment issues like cameras not working properly or running out of battery. Overall communication with actors needs improvement to ensure they show up as scheduled.
Introduction
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup times. The storyboard could have been more descriptive and included more shots to fill the five minute runtime. There were some issues with equipment not working properly. To improve, more planning and communication is needed, along with rehearsing actors and checking equipment beforehand.
Mv production assignment evaluation form 2021
The document discusses the production process for a music video project. It covers research done by watching other music videos, planning, technical aspects like camerawork and editing, aesthetic qualities, audience appeal, and peer feedback. Key points include researching shot types and styles from other videos, managing time well during planning and filming but needing more editing practice, using transitions and effects to link shots smoothly, and feedback suggesting adding more varied shots and camera movement.
Preliminary task film
Zabi Omar took on multiple roles in supporting the film production process, including serving as a lighting assistant. He helped advise his colleagues on filming angles and scripts.
Zabi communicated well with his team members, who had clear meetings and allocated roles without conflict. They supported each other through mistakes.
One major challenge was the limited time for meeting the deadline, which caused some rushing. Wires also occasionally got tangled. In the future, more planning is needed.
Using the new equipment was initially challenging but the team learned how to operate it effectively. Wires were wrapped to reduce risks. The camera was set to manual for more control.
Tracking shots and lighting effects worked well in the film.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
6. evaluation sf 2017
The document provides an evaluation of a production project. It summarizes the strengths and weaknesses of the student's research, planning, production process, and final product. The research covered different genres and styles to define the concept. Planning was efficient but too directed by guidelines. Peer feedback praised the acting and continuity but felt the concept was unclear until the end. The student agrees feedback but disagrees that special effects were needed. They would improve clarity of the overall plot and relationship between scenes.
Preliminary task evaluation report
The document provides a preliminary evaluation of the quality of various aspects of a video project. It evaluates the quality of shots, framing, sound, editing, mise-en-scene, acting, and group planning. For shots, framing, and sound, it notes examples of what was done well and could be improved. It suggests using a tripod, improving framing, and making voices louder. For content and location, it notes the scene did not match the library task and should have more people. Overall, it finds the group worked well but could improve by adding a script and utilizing all group members in the video.
Preliminary Task Evaluation
The document provides a preliminary evaluation of a video project. It evaluates 14 different quality criteria on a scale and provides suggestions for improvement. Some key points that received positive feedback include properly framing shots, accurately following the assigned task, and good use of lighting and mise-en-scène. Areas identified as needing improvement included shakiness that could be addressed with a tripod, adding sound effects, and taking more shots to allow for better editing. The evaluation also notes that more organization and adherence to a timeline would help strengthen future group projects.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
[Pro forma] corporate - live project evaluation-2
This production log documents the process of creating a promotional video for a client. It describes various editing and production decisions made, including adding cinematic bars, color correcting footage for warmth, managing files, editing audio interviews to remove mistakes and pauses, and receiving feedback from tutors and clients. The client and tutors were pleased with the final product and provided positive feedback, suggesting it effectively portrayed the company. [/SUMMARY]
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Mv production assignment evaluation form 2019
The document summarizes the student's research, planning, production process, and evaluation of a music video project. Some key points:
- The student's research focused on how one band's music videos reflected their branding and evolution over time. However, they only researched a small number of bands.
- Their planning process helped prepare for production by creating shot lists and planning equipment needs.
- The music video follows gothic motifs like darkness and Christianity which appeals to the intended audience.
- Peer feedback praised the visual themes and editing but noted areas for improvement like video quality, adding more variety in shots, and creating a stronger ending.
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Horror audiences research
1) Research shows the typical horror viewer is male aged 15-24, but female attendance has increased and now exceeds males.
2) A market research chart shows the audience is almost evenly split between males and females for supernatural horror films.
3) Another chart shows most horror film viewers are aged 18-24 (48%), with the 14-17 age group also representing a large portion (24%) of the audience.
Focus group conclusion
The focus group discussed various elements for a horror film trailer and poster/magazine. They agreed the protagonist should be a boy to fit the narrative about nightmares. For the poster, just the protagonist should be shown with the antagonist's shadow, while both could be on the magazine. Unconventional shots and focusing would show the filmmakers' auteur style. The house should be in a remote forest but not run down. Orchestral sound was suggested but atonal sound may fit better for the trailer. A shot after the title card could provide a final scare. Long shots work best for the poster and medium/long shots for the magazine. Finally, a dark or bedroom background fits the solitary tone.
