3.Production experiments
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Jack Bevens conducted experiments editing together various movie trailers he downloaded from YouTube and KeepVid. He imported the trailers into Premier editing software, cut and rearranged clips, and edited the trailers to be similar to his own video. In his reflection, Jack notes that he likes his editing to have longer shots so sign language is easy to see, and that combining the trailers in Premier helped him learn editing and he enjoyed the process, though he wants his final product to have a different background and characters than the trailers.
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3. production experiments by jack morton
The document outlines Jack Morton's plans for creating experiments and a documentary project. It discusses the tools and software he will use, including a tripod, camera, battery, narration, Premiere for editing videos and Photoshop for a poster. It describes using the lasso tool in Photoshop to crop images and remove backgrounds. It also discusses using blending options to change text styles. Footage is chosen and edited using tools like the razor tool to cut unwanted footage and speed up transitions between scenes. The reflection discusses including narration, effects and using Premiere for editing in the final product to engage viewers. A plan is outlined for a trailer about surviving in the wild that will grab attention.
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Final Cut Pro Tools
The document discusses various tools used in Final Cut Pro to edit videos for a trailer project. The blade tool was used to split clips into sections and delete unnecessary parts. The trim tool trimmed beginnings or ends of clips that were too long. The range selection tool selected specific ranges within clips but was less used than the blade tool. A cross dissolve transition was the only type used and was sometimes added before a black screen to create a fade effect, though it shortened clips too much.
Question Three
The document discusses the software, hardware, and technical skills the author developed throughout creating a film production project. It describes using Adobe After Effects, Premiere Pro, Photoshop, and other programs, as well as an iMac, Macbook Pro, and other hardware. The author details challenges with learning new software like Photoshop and Wix but overcoming difficulties to be proud of the posters and trailers created. Room for improvement on the website is also noted.
Equipment and software
The document discusses the filming equipment and software used to create an opening film sequence. It describes experimenting with Adobe Premier Pro, After Effects, and Photoshop Elements to edit footage, add blurring/effects, and design title graphics. The group chose a Panasonic HD camera for its quality and a tripod for steady shots during location filming. Screenshots of the software programs are provided on the next page.
Editing
The student used various editing techniques in their music video project, including slow motion. To make slow motion shots smoother, the student cut clips into pieces with different speeds, such as 85% and 70%, making the slow motion come in gradually. The student also used limited transitions like dip to black and film dissolves to keep the video looking natural. Color grading was done using fast color corrector to lightly brighten shots and create a warmer feel.
6. production reflection FMP
Adam Wheeler reflects on the process of creating a music video production synced to audio. Some of the key steps included:
1) Importing audio and placing markers on beats to sync video footage.
2) Importing and trimming video clips, then using camera tracking to add motion to text/images. Tracking often failed.
3) Using time remapping and easing keyframes to smoothly transition footage speeds to match the music. Limitations included low frame rates causing dropped frames.
4) Adding vintage effects like static, damage, and burns to replicate an aged VHS look. This was time-consuming to configure and animate.
technology question 6
Through completing this project, the author learned to use various technologies like iMovie and blogging that were new to them. They used a Sony HandyCam for filming which provided low quality but mobile shots fitting the intended style. Podcasting and iMovie helped improve audio clarity and video steadiness. Uploading to YouTube was challenging but they eventually published the film.
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3. production experiments by jack morton
The document outlines Jack Morton's plans for creating experiments and a documentary project. It discusses the tools and software he will use, including a tripod, camera, battery, narration, Premiere for editing videos and Photoshop for a poster. It describes using the lasso tool in Photoshop to crop images and remove backgrounds. It also discusses using blending options to change text styles. Footage is chosen and edited using tools like the razor tool to cut unwanted footage and speed up transitions between scenes. The reflection discusses including narration, effects and using Premiere for editing in the final product to engage viewers. A plan is outlined for a trailer about surviving in the wild that will grab attention.
AS Media Question three
The document discusses how the author's production skills developed throughout creating a thriller film project. Their camera skills improved as they learned to film various shot types. They also learned to confidently use editing software like Final Cut Pro, adding various effects, titles, and editing techniques. Additional programs like QuickTime Player and Audio Network helped with tasks like screen recording and finding appropriate music. Overall, the author's production skills massively increased as they gained experience with cameras, editing, and other software through completing this project.
