0. grade response
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The document discusses areas for improvement in film, media and photography (FMP) subjects, including research, planning, production, and evaluation. It notes that providing more detail in work could improve grades. Planning is identified as especially important to focus on, as lack of planning led to changed ideas late in previous projects. Better planning months in advance for topics, participants, and design elements like colors is needed. Production quality also must be improved to the highest level possible.
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0. grade response 2
This document analyzes areas for improvement in a student's film and media production (FMP) work. It identifies that the student could provide more detail in research, planning, production, and evaluation for projects. The document states that past work has lacked detail and notes, and providing more detailed writing and information could lead to higher marks and grades.
1. initial plans
The document discusses the skills the author has learned including Photoshop, Premiere Pro, and audio software. These skills will help with their FMP project as they will edit the main part in Premiere Pro. The author's mood board inspired them by showing different horror styles and how colors and fonts are important. The mood board will influence their final product by helping them tailor it to appeal to their intended audience. A key influence is the 2017 film "It" which was tense and entertaining, and the author will try to include these elements in their trailer, such as using impactful music.
Pre production feedback mark sheet
This document provides feedback from a teacher to a student, Ben Walker, on pre-production tasks for a music video project. The teacher confirms Ben completed research on similar music videos, genre analysis, target audience, annotated lyrics, storyboards, shotlists, floor plans, locations, costumes, props, and actors. The feedback notes some areas for improvement, such as adding more details to storyboards. It also recommends labeling the production schedule as "pre-production" for clarity. The student action plan shows changes made in response to the feedback. The teacher awards Ben 15 out of 20 initially, then fully after improvements were made.
Pre production feedback sheet
This document provides feedback from a teacher to a student, Lewis Lomax, on their pre-production work for a music video project. The teacher comments on 14 pre-production tasks, noting what was done well and improvements needed. Areas needing work included fully explaining research theories used, reflecting on peer feedback, adding sources, analyzing the target audience in more detail, and providing more details in various areas like production scheduling, locations, and actors. The student is asked to add missing tasks like storyboards and permissions. Their initial mark was 11/20, improving to 12/20 after addressing most feedback, but some tasks were still basic.
AS pre production tasks feedback sheet
Oliver Alexander received feedback from their teacher on their pre-production tasks for an AS film project. The teacher provided positive feedback, praising Oliver's analyses of film openings, genre research, script, storyboards, shotlist, and production schedule. The teacher suggested some areas for improvement, such as adding details about the target audience, typical audience member images, scene references for the floor plans, and evaluating the project. Oliver made the recommended improvements to their blog. The teacher gave an overall mark of 17 out of 20 and praised Oliver's organization and ambition for the project.
0. grade response
This document outlines the student's grades in different subject areas and identifies areas for development in their Foundation Media Production (FMP) course. It notes the student received mostly Pass grades, with some Merits and Minors. It then lists the key areas of Analyze, Problems, Research, Planning, and Production that need improvement in FMP and explains the student will go more in-depth in each part of their FMP project to achieve a Merit grade.
Collins chloe pre production tasks feedback sheet
The document provides feedback on a student's pre-production tasks for a music video project. It summarizes the teacher's comments on 14 individual tasks related to research, planning, storyboarding, scheduling and other pre-production elements. The teacher provides positive feedback and notes areas for improvement. The student makes the requested revisions and improvements, earning an increased final mark of 17/20. The teacher praises the overall excellent body of pre-production work completed.
Hugh galloway a2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Hugh Galloway, on a pre-production tasks assignment. The teacher confirms Hugh completed all required pre-production elements and provided detailed work for many of the tasks. Some areas still needed more detail, such as the production schedule and how equipment would be used. With additions, Hugh's work improved to Level 3 quality. Further additions referring to relevant film theory earned Hugh a Level 4 rating and final mark of 17 out of 20.
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0. grade response 2
This document analyzes areas for improvement in a student's film and media production (FMP) work. It identifies that the student could provide more detail in research, planning, production, and evaluation for projects. The document states that past work has lacked detail and notes, and providing more detailed writing and information could lead to higher marks and grades.
1. initial plans
The document discusses the skills the author has learned including Photoshop, Premiere Pro, and audio software. These skills will help with their FMP project as they will edit the main part in Premiere Pro. The author's mood board inspired them by showing different horror styles and how colors and fonts are important. The mood board will influence their final product by helping them tailor it to appeal to their intended audience. A key influence is the 2017 film "It" which was tense and entertaining, and the author will try to include these elements in their trailer, such as using impactful music.