Horror film making tips
The document provides tips for writing a horror movie screenplay. It advises writers to come up with original ideas rather than cliches. Writers should draw on their own deepest fears to make the horror feel genuine. Successful horror movies include one or more scenes that have never been seen before and leave a lasting impression. The screenplay should start with a surprising beginning and build tension throughout, with the scariest scenes towards the end. Low-budget horror movies should avoid computer graphics and special effects. Overall, writers should watch many horror movies to understand the genre but ensure their work feels realistic and does not become unintentionally funny.
Insidious trailer analysis
- The Insidious trailer uses fast pacing and syncopated cuts to build tension and anticipation. Shots are carefully composed to convey meaning through camera angles, movements, and lighting.
- The trailer establishes that the family is being haunted by supernatural forces in their new home. Unnatural shadows, sounds, and movements suggest the house itself is the antagonist, watching and causing distress.
- Scenes of the distressed mother and investigations by experts introduce the plot and characters while continuing to highlight the growing terror of the haunting. Jump scares and ominous close-ups keep the audience unsettled and on edge.
Profile
The document discusses a magazine profile for a proposed horror magazine. It would target audiences aged 15-25, with an income bracket of C1-E. A niche independent publishing house would be best suited to publish the horror magazine, as with Shroud Publishing's niche magazine. While a niche audience is ideal given their interest in horror, marketing only through the niche magazine could limit the potential audience for the horror film being promoted. Students and the higher income bracket magazine audience would also be part of the target audience for the horror film trailer.
SEO: Getting Personal
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
How to Make Awesome SlideShares: Tips & Tricks
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
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SlideShare is a global platform for sharing presentations, infographics, videos and documents. It has over 18 million pieces of professional content uploaded by experts like Eric Schmidt and Guy Kawasaki. The document provides tips for setting up an account on SlideShare, uploading content, optimizing it for searchability, and sharing it on social media to build an audience and reputation as a subject matter expert.
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Similar to Technical skill and assessment
Evaluation
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup and filming times. The storyboard could have been more descriptive and included more shots to fill the desired run time. There were some equipment issues like cameras not working properly or running out of battery. Overall communication with actors needs improvement to ensure they show up as scheduled.
Introduction
This document provides a self-evaluation of the film production process. Some key lessons learned include making sure the shooting schedule fits with all involved, including adequate setup times. The storyboard could have been more descriptive and included more shots to fill the five minute runtime. There were some issues with equipment not working properly. To improve, more planning and communication is needed, along with rehearsing actors and checking equipment beforehand.
Mv production assignment evaluation form 2021
The document discusses the production process for a music video project. It covers research done by watching other music videos, planning, technical aspects like camerawork and editing, aesthetic qualities, audience appeal, and peer feedback. Key points include researching shot types and styles from other videos, managing time well during planning and filming but needing more editing practice, using transitions and effects to link shots smoothly, and feedback suggesting adding more varied shots and camera movement.
Preliminary task film
Zabi Omar took on multiple roles in supporting the film production process, including serving as a lighting assistant. He helped advise his colleagues on filming angles and scripts.
Zabi communicated well with his team members, who had clear meetings and allocated roles without conflict. They supported each other through mistakes.
One major challenge was the limited time for meeting the deadline, which caused some rushing. Wires also occasionally got tangled. In the future, more planning is needed.
Using the new equipment was initially challenging but the team learned how to operate it effectively. Wires were wrapped to reduce risks. The camera was set to manual for more control.
Tracking shots and lighting effects worked well in the film.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. Key areas of growth included stronger editing skills like smoother transitions between shots, improved camera work using a tripod for steady shots, the addition of sound effects and music, and greater attention to continuity across costumes, lighting, and more. Conducting both the preliminary and final projects provided valuable lessons and experience that will allow the author to continue progressing their filmmaking abilities.
6. evaluation sf 2017
The document provides an evaluation of a production project. It summarizes the strengths and weaknesses of the student's research, planning, production process, and final product. The research covered different genres and styles to define the concept. Planning was efficient but too directed by guidelines. Peer feedback praised the acting and continuity but felt the concept was unclear until the end. The student agrees feedback but disagrees that special effects were needed. They would improve clarity of the overall plot and relationship between scenes.
Preliminary task evaluation report
The document provides a preliminary evaluation of the quality of various aspects of a video project. It evaluates the quality of shots, framing, sound, editing, mise-en-scene, acting, and group planning. For shots, framing, and sound, it notes examples of what was done well and could be improved. It suggests using a tripod, improving framing, and making voices louder. For content and location, it notes the scene did not match the library task and should have more people. Overall, it finds the group worked well but could improve by adding a script and utilizing all group members in the video.