Final Cut Pro Tools
The document discusses various tools used in Final Cut Pro to edit videos for a trailer project. The blade tool was used to split clips into sections and delete unnecessary parts. The trim tool trimmed beginnings or ends of clips that were too long. The range selection tool selected specific ranges within clips but was less used than the blade tool. A cross dissolve transition was the only type used and was sometimes added before a black screen to create a fade effect, though it shortened clips too much.
Question Three
The document discusses the software, hardware, and technical skills the author developed throughout creating a film production project. It describes using Adobe After Effects, Premiere Pro, Photoshop, and other programs, as well as an iMac, Macbook Pro, and other hardware. The author details challenges with learning new software like Photoshop and Wix but overcoming difficulties to be proud of the posters and trailers created. Room for improvement on the website is also noted.
Equipment and software
The document discusses the filming equipment and software used to create an opening film sequence. It describes experimenting with Adobe Premier Pro, After Effects, and Photoshop Elements to edit footage, add blurring/effects, and design title graphics. The group chose a Panasonic HD camera for its quality and a tripod for steady shots during location filming. Screenshots of the software programs are provided on the next page.
Editing
The student used various editing techniques in their music video project, including slow motion. To make slow motion shots smoother, the student cut clips into pieces with different speeds, such as 85% and 70%, making the slow motion come in gradually. The student also used limited transitions like dip to black and film dissolves to keep the video looking natural. Color grading was done using fast color corrector to lightly brighten shots and create a warmer feel.
6. production reflection FMP
Adam Wheeler reflects on the process of creating a music video production synced to audio. Some of the key steps included:
1) Importing audio and placing markers on beats to sync video footage.
2) Importing and trimming video clips, then using camera tracking to add motion to text/images. Tracking often failed.
3) Using time remapping and easing keyframes to smoothly transition footage speeds to match the music. Limitations included low frame rates causing dropped frames.
4) Adding vintage effects like static, damage, and burns to replicate an aged VHS look. This was time-consuming to configure and animate.
technology question 6
Through completing this project, the author learned to use various technologies like iMovie and blogging that were new to them. They used a Sony HandyCam for filming which provided low quality but mobile shots fitting the intended style. Podcasting and iMovie helped improve audio clarity and video steadiness. Uploading to YouTube was challenging but they eventually published the film.
Charlie land presentation
The document discusses the various technologies used to create a film project, including a Canon video camera to film scenes, a phone camera to take photos, Blogger to document ideas and share the film, Final Cut Express to edit footage, Livetype for titles and credits, YouTube to share content, Wordle to present survey findings visually, One True Media for montages, and SlideShare to present information on the blog.
2 equipment list
The document outlines the equipment, software, and assets the filmmaker has chosen to use for their short film. For equipment, they will use a Canon 700d camera, tripod, SD cards, lights, microphone, SD card reader, and a computer. They chose these items because they want steady shots, good audio/video quality, and the ability to transfer footage. For software, they will use Office, Premiere Pro, Photoshop, and Audition. They chose these for pre/post-production, editing, titles, and sound editing. For assets, they will create a studio logo in Photoshop, use sound effects, and include a musical score to set mood and atmosphere.
Preliminary task evaluation
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Miss kgt
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Editing evidence log
The document describes the steps taken to edit a film project in Adobe Premiere Pro. It outlines how the filmmaker imported clips in numerical order based on the shooting script, added titles and adjustment layers, experimented with transitions, edited audio levels, cropped frames, and ultimately exported the finished film. Techniques used included setting clip sorting, adding effects like fades and tones, trimming clips, pasting duplicated audio, and using track keyframes to balance sound levels.
Editing evidence log
The document describes the steps taken to edit a film project in Adobe Premiere Pro. It outlines how the filmmaker imported clips in numerical order based on the shooting script, added title screens and adjustment layers to manipulate lighting and tone. Transitions like dissolves and dips to black were experimented with, and sound effects, music and credits were layered in using keyframes to control volume. The final steps were tightening shots, balancing audio, and adding end credits before export.
Video Continuity Post-Production Evaluation
Polina Zalevskaya created a video continuity sequence for her AS level Media Studies course. She used Vegas Pro video editing software to import footage, arrange shots in chronological order, trim clips, add transitions, and implement color corrections, image speed adjustments, and special effects. Polina focused on sound editing and caption design, though had to use templates for the captions due to time constraints. For future projects, she would spend more time on sound reduction, create her own text templates, add smoother transitions, and better plan filming to improve continuity.