Pre production feedback mark sheet
This document provides feedback from a teacher to a student, Ben Walker, on pre-production tasks for a music video project. The teacher confirms Ben completed research on similar music videos, genre analysis, target audience, annotated lyrics, storyboards, shotlists, floor plans, locations, costumes, props, and actors. The feedback notes some areas for improvement, such as adding more details to storyboards. It also recommends labeling the production schedule as "pre-production" for clarity. The student action plan shows changes made in response to the feedback. The teacher awards Ben 15 out of 20 initially, then fully after improvements were made.
Pre production feedback sheet
This document provides feedback from a teacher to a student, Lewis Lomax, on their pre-production work for a music video project. The teacher comments on 14 pre-production tasks, noting what was done well and improvements needed. Areas needing work included fully explaining research theories used, reflecting on peer feedback, adding sources, analyzing the target audience in more detail, and providing more details in various areas like production scheduling, locations, and actors. The student is asked to add missing tasks like storyboards and permissions. Their initial mark was 11/20, improving to 12/20 after addressing most feedback, but some tasks were still basic.
AS pre production tasks feedback sheet
Oliver Alexander received feedback from their teacher on their pre-production tasks for an AS film project. The teacher provided positive feedback, praising Oliver's analyses of film openings, genre research, script, storyboards, shotlist, and production schedule. The teacher suggested some areas for improvement, such as adding details about the target audience, typical audience member images, scene references for the floor plans, and evaluating the project. Oliver made the recommended improvements to their blog. The teacher gave an overall mark of 17 out of 20 and praised Oliver's organization and ambition for the project.
0. grade response
This document outlines the student's grades in different subject areas and identifies areas for development in their Foundation Media Production (FMP) course. It notes the student received mostly Pass grades, with some Merits and Minors. It then lists the key areas of Analyze, Problems, Research, Planning, and Production that need improvement in FMP and explains the student will go more in-depth in each part of their FMP project to achieve a Merit grade.
Collins chloe pre production tasks feedback sheet
The document provides feedback on a student's pre-production tasks for a music video project. It summarizes the teacher's comments on 14 individual tasks related to research, planning, storyboarding, scheduling and other pre-production elements. The teacher provides positive feedback and notes areas for improvement. The student makes the requested revisions and improvements, earning an increased final mark of 17/20. The teacher praises the overall excellent body of pre-production work completed.
Hugh galloway a2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Hugh Galloway, on a pre-production tasks assignment. The teacher confirms Hugh completed all required pre-production elements and provided detailed work for many of the tasks. Some areas still needed more detail, such as the production schedule and how equipment would be used. With additions, Hugh's work improved to Level 3 quality. Further additions referring to relevant film theory earned Hugh a Level 4 rating and final mark of 17 out of 20.
Hugh galloway a2 coursework overall marks sheet
Hugh Galloway received excellent marks across all areas of his A2 coursework. For planning, he received 17/20 marks for completing all work to a high level and including permission slips and references. In construction of the main video task, he showed excellence in technical skills like editing and camera work, earning 32/40 marks, though lip syncing and focus could improve. He constructed the digipak and poster ancillary tasks proficiently, earning 8/10 and 8/10 marks respectively for following conventions. In his evaluation, he answered all questions excellently using various multimedia, showing a strong understanding of the process, though some wording could be more formal. Overall he received an excellent total of 82
Mosley benjamin pre production tasks feedback sheet
1. The teacher provided feedback on a student's pre-production tasks for a music video project. Most tasks were incomplete or missing and needed improvements.
2. The initial mark was 3/20 due to too much missing work and tasks not being at the expected A2 level. The teacher requested all work be completed and labeled properly.
3. When resubmitted, most work was still incomplete, minimal, and not properly labeled. The final mark was 5/20 as the student did not make improvements during the allotted time.
As media evaluation 7
Andy Brown reflects on what he has learned from the progression of his preliminary magazine cover task to the full magazine project. He learned that lighting is important to photo quality and how to adjust color settings. He also learned about using consistent fonts and formatting sell lines. Andy further learned how to better position models to leave space for additional elements. Overall, Andy feels he learned more about technological and layout aspects than photography, but still gained knowledge around lighting and positioning from the preliminary to final project.
Pre prod feedback
This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, schedules, and use of technology. Minor improvements are suggested, such as adding more images and commenting on peer feedback. The student's work is marked as 17/20 initially, then improved to 19/20 after addressing the feedback. Areas the student committed to improving included adding photos, commenting on drafts, and obtaining permission letters for child actors. The teacher was impressed by the student's comprehensive planning and use of technology for the project.
A2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student on their pre-production work for a music video project. The teacher comments that some areas of the student's work showed good research and planning, but many parts lacked sufficient detail, analysis or examples. The teacher provides specific feedback on each of the 14 pre-production tasks, noting what was done well and improvements needed. Areas identified as needing more work included deeper analysis, additional details, sources, images and linking locations to the narrative. The student is given an initial mark of 10 out of 20 and asked to improve their work in key areas identified by the teacher.