Preliminary Task Evaluation
The document provides a preliminary evaluation of a video project. It evaluates 14 different quality criteria on a scale and provides suggestions for improvement. Some key points that received positive feedback include properly framing shots, accurately following the assigned task, and good use of lighting and mise-en-scène. Areas identified as needing improvement included shakiness that could be addressed with a tripod, adding sound effects, and taking more shots to allow for better editing. The evaluation also notes that more organization and adherence to a timeline would help strengthen future group projects.
What have you learned about technology through this project?
Joel Griffiths learned several things about technology through creating a film project. He used a Pentax DSLR camera that allowed him to film in 1080p and gave professional quality footage. He also used Adobe Premier Pro editing software, which he found easy to learn and allowed him to create effects like time lapses. Additionally, he used a portable tripod that provided stability for different camera angles and movements. Overall, the technology allowed him to achieve high quality footage and develop his filmmaking skills.
[Pro forma] corporate - live project evaluation-2
This production log documents the process of creating a promotional video for a client. It describes various editing and production decisions made, including adding cinematic bars, color correcting footage for warmth, managing files, editing audio interviews to remove mistakes and pauses, and receiving feedback from tutors and clients. The client and tutors were pleased with the final product and provided positive feedback, suggesting it effectively portrayed the company. [/SUMMARY]
Evaluation question 7
The document compares the learning process between a preliminary task and final film production. For the preliminary task, the focus was on gaining experience with equipment and basic shots/editing in iMovie with no storyboarding. For the final film, extensive planning included storyboards and booking equipment for quality. More editing techniques were used along with props, titles, and sound mixing. Overall the final film showed significant improvements in skills and quality from lessons learned through the preliminary task experience.
What have you learnt about technologies from constructing
The student learned several new technologies in creating their film project. They struggled at first with the video editing software Premiere Elements but were able to utilize effects like layering and rewinds to create a dream-like feeling. While their voiceover worked well to set the mood, the lack of a boom microphone led to inconsistent sound quality. Using a tripod for their camera shots improved the quality and allowed for continuous takes without the shakiness experienced without a tripod in an earlier project.
Mv production assignment evaluation form 2019
The document summarizes the student's research, planning, production process, and evaluation of a music video project. Some key points:
- The student's research focused on how one band's music videos reflected their branding and evolution over time. However, they only researched a small number of bands.
- Their planning process helped prepare for production by creating shot lists and planning equipment needs.
- The music video follows gothic motifs like darkness and Christianity which appeals to the intended audience.
- Peer feedback praised the visual themes and editing but noted areas for improvement like video quality, adding more variety in shots, and creating a stronger ending.
Evaluation Q7
This document summarizes the key skills developed throughout a film production process. It discusses how drafting allows for proper planning and preparation. Editing is important for establishing mood and pace through an understanding of genre conventions. Sound design was improved in the final project through use of a radio-like voiceover recorded in Audacity rather than the camera's built-in microphone. Framing, lighting, editing, color correction, and camerawork all evolved between the preliminary project and final project to create a more polished end product. The document reflects on what was learned, including using editing software like Final Cut Pro and improving techniques like cutting on action.
Question 7
1) The document discusses improvements made to audio recording techniques between a preliminary task and final production. External microphones were used to capture clearer dialogue and sounds effects to enhance scenes.
2) Lighting techniques like high and low key lighting were more fully implemented in the final production compared to the preliminary task. Lighting was used to portray character emotions and received positive feedback.
3) A variety of editing techniques like jump cuts, fades, and dissolves were used in both tasks but applied more purposefully in the final production to manipulate pacing and enhance scenes, drawing from successful thriller films. Overall the document reflects on skills developed in audio recording, lighting, and editing between the preliminary and final tasks.
Loe yourz question 7
1) The document compares the preliminary task and full product of a film production. It outlines improvements made in various areas including pre-production planning, mise-en-scene, lighting, camera skills, sound, and titles.
2) For the full product, more attention was paid to pre-production planning like storyboarding and timelines. Locations, props, costumes, and lighting were also improved.
3) Camera skills around techniques like the 180 degree rule and panning shots were better utilized. Sound and titles were added for the full product where the preliminary task lacked them.
Evaluation pp
The document provides feedback from test audiences on a student film project. Regarding technology used, the students decided to use Blogger for pre-production planning and organization. They created a questionnaire using Google Forms to gather audience feedback. A Panasonic HD camcorder was used for filming. Final Cut Express was used to edit the film, applying effects to achieve a psychological horror style. Audiences responded positively to the voiceover and continuity editing but found some scenes confusing. Suggestions are made to reorganize clips and refilm one scene to improve clarity.