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The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
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The student was given a preliminary video by their teacher to edit using Final Cut Express HD software. As they were unfamiliar with the software, they explored the tools and asked their teacher for help enabling the tool palette. The student used the blade tool to cut out unnecessary parts of the video in order to create a smoother, shorter final cut. They then rendered the edited video and planned to apply the same editing process to a second preliminary video.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Evaluation post 6
This is a powerpoint presentation representing technologies from the process of constructing our film opening. With in this nine slide power point I talk about all the equipment we used and what we have learned at the end of the project. I uploaded this powerpoint on to slideshare in order to make it view able on the blog.
Question 6 – what have you learnt about technologies from constructing this p...
The document discusses various technologies the author learned while constructing their coursework project. They learned how to use Blogger to structure and upload their content, including embedding links from other sites. They also learned how to use Serif Movie Maker to edit video and audio files together into a professional film, including adding transitions and filters. Additionally, they used a Nikon D3100 DSLR camera to film high quality shots for scenes, learning how to manipulate the lens and focus. Finally, they discussed learning how to present ideas on websites like Emaze and Prezi, though found Emaze and Prezi more challenging to upload content than other presentation software.
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The document discusses the technologies used in creating a film opening, including GarageBand, Blogger, film cameras, and YouTube. The author learned how to use GarageBand to create incidental music, developed musical skills like timing and layering. Blogger was used to post updates and improve presentation skills. A Nikon camera was used to film content, requiring learning camera techniques. YouTube was helpful for research, uploading content, and was convenient to use.
Editing note
Hamim Tak edited his 6 minute movie from 11 minutes of footage using Adobe Premiere, adjusting the pace and adding sound effects. He created a website for the film using Wix, uploading pictures and information. Tak also designed a post card for the film using Adobe Photoshop, adding the title and a curious image without hints about the film.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
Reflection on film tasks
The document reflects on two filmmaking assignments. For the first assignment on shot types, organizing the filming was challenging and resulted in an unprofessional final product that lacked quality. Footage was edited in Final Cut Pro by dragging clips into the timeline. For the second assignment on continuity, various shots like close-ups and shot reverse shot were used, but organization during filming caused delays. Editing involved matching shots on action in the timeline. Overall, better organization is needed for professional quality work.
What have you learnt
The document discusses technologies used to create a film product. A Panasonic camera was used for handheld and tripod shots. Final Cut Pro was used for editing, which allowed transitions and effects but required tutorials to learn. Some footage issues occurred during transfer but were resolved. Sound editing on Final Cut Pro involved altering diegetic and non-diegetic sounds between scenes using volume and panning controls. Permissions were obtained to use external sound effects.
Q7
The student learned several skills from their preliminary task to the final coursework piece. They improved their camera skills like focus and learned new techniques like match on action cuts. They also improved color grading to maintain consistent tones between shots. Their understanding of sound design in Adobe Premier Pro grew as they mixed constant background sounds and effects to set atmosphere and suspense. Looking forward, they want to improve camera stability, attention to detail for consistency, and shot composition to make future work look more professional.
Evaluation question no 7
The document compares the filmmaker's preliminary task to their final opening sequence. For the preliminary, only a few basic shots were used and no props were needed. However, the opening sequence featured a variety of shots, more props, and different locations to make it more interesting. Shooting the final clip helped the filmmaker improve their skills with different camera shots and effects. They also faced challenges holding the camera for the preliminary but used a tripod for the final, resulting in a steadier shot.
Editing note kiran
The filmmaker used slow-paced editing throughout their suspense film "The Blind Case" to create suspense, with transitions of dip to black and dissolve. They used Final Draft 8 software for the screenplay and Adobe Premiere Pro CS6 for editing the film, which provided a good learning experience.
powerpoint 1
The document discusses different graphic design, radio, video, and advertising production techniques. It provides advantages and disadvantages of working in different mediums such as making posters, films, and video games. For a class assignment comparing products, the author chose a film as advertising Coca-Cola best because it showed people drinking and reacting to the product in a realistic way. A Christmas-themed poster was considered the most professional piece because it was well organized with a bright background and design elements.
2.Research
Here are the key points I gathered from your research evaluation:
- You conducted product research to get inspiration for your own film. This helped you imagine creative ideas.
- For questionnaires, you created a 10 question survey and emailed it to 10 people. This allowed you to efficiently collect data, though some people were slow to respond or did not respond at all.