Major project proposal
Daniel plans to create a series of 10 time-based media projects for his final major project. The projects will be split into two sets of 5, with the first set containing dialogue and the second set being without dialogue. He will edit the projects together and add soundtracks and titles in After Effects. The finished projects will be compiled onto two discs in a DVD case, along with a cover designed in Photoshop. Daniel outlines a 47 week plan to complete pre-production, research, production, post-production, and compilation of his finished work. He will use various software programs and has access to necessary equipment and resources to complete the project.
212 - Lesson 7 - Review
The document provides guidance on reviewing a digital animation project for a radio station. It emphasizes the importance of understanding the client's requirements, being able to critically review one's own work, and addressing any problems or constraints faced during the project. The review should evaluate how well the animation met the client's purpose and requirements, the techniques and assets used, the quality of the final product, and opportunities for future improvement.
Project schedule
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages. The schedule was initially unrealistic but was later revised to include more preparation time upfront, shooting opening scenes over multiple weeks, editing concurrently, and adding buffer time at the end to account for any delays.
Aldridge beth evaluation and overall feedback sheet
Beth achieved a grade of B for her overall coursework marks. For her main video task, she demonstrated proficiency in technical skills but the narrative could have been clearer. Her digipak and poster designs showed clear awareness of industry conventions through appropriate images and design elements. In her evaluation, Beth answered the questions well using various digital tools and reflected on feedback, though could have explained her creative choices more. Overall her work met requirements and she effectively used communication technologies.
Coupland joshua pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Joshua Coupland, on his pre-production tasks for a music video. The teacher comments that Joshua needs to improve several areas, including using music video theory more fully in his analysis, addressing feedback received, adding citations, analyzing album covers and ads more deeply, including technical language in storyboards and shots, and providing more details in several tasks. The initial mark is 7 out of 20 and no improvements were made based on the feedback, so the final mark remains 7 out of 20. The teacher expresses disappointment that Joshua did not take advantage of the feedback to strengthen his work.
Comparisons of preliminary to final work
The document compares a student's preliminary college task to their final music magazine project. It notes that the final project showed improvement in image quality, font experimentation, and use of hardware and software. The student believes they did a better job on the music magazine by learning from mistakes in the preliminary college magazine. They conclude it is important to do preliminary and drafting work to provide guidelines and ideas for creative media projects.
Pre-Production Tasks Feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes each task submitted by the student, noting what elements were done well and included necessary details. The teacher comments that the student completed all pre-production work at a proficient level, but could have provided more detail on the target audience and genre analyses. An action plan is suggested to improve the final mark.
Morriss hollief
This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
Lomax lewis as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Lewis Lomax, on their pre-production tasks for an AS film project. The teacher notes that while most tasks were completed satisfactorily, some required improvement or were missing altogether. Specifically, the teacher comments that storyboards and floor plan layouts could be improved, and asks for actor choices to include images. The student's work is assessed as 7 out of 20 initially but improves to 11 out of 20 after addressing the feedback.
Q7.
The student learned several important lessons when progressing from their preliminary task to creating a full opening sequence. In the preliminary task, they learned basic filmmaking rules like match on action and shot reverse shot. When creating the opening sequence, the student planned more extensively, researched conventions of their genre, and improved their skills with camera work, sound design using foley, and editing software. Looking back, the student sees significant progress in their abilities and confidence with filmmaking and expects their skills to continue improving on future projects.
Tv, film & radio handbook
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Audience feedback for ancillary text
The document provides feedback on an ancillary text advertisement created by the author for a music magazine. The initial draft lacked continuity with the author's other works, as each product featured different images. After receiving feedback that the images needed to relate to their music video, the author created a second draft they were more confident in. A video of additional feedback on the author's final image is included, which was mostly positive but noted some areas for improvement. The author found the varied feedback useful to understand what different audience members liked and disliked, and how to further refine their work.
Media evaluation question 7
The student's media skills have improved dramatically over the last few months as they have been working towards improving their skills. They learned various camera shots and angles, planning processes like storyboarding, and adding sound. While their final media film was not perfect, it was better than it would have been without these new skills. The student wants to further develop skills with Adobe software like Premier and After Effects to make future films look more impressive, and improve choosing the right camera shots for each scene.
Opportunities handout(2)
This document discusses opportunities for creative and technical development in an upcoming project. Creatively, the author can challenge themselves to produce a more rounded final product by continually improving and evaluating their work. Technically, they will have to learn new skills with Photoshop, InDesign, and layout tools. The skills developed, like research, design, and software proficiency, would be useful for roles like product researcher and designer. The project involves different media like print, web, and broadcast, with packaging design interesting the author most as it is universal and important to the product's success.