Evaluation pp
The document provides feedback from test audiences on a student film project. Regarding technology used, the students decided to use Blogger to document their pre-production work, Google Forms to create a questionnaire for gathering audience feedback, and a Panasonic HD camcorder to film footage. For post-production, they used Final Cut Express for editing based on experience from a prior task. Audiences responded positively to the voiceover and continuity editing but felt the film clips were confusingly organized. Suggestions were made to restructure the opening and refilm one scene for clarity.
Preliminary task evaluation report
The document provides a preliminary evaluation of the quality of various aspects of a student video project. It evaluates the quality of shots, framing, content, mise-en-scene, editing, sound, actor positioning and movements, group planning, and group dynamics. Areas identified as done well included reasonably steady shots, good framing and angles, appropriate content, quality mise-en-scene, and good group planning. Areas for improvement included shot steadiness, more location angles, louder dialogue, advanced editing techniques, and involving all group members in the video. Strategies are suggested to address areas needing improvement in future projects.
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What have you learned about technology through this project?
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Questionnaire2
The document summarizes feedback from questionnaires about a horror film trailer and promotional materials. For the trailer, respondents felt the villain was shown an appropriate amount but was on screen too long at times. The trailer was suspenseful though some parts lacked clarity. A lack of gore did not negatively impact the trailer. For the poster, respondents liked the dark red and black color scheme and minimal design. Including two settings and the antagonist strengthened the poster. For the magazine, respondents thought the colors conveyed horror but not a magazine. Text looked good but the main title needed a clearer horror font. Including both characters in the magazine effectively promoted the narrative.
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This document summarizes the responses to a questionnaire about several horror film marketing products, including a trailer, poster, and magazine. The responses were generally positive about how effectively the products portrayed the horror genre through elements like lighting, color, and mysterious storyline. However, some improvements were noted, such as making the ghost footage in the trailer fit better and using a scarier font for the poster. Overall, the audience seemed engaged by the mysterious and scary tone generated by the marketing materials.
Audience sample
The document discusses taking audience samples for an audience response video. It took two samples - the first from the target audience of 17-18 year old students interested in technology and film from the respondent's school. The second sample included a mix of 17-20 year old students and manual job workers from primarily lower class backgrounds. Taking two samples allowed the respondent to get feedback from a broader range of the target 15-25 year old audience.
Audience sample
The document discusses two audience samples that were taken to gather feedback for audience response videos. Sample 1 included high school students aged 17-18 who were interested in technology and film. Sample 2 included a mix of students and manual workers aged 17-21 from primarily lower class backgrounds. Taking two samples allowed the response to be more reliable by getting feedback from a broader target audience of 15-25 year old students and manual job workers interested in film, games, and technology.
Technologies used during planning and evaluation stages
This document lists and briefly describes the various technologies and software used at different stages of a project, including PowerPoint, Prezi, Photoshop, Wordpress, Word, YouTube, Canon 550D camera, Sony Vegas video editing software, After Effects, and Camtasia Recorder. It explains how each tool was utilized to effectively showcase planning, research, ideas, filming, editing, and evaluation.
Comparing ‘paralysis’ with real texts
The document reviews the conventions of horror films and compares them to the short film "Paralysis". It contains a table listing common horror iconography such as blood, knives/axes, the supernatural, isolation, and anti-religious ideologies. It also discusses how the trailer, poster, and magazine for "Paralysis" meet many conventions of their respective genres, such as using a blue/desaturated color grade, low-key lighting, vulnerable protagonists, mysterious antagonists, and isolated settings. While some conventions were followed, others such as regular focus changes were avoided to allow for the auteur theory.
Evalution - Conventions
The document reviews the conventions of horror films and compares them to the short film "Paralysis". It finds that "Paralysis" meets many common conventions such as its use of iconography like blood and knives, characters like the vulnerable protagonist and supernatural antagonist, and settings like woods and castles. The document also discusses how the trailer, poster, and magazine for "Paralysis" were designed to follow horror conventions through their use of color grading, lighting, shots, sound, and other elements to create a cohesive promotional package for the film.
cast
This document summarizes the casting choices for an upcoming production. It describes the roles that will be filled by Arran, Miss Gregory, Mrs. Loe, Mr. Loe, a nurse, Mr. Berry and several classmates. The selections are meant to provide realism by choosing actors that match the roles either through their jobs, appearances or ages.