- You interviewed two individuals about films they had seen trailers for. This format allowed you to get clarification and understanding if needed.
- Overall your research methods provided useful insights, but distributing solely by email introduced the risk of low response rates for your survey. In the future, using multiple distribution methods could help improve response.
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Charlie land presentation
The document discusses the various technologies used to create a film project, including a Canon video camera to film scenes, a phone camera to take photos, Blogger to document ideas and share the film, Final Cut Express to edit footage, Livetype for titles and credits, YouTube to share content, Wordle to present survey findings visually, One True Media for montages, and SlideShare to present information on the blog.
2 equipment list
The document outlines the equipment, software, and assets the filmmaker has chosen to use for their short film. For equipment, they will use a Canon 700d camera, tripod, SD cards, lights, microphone, SD card reader, and a computer. They chose these items because they want steady shots, good audio/video quality, and the ability to transfer footage. For software, they will use Office, Premiere Pro, Photoshop, and Audition. They chose these for pre/post-production, editing, titles, and sound editing. For assets, they will create a studio logo in Photoshop, use sound effects, and include a musical score to set mood and atmosphere.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down, and having a brief conversation with another character. The task is meant to demonstrate continuity of action, shot/reverse shot filming, and adherence to the 180-degree rule. It asks that the planning, camera use, and editing with Final Cut Pro be evaluated, and that two areas for improvement be identified to work on for the main task. The response evaluates the team's planning and filming with a Canon camera, editing in Final Cut Pro, and identifies that some actors need more confidence and to be less camera shy.
Miss kgt
The document reflects on Dylan Lindsay's video tasks. It summarizes their continuity task where they filmed different shots of a conversation, such as close-ups and mid-shots, following editing techniques like the 180-degree rule. It discusses difficulties with organization but describes editing the footage together on a timeline. It also summarizes their shot types task where they recorded shots like mid-long shots and close-ups, though there was some lack of professionalism.
Editing evidence log
The document describes the steps taken to edit a film project in Adobe Premiere Pro. It outlines how the filmmaker imported clips in numerical order based on the shooting script, added titles and adjustment layers, experimented with transitions, edited audio levels, cropped frames, and ultimately exported the finished film. Techniques used included setting clip sorting, adding effects like fades and tones, trimming clips, pasting duplicated audio, and using track keyframes to balance sound levels.
Editing evidence log
The document describes the steps taken to edit a film project in Adobe Premiere Pro. It outlines how the filmmaker imported clips in numerical order based on the shooting script, added title screens and adjustment layers to manipulate lighting and tone. Transitions like dissolves and dips to black were experimented with, and sound effects, music and credits were layered in using keyframes to control volume. The final steps were tightening shots, balancing audio, and adding end credits before export.
Video Continuity Post-Production Evaluation
Polina Zalevskaya created a video continuity sequence for her AS level Media Studies course. She used Vegas Pro video editing software to import footage, arrange shots in chronological order, trim clips, add transitions, and implement color corrections, image speed adjustments, and special effects. Polina focused on sound editing and caption design, though had to use templates for the captions due to time constraints. For future projects, she would spend more time on sound reduction, create her own text templates, add smoother transitions, and better plan filming to improve continuity.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Presentation editing
The student was given a preliminary video by their teacher to edit using Final Cut Express HD software. As they were unfamiliar with the software, they explored the tools and asked their teacher for help enabling the tool palette. The student used the blade tool to cut out unnecessary parts of the video in order to create a smoother, shorter final cut. They then rendered the edited video and planned to apply the same editing process to a second preliminary video.
AS Media Studies: Evaluation Question 6
The document discusses various technologies the student learned about through creating a film project. They learned new skills using their Canon camera, such as the recording feature and manual focus. They also learned about different camera shots, filming techniques, and angles. The student used a tripod to keep the camera steady and level. For software, they learned to use LiveType to create idents, iMovie to edit video and audio, and were familiar with using Apple Macs. They also got used to using Blogger to plan, record production details, and log research.
Evaluation post 6
This is a powerpoint presentation representing technologies from the process of constructing our film opening. With in this nine slide power point I talk about all the equipment we used and what we have learned at the end of the project. I uploaded this powerpoint on to slideshare in order to make it view able on the blog.
Question 6 – what have you learnt about technologies from constructing this p...