0. grade response
I need to improve my planning, research, and problem analysis skills which have been graded mostly as Ps to achieve higher grades of Ms and Ds on my final major project. I will spend more time focusing on these weak areas, seek ongoing feedback, and carefully review the grading criteria and past feedback to strengthen my work in these areas for the major project. My goal is to earn a D overall on the final project by putting in substantial effort to develop my planning, research, and problem solving abilities.
Production techniques evaluation
The document discusses various experiments and production techniques for graphic design, radio production, and advergames. It analyzes the advantages and disadvantages of working in Photoshop and Premiere Pro. It also compares two of the author's products and reflects on what was learned.
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Hugh galloway a2 coursework overall marks sheet
Hugh Galloway received excellent marks across all areas of his A2 coursework. For planning, he received 17/20 marks for completing all work to a high level and including permission slips and references. In construction of the main video task, he showed excellence in technical skills like editing and camera work, earning 32/40 marks, though lip syncing and focus could improve. He constructed the digipak and poster ancillary tasks proficiently, earning 8/10 and 8/10 marks respectively for following conventions. In his evaluation, he answered all questions excellently using various multimedia, showing a strong understanding of the process, though some wording could be more formal. Overall he received an excellent total of 82
Mosley benjamin pre production tasks feedback sheet
1. The teacher provided feedback on a student's pre-production tasks for a music video project. Most tasks were incomplete or missing and needed improvements.
2. The initial mark was 3/20 due to too much missing work and tasks not being at the expected A2 level. The teacher requested all work be completed and labeled properly.
3. When resubmitted, most work was still incomplete, minimal, and not properly labeled. The final mark was 5/20 as the student did not make improvements during the allotted time.
As media evaluation 7
Andy Brown reflects on what he has learned from the progression of his preliminary magazine cover task to the full magazine project. He learned that lighting is important to photo quality and how to adjust color settings. He also learned about using consistent fonts and formatting sell lines. Andy further learned how to better position models to leave space for additional elements. Overall, Andy feels he learned more about technological and layout aspects than photography, but still gained knowledge around lighting and positioning from the preliminary to final project.
Pre prod feedback
This document provides feedback on a student's pre-production tasks for a music video project. The teacher provides positive feedback on the student's research, planning, storyboards, schedules, and use of technology. Minor improvements are suggested, such as adding more images and commenting on peer feedback. The student's work is marked as 17/20 initially, then improved to 19/20 after addressing the feedback. Areas the student committed to improving included adding photos, commenting on drafts, and obtaining permission letters for child actors. The teacher was impressed by the student's comprehensive planning and use of technology for the project.
A2 pre production tasks feedback sheet
This document provides feedback from a teacher to a student on their pre-production work for a music video project. The teacher comments that some areas of the student's work showed good research and planning, but many parts lacked sufficient detail, analysis or examples. The teacher provides specific feedback on each of the 14 pre-production tasks, noting what was done well and improvements needed. Areas identified as needing more work included deeper analysis, additional details, sources, images and linking locations to the narrative. The student is given an initial mark of 10 out of 20 and asked to improve their work in key areas identified by the teacher.
Major project proposal
Daniel plans to create a series of 10 time-based media projects for his final major project. The projects will be split into two sets of 5, with the first set containing dialogue and the second set being without dialogue. He will edit the projects together and add soundtracks and titles in After Effects. The finished projects will be compiled onto two discs in a DVD case, along with a cover designed in Photoshop. Daniel outlines a 47 week plan to complete pre-production, research, production, post-production, and compilation of his finished work. He will use various software programs and has access to necessary equipment and resources to complete the project.
212 - Lesson 7 - Review
The document provides guidance on reviewing a digital animation project for a radio station. It emphasizes the importance of understanding the client's requirements, being able to critically review one's own work, and addressing any problems or constraints faced during the project. The review should evaluate how well the animation met the client's purpose and requirements, the techniques and assets used, the quality of the final product, and opportunities for future improvement.
Project schedule
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages. The schedule was initially unrealistic but was later revised to include more preparation time upfront, shooting opening scenes over multiple weeks, editing concurrently, and adding buffer time at the end to account for any delays.
Aldridge beth evaluation and overall feedback sheet
Beth achieved a grade of B for her overall coursework marks. For her main video task, she demonstrated proficiency in technical skills but the narrative could have been clearer. Her digipak and poster designs showed clear awareness of industry conventions through appropriate images and design elements. In her evaluation, Beth answered the questions well using various digital tools and reflected on feedback, though could have explained her creative choices more. Overall her work met requirements and she effectively used communication technologies.