Autuer genre research
The document discusses genre research and the auteur theory that the directors conducted. It poses the question of whether to follow genre conventions or take a more creative, auteur approach. The directors concluded that they will take a mixed approach, following genre conventions to portray the genre to audiences, but also adding their own "director's signature" to the production to take a more creative angle, though they have not yet decided what exactly that signature will be.
Connotations of ancillary drafts
This document discusses draft poster and magazine cover designs for a horror film. Three drafts of posters and magazine covers are described. The most effective poster draft features a medium close-up of the boy in bed with his teddy, implying vulnerability, with the antagonist lurking in the background wood, connoting isolation and the supernatural. The most effective magazine cover draft also features a medium shot of the boy with direct address and a shadow building intrigue, using low key lighting and a dark background to imply entrapment and the antagonist's presence.
Institutional regulations
The document discusses the British Board of Film Classification's regulations for trailers and advertisements. Strong language is not permitted in trailers below a 15 rating, and only one use is allowed in 15 rated trailers if it is not threatening or aggressive. Trailers are not meant to use horrifying or violent techniques that could psychologically discomfort younger audiences or give them negative impressions. The classification for the film Paralysis will likely not be below 15 since strong threats and menace dominate its trailer.
Connotations of ancillary drafts
The document discusses draft designs for a movie poster and magazine cover. It analyzes how different compositional elements are used to convey meaning and atmosphere. The three poster drafts all feature a vulnerable young boy in direct address with a looming antagonist shadow. This connotes horror and the supernatural. The magazine covers also place the boy in direct address with an antagonist shadow and use masking, vignettes, and rule of thirds placement to imply entrapment and draw attention to create an ominous tone.
scripts
1) The document outlines various scenes and character details for a film script involving a boy named Arran who is experiencing disturbing nightmares and warnings.
2) Key details include Arran having a nightmare and telling his mother, a teacher discussing acid-base reactions in class, Mrs. Loe and Mr. Loe expressing concern over Arran's well-being and nightmares, and Arran stating his nightmares are warnings and "they" are coming.
3) Costume and scheduling notes are also provided for shooting the film.
Cast
Arran, an 11-year-old boy, will play the protagonist due to his youthful appearance allowing him to portray a vulnerable character. Miss Gregory, a teacher, will play the role of a teacher for realism. Mrs. Loe, who looks and acts like a realistic mother, will play the mother. Mr. Loe, who is the required age and looks professional, will play the psychiatrist. A nurse will serve as a backup actor due to her profession and accessibility at the medical room location. Mr. Berry, who is the suitable age and looks the part of an educated professional, will play the doctor.
Risk assesments
The document discusses a risk assessment for Old Dalby Wood Airfield. The airfield has been unused for many years and there are concerns about its current condition and safety issues that would need to be addressed before it could be used again. An inspection was conducted to evaluate any risks and hazards and make recommendations about any work required to make the airfield safe for general aviation use.
Institutional regulations
The document discusses the British Board of Film Classification's regulations for trailers and advertisements. Strong language is not permitted in trailers below a 15 rating, and only one use is allowed in 15 rated trailers if it is not threatening or aggressive. The classification system's main concern is preventing inappropriate or violent content from psychologically affecting younger audiences or injecting them with false concepts.
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Technical skill and assessment
- 1. Technical Skill and Evaluation By Tim Loe
- 2. Technical Skill The new technical skill I have learnt is how to use a steady-cam. The steady-cam proved useful for the shots requiring a tracking movement, or a slightly more unique camera movement opposed to the fixed camera on a tripod. The more steady movements that the steady-cam allowed gave the video professional look.
- 3. Evaluation I feel that the production went well, however there were some areas that I should look to develop for my A2 Project.
- 4. Evaluation Firstly the audio, which was one of the biggest problems could be improved. The blustery weather contaminated the audio, making it sometimes hard to hear what actors were saying, and also projecting a discomforting blowing noise throughout the production. The levels could also be slightly more balanced, as the soundtrack was too loud compared to the dialogue, undermining actors powerful and meaningful lines.
- 5. Evaluation There were also some minor continuity problems, and a lack of exposition, meaning that the narrative was portrayed in an unclear way. This could be improved by more planning, and qualitative research, so peoples opinions on the narrative can be analysed, and considered when filming.
- 6. Evaluation However I feel that the choice of actors and locations worked well and looked believable in the production. The use of focus also contributed to the professional look of the project. I also think the use of VFX was successful, and looked realistic. I will consider these strengths in the real production.