The document discusses various technologies the author learned while constructing their coursework project. They learned how to use Blogger to structure and upload their content, including embedding links from other sites. They also learned how to use Serif Movie Maker to edit video and audio files together into a professional film, including adding transitions and filters. Additionally, they used a Nikon D3100 DSLR camera to film high quality shots for scenes, learning how to manipulate the lens and focus. Finally, they discussed learning how to present ideas on websites like Emaze and Prezi, though found Emaze and Prezi more challenging to upload content than other presentation software.
Question 6 – what have you learnt about technologies from the process of cons...
The document discusses the technologies used in creating a film opening, including GarageBand, Blogger, film cameras, and YouTube. The author learned how to use GarageBand to create incidental music, developed musical skills like timing and layering. Blogger was used to post updates and improve presentation skills. A Nikon camera was used to film content, requiring learning camera techniques. YouTube was helpful for research, uploading content, and was convenient to use.
Editing note
Hamim Tak edited his 6 minute movie from 11 minutes of footage using Adobe Premiere, adjusting the pace and adding sound effects. He created a website for the film using Wix, uploading pictures and information. Tak also designed a post card for the film using Adobe Photoshop, adding the title and a curious image without hints about the film.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
Reflection on film tasks
The document reflects on two filmmaking assignments. For the first assignment on shot types, organizing the filming was challenging and resulted in an unprofessional final product that lacked quality. Footage was edited in Final Cut Pro by dragging clips into the timeline. For the second assignment on continuity, various shots like close-ups and shot reverse shot were used, but organization during filming caused delays. Editing involved matching shots on action in the timeline. Overall, better organization is needed for professional quality work.
What have you learnt
The document discusses technologies used to create a film product. A Panasonic camera was used for handheld and tripod shots. Final Cut Pro was used for editing, which allowed transitions and effects but required tutorials to learn. Some footage issues occurred during transfer but were resolved. Sound editing on Final Cut Pro involved altering diegetic and non-diegetic sounds between scenes using volume and panning controls. Permissions were obtained to use external sound effects.
Q7
The student learned several skills from their preliminary task to the final coursework piece. They improved their camera skills like focus and learned new techniques like match on action cuts. They also improved color grading to maintain consistent tones between shots. Their understanding of sound design in Adobe Premier Pro grew as they mixed constant background sounds and effects to set atmosphere and suspense. Looking forward, they want to improve camera stability, attention to detail for consistency, and shot composition to make future work look more professional.
Evaluation question no 7
The document compares the filmmaker's preliminary task to their final opening sequence. For the preliminary, only a few basic shots were used and no props were needed. However, the opening sequence featured a variety of shots, more props, and different locations to make it more interesting. Shooting the final clip helped the filmmaker improve their skills with different camera shots and effects. They also faced challenges holding the camera for the preliminary but used a tripod for the final, resulting in a steadier shot.
Editing note kiran
The filmmaker used slow-paced editing throughout their suspense film "The Blind Case" to create suspense, with transitions of dip to black and dissolve. They used Final Draft 8 software for the screenplay and Adobe Premiere Pro CS6 for editing the film, which provided a good learning experience.
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Question 6 – what have you learnt about technologies from constructing this p...
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- For questionnaires, you created a 10 question survey and emailed it to 10 people. This allowed you to efficiently collect data, though some people were slow to respond or did not respond at all.
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Who are my students? They are adult refugee and immigrants studying English and basic computer skills at the International Institute. It is an adult Education site for the St. Louis Public Schools. Some students enter the class with no computer experience. Some have used the internet only on their smart phone. Some have computer experience and want to learn the English to go with it. They are the best students in the world!!!!!
4. formal proposal
This proposal is for a horror entertainment game called "The Haunted Mansion." The game will be played from the first-person perspective of a player character exploring a mansion filled with zombies, shadows, and a giant monster. The player must kill all the enemies in each room to advance and ultimately defeat the giant monster to win. The intended audience is males ages 11-17, as horror games are expected to appeal most to this demographic. Research from the Resident Evil game franchise informed the haunted mansion setting and dark atmosphere with limited lighting. Considerations were made to restrict players under age 10 due to potential nightmares from the horror elements, while allowing people of all religions to play without offense.
4. proposal
This proposal outlines a print-based film genre magazine called "Movie Magazine". The magazine will provide entertainment through celebrity interviews discussing their recent and future work. The intended audience is ages 18 to 65, appealing to both genders who enjoy