Coupland joshua pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Joshua Coupland, on his pre-production tasks for a music video. The teacher comments that Joshua needs to improve several areas, including using music video theory more fully in his analysis, addressing feedback received, adding citations, analyzing album covers and ads more deeply, including technical language in storyboards and shots, and providing more details in several tasks. The initial mark is 7 out of 20 and no improvements were made based on the feedback, so the final mark remains 7 out of 20. The teacher expresses disappointment that Joshua did not take advantage of the feedback to strengthen his work.
Comparisons of preliminary to final work
The document compares a student's preliminary college task to their final music magazine project. It notes that the final project showed improvement in image quality, font experimentation, and use of hardware and software. The student believes they did a better job on the music magazine by learning from mistakes in the preliminary college magazine. They conclude it is important to do preliminary and drafting work to provide guidelines and ideas for creative media projects.
Pre-Production Tasks Feedback
The document provides feedback on a student's pre-production tasks for a film project. It summarizes each task submitted by the student, noting what elements were done well and included necessary details. The teacher comments that the student completed all pre-production work at a proficient level, but could have provided more detail on the target audience and genre analyses. An action plan is suggested to improve the final mark.
Morriss hollief
This document provides feedback on a student's pre-production work for a music video project. The feedback assessed 14 tasks completed by the student. For most tasks, the assessor found the student provided good details and research. Some areas were identified as needing more information, such as the early history of the genre. The student amended posts to address feedback. The assessor praised the student's blog organization and ease of navigation. While work showed understanding, it lacked strong use of technical terminology. The student was asked to complete missing work and improve areas. After amendments, the assessor gave the work an overall mark of 16/20 and praised it as a confident and well-presented piece.
Lomax lewis as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Lewis Lomax, on their pre-production tasks for an AS film project. The teacher notes that while most tasks were completed satisfactorily, some required improvement or were missing altogether. Specifically, the teacher comments that storyboards and floor plan layouts could be improved, and asks for actor choices to include images. The student's work is assessed as 7 out of 20 initially but improves to 11 out of 20 after addressing the feedback.
Q7.
The student learned several important lessons when progressing from their preliminary task to creating a full opening sequence. In the preliminary task, they learned basic filmmaking rules like match on action and shot reverse shot. When creating the opening sequence, the student planned more extensively, researched conventions of their genre, and improved their skills with camera work, sound design using foley, and editing software. Looking back, the student sees significant progress in their abilities and confidence with filmmaking and expects their skills to continue improving on future projects.
Tv, film & radio handbook
The document provides information about a 2-year BTEC Level 3 course in creative media production focusing on television and film. Over the two years, students will study 19 units covering topics like pre-production techniques, communication skills, research methods, and production of music videos, advertisements, documentaries and more. To succeed, students need to be organized, proactive, punctual, respect equipment, meet deadlines, and back up their work in multiple places. The course involves both theory and practical assignments. Key tutors for the course are listed.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Audience feedback for ancillary text
The document provides feedback on an ancillary text advertisement created by the author for a music magazine. The initial draft lacked continuity with the author's other works, as each product featured different images. After receiving feedback that the images needed to relate to their music video, the author created a second draft they were more confident in. A video of additional feedback on the author's final image is included, which was mostly positive but noted some areas for improvement. The author found the varied feedback useful to understand what different audience members liked and disliked, and how to further refine their work.
Media evaluation question 7
The student's media skills have improved dramatically over the last few months as they have been working towards improving their skills. They learned various camera shots and angles, planning processes like storyboarding, and adding sound. While their final media film was not perfect, it was better than it would have been without these new skills. The student wants to further develop skills with Adobe software like Premier and After Effects to make future films look more impressive, and improve choosing the right camera shots for each scene.
Opportunities handout(2)
This document discusses opportunities for creative and technical development in an upcoming project. Creatively, the author can challenge themselves to produce a more rounded final product by continually improving and evaluating their work. Technically, they will have to learn new skills with Photoshop, InDesign, and layout tools. The skills developed, like research, design, and software proficiency, would be useful for roles like product researcher and designer. The project involves different media like print, web, and broadcast, with packaging design interesting the author most as it is universal and important to the product's success.
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0. grade response
I need to improve my planning, research, and problem analysis skills which have been graded mostly as Ps to achieve higher grades of Ms and Ds on my final major project. I will spend more time focusing on these weak areas, seek ongoing feedback, and carefully review the grading criteria and past feedback to strengthen my work in these areas for the major project. My goal is to earn a D overall on the final project by putting in substantial effort to develop my planning, research, and problem solving abilities.
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This document provides a summary and evaluation of Jake's FMP project. It discusses the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback aspects of the project. For the research section, Jake discusses how the research helped inform the look and feel of the final products. In planning, Jake decided on the content and layout for the two final products. For time management, Jake believes spending more time on parts would have improved the work but also allowed enough time to complete both products. The technical and aesthetic quality sections evaluate software used and design choices. Audience appeal discusses targeting a wide demographic. Peer feedback agreed effects were good but images could be higher resolution and the poster background plain.
7. fmp evaluation
This document provides a summary and evaluation of Jake's FMP project. It discusses the research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback aspects of the project. For the research section, Jake discusses how the research helped inform the look and feel of the final products. In planning, Jake decided on the content and layout for the two final products. For time management, Jake believes spending more time on parts would have improved the work but also allowed enough time for production. Across various sections, Jake evaluates the software and effects used, and considers how choices appealed to audiences and could be improved based on peer feedback. Peer feedback noted issues with some image quality and suggested changing the poster background. [
Evaluation for ig4
Jack Rogers created a mountain bike advertisement for his final major project. He evaluated the technical quality of the final product, including the effective footage, creative camera angles, and music that matched the fast pace. The editing and layout were advantageous due to his skills with Adobe Premier Pro. Overall, the project went well and matched his initial storyboard and time management goals. Primary research through an online survey provided feedback on the target audience's preferences for music genres and video pace.
0. grade response
This document discusses areas for improvement in film and media production (FMP). The author needs to develop their skills in production planning and management. They will improve their production by better planning actors' roles and shots to maximize efficiency. They also need stronger planning at the start, considering equipment, locations, schedules, casting, and contingencies. Developing these planning skills will enhance the quality of their final projects in FMP.
0. grade response
This document discusses areas for improvement in film and media production (FMP) and plans for developing those areas. The key areas identified are production and planning. For production, the document recommends planning shots better, ensuring actors know their roles, and improving time management. For planning, it suggests planning each filming aspect like equipment, locations, scheduling, and casting to understand how to shoot the film and allow for contingencies if issues arise.
Task 6 evaluation fmp
The document contains a student's evaluation and reflection of their final media project (FMP). It summarizes the key points of each section:
1. The student researched editing techniques and applied them in post-production, but was limited by the royalty-free footage available.
2. Planning was negatively impacted by injury and lack of time, hindering efficiency. Technical issues caused delays in rendering.
3. The student is pleased with their improved skills and experimental visuals, but wishes for a longer track length and better footage quality.
4. Motivation issues due to delays were overcome by starting production and support from their tutor.
5. Overall the student feels their intentions were achieved,
Task 6 evaluation fmp
This document contains a student's evaluation and reflection of their final media project (FMP). It summarizes the key stages of planning, production, and post-production. It identifies technical, management, and emotional challenges faced and how they were addressed. The student reflects that their research, concept, and visuals were effective but time management and planning could have been better. They were pleased with their skills progression and visual outcomes but faced issues with footage quality and rendering times. Overall, their product met most of their intentions.
Project 1 production techniques evaluation
- Working in Photoshop has advantages like using different tools to accomplish effects/styles and ease of making changes. Disadvantages include being limited by one's Photoshop skills and its cost.
- Working in Premiere Pro allows managing separate audio files and easy editing. Its disadvantages are its difficulty for new users.
- The document discusses different graphic design, radio, and video game projects created in Photoshop and Premiere Pro. It reflects on strengths and areas for improvement. The best at advertising is judged to be an "advergame" for interactivity. The most professional project is considered to be a Halloween-themed Coke poster for its quality and unusual theme.
Project 1 production techniques evaluation
This document discusses and evaluates various graphic design, radio, and video game production experiments. It includes strengths and weaknesses of different works, as well as advantages and disadvantages of different software tools used like Photoshop and Premiere Pro. Reflections are provided on which product advertises its topic the best, which work seems most professional, and what could be improved in the future, including spending more time on works, using better audio, and developing additional skills.
7. fmp evaluation
This document summarizes Jake's FMP evaluation. For part 1, the montage, Jake used research to decide on an action theme and used text to display song lyrics. For part 2, the poster, Jake planned the layout and images. Jake believes he should have spent more time on planning and questions. Peer feedback noted blurry images in the poster and a bland background. Jake agrees images could be higher resolution and effects were good, but disagrees clips in the montage were blurry. For improvement, Jake would choose more dramatic music for the montage and find higher resolution, brighter images for the poster.
7. fmp evaluation improved *Final*
The peer feedback provided positive feedback on the editing, cinematic shots, and content of the vlog. Areas for improvement included improving the audio quality when using the GoPro, potentially cutting some parts that were too long, and applying color correction to improve the visual quality. The creator agreed that the GoPro audio needed improvement and that learning color correction would benefit future projects. They disagreed that the length was too long and felt the selfie stick shots added to the intended "raw vlog" style. Going forward, the creator plans to improve audio quality when using the GoPro and learn color correction techniques based on the feedback.
Similar to 0. grade response (20)
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4. fmp pre production (1) final
The document provides details about fonts, colors, and posters that the creator is considering for a crime film called "Alfie." Several gritty fonts were selected from dafont.com that would suit a British crime film. Dark colors like red and black will likely be used as they commonly feature on crime genre posters. An example logo was made in red text on a red rectangle background. Poster ideas include wanted posters for characters and using photos of the main character that subtly reveal his dangerous side.
3) fmp research final
The trailer provides locations of London and Amsterdam, suggesting the bodyguard and hitman work internationally. It shows various weapons and the contrasting smart and casual clothing of the main characters. The exciting but comical music maintains the film's non-serious tone. Star power and appealing to both action and comedy audiences encourages viewership.
Final fmp initial plans
Alfie Ingram outlines his initial plans for his filmmaking project. He wants to create promotional materials like posters and a movie trailer for a film. He has some basic ideas for the plot but wants to develop it further. Alfie recognizes weaknesses in planning and acting from previous projects and wants to improve in those areas. He has strengths in editing and photoshop which will help with this project. Alfie provides mood boards to inspire the characters, locations, and tone of the film. He develops an idea for the story involving a top student who becomes a hitman. Alfie explains common ways films are promoted and the types of posters and trailers he could create.
5. fmp evaluation(1) (1)
This document contains an evaluation by Alfie Ingram of various aspects of a film production project. It includes sections on research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For the research, Alfie notes strengths like experiments helping ideas but weaknesses in audience size and demographics. Planning helped with filming logistics but could have analyzed more influences. Time management was poor with too much spent on production. Peer feedback praised visuals and flow but noted issues like aspect ratios and audio quality. Alfie agrees changes could improve these technical elements and text readability.
4. fmp pre production
The document provides details about fonts, colors, and posters that the creator is considering for a crime film called "Alfie." Several gritty fonts were selected from dafont.com that would suit a British crime film. Dark colors like red and black will likely be used as they commonly feature on crime film posters. An example logo was made in red or black text with a red rectangle behind it. Posters may include wanted posters for characters and use fonts like MMA CHAMP for taglines.
5. fmp evaluation(1)
Alfie Ingram evaluated his production process for a movie trailer and merchandise. For his research, he conducted audience testing but could have interviewed more people from different age groups and genders. His planning helped with filming logistics but he could have analyzed more influences. Alfie spent too much time on production and not enough on other assignments, limiting the quality of his work. He received peer feedback that praised the trailer effects and flow but noted some technical issues, and feedback that the trailer and poster successfully conveyed the story and character while suggesting standardizing aspect ratios.
5. fmp evaluation(1)
The document provides a self-evaluation by Alfie Ingram of various aspects of a production process, including research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback. For research, Alfie notes strengths like experiments informing products but weaknesses in limited audience size. For planning, Alfie highlights knowledge gained of needed items but weaknesses in the pro-formas. Alfie acknowledges poor time management. Aesthetically, Alfie's trailer and poster receive praise and criticism. Peer feedback positively notes visuals and story but suggests fixes like consistent aspect ratios and lengthening "Coming Soon." Alfie agrees some points need addressing and disagrees about wanted poster image quality.
3) fmp research f
The document analyzes various aspects of movie trailers and posters to appeal to audiences, including the films The Hitman's Bodyguard, Leon the Professional, Kill Bill, and Once Upon a Time in Hollywood. It discusses the use of stars, humor, violence, music, costumes, locations, and other elements in the trailers and posters. The document also examines audience profiles for people who enjoyed Kill Bill, including common interests like other movies and music. The research will help the student create an effective trailer and poster for a film where the main character is a hitman.
1) fmp initial plans final
Alfie plans to create promotional material for a film, including posters and a movie trailer. He has chosen to do a teaser trailer as it requires less footage and actors. Alfie has developed an idea for a story about a top student who gets bored and joins a gang as a hitman. He has created mood boards and character profiles to inspire his project. Alfie recognizes challenges with learning new software and coordinating actors but is optimistic about completing an entertaining trailer.
2) fmp proposal (new)
This proposal outlines a student's project to create promotional materials for a crime film, including posters and a teaser trailer. The student will research film trailers, posters, and software like After Effects to incorporate techniques into their work. They will film footage, layout poster designs, and edit the trailer over several weeks. The student will evaluate their work through production reflections and a final self-evaluation, analyzing strengths and weaknesses to develop their skills. Peer and self-evaluation will help the student improve and identify aspects to focus on in future projects.
6) fmp production reflection
The document summarizes the process of creating promotional materials for a student film project over several weeks. It includes:
- Creating posters, including a "wanted" poster for a character and a poster showing a character's shadow holding a gun.
- Taking cast photos and editing them into the posters.
- Designing merchandise like t-shirts and logos.
- Setting up social media accounts and posting teasers.
- Beginning to edit a trailer by adding effects like muzzle flashes and explosions. The student reflects on improvements needed for the project.
4. fmp pre production-1
The document provides details for the pre-production of print and moving image work for a film called "Alfie." It includes to-do lists, style sheets with font and color options, location recces with photos, equipment lists, shot lists, and risk assessments. The pre-production paperwork aims to complete all creative and planning tasks before production begins, including developing style guidelines, scheduling shoots, and considering health and safety.
3) fmp research 1
The document provides feedback and recommendations for improvements to a student's research on existing products. It includes suggestions to add images, properly format citations and bibliographies, conduct additional research and analysis, and develop audience profiles for researched materials. Recommendations are also given for analyzing specific elements like lighting, composition, costumes, and props in existing works and how they appeal to target audiences.
2) fmp proposal (new) 1
This document contains a project proposal for a marketing campaign for a crime film. It outlines the tasks to be completed each week, including initial ideas, research on existing film trailers and posters, pre-production planning, production of posters and filming of trailer footage, and a final evaluation. Research will involve analyzing other crime film trailers and learning how to use Adobe After Effects for special effects. Progress will be evaluated through weekly reflections and a final self-evaluation to develop working practices.
1) fmp initial plans 1 222222
Alfie plans to create promotional materials for a film, including posters and a movie trailer. He has been influenced by directors like Martin Scorsese and wants to emulate previous student work he saw, like music videos. Alfie identifies strengths in editing and weaknesses in special effects and acting. He creates mood boards to inspire his project ideas and develops characters and locations. Alfie's story idea involves a top student turned hitman targeting an assassin seeking revenge. He plans to make a teaser trailer to introduce characters and the plot without too much detail.
4. fmp pre production
This document outlines pre-production tasks for a print poster and moving image project about a character named Billy. It includes to-do lists for the poster and film with tasks such as risk assessments, equipment lists, location recces, budgets, and production schedules. Style sheet ideas are presented for the poster, including font and color options. Storyboards are shown for shots in a potential teaser trailer.
3) fmp research
The document analyzes several movie trailers and identifies common features. It finds that movie trailers often include a catchy song to get stuck in viewers' heads and associate with the film. Trailers also commonly show scenes of characters alongside the actors' names. Additionally, many trailers have a narration or monologue explaining the plot over footage to display the story to viewers. Finally, trailers tend to end on a cliffhanger to make audiences want to see how the story concludes.
1) fmp initial plans
Alfie plans to create a movie trailer for his final media project. He has some experience with editing software from previous class projects. While he is skilled at editing and Photoshop, acting and special effects may be challenges. Alfie's initial idea is for a trailer about a hitman. He aims to develop believable characters like a bored teen who finds illegal fighting and is recruited by a gang. Locations may include alleys, pubs, and homes. Alfie is inspired by trailers that intrigue without revealing too much and hopes to grab attention through editing and music. Crime films and a real news story also influence his developing storyline.
2) fmp proposal (new)
This proposal outlines a student's project to create a trailer for a crime/action movie called "Billy the Bull". The student will use skills in Photoshop, Premiere, and After Effects acquired over the past year from previous projects. Research on movie trailers in the same genre and on After Effects will help develop the project. Progress and outcomes will be evaluated through production reflections and a final self-evaluation to develop the student's working practices.
7. evaluation 2 (video games)
The document provides an evaluation of Alfie Ingram's research, planning, time management, technical qualities, aural qualities, and audience appeal for a game project. Some strengths identified include including researched elements in the final product, planning that established the game's style and color scheme, and sounds created in Beepbox. Weaknesses include lacking detail in some research descriptions, needing more planning details, simple pixel art and short length. The evaluation reflects on areas for improvement and aspects that engaged the target audience.
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0. grade response
- 1. Grades Analyse Problems Research Planning Production Evaluation Introduction P M P P P Audio M P M M M Print P P P P P Video M P P P P Video Games P P P P P
- 2. Development Areas I need to develop in FMP Research Planning Production Evaluation How I will develop these areas in FMP I think I could definitely improve all of these areas just by providing more detail in my work. Looking back at my previous projects a lot of my writing has been in note form and has not provided too much detail. By doing this I could get extra marks and also a higher grade. I think my planning is the most important thing I need to improve on as for a few of the last subjects such as music video I have not planned very well and have had to change my idea late on. It is important that I have an idea of what I want my trailer to be about and that I know who is going to be in the trailer weeks before I film it. I also need to plan out things such as colours that I want to use. My production is also very important. I need to make sure that everything is up to the best quality I can get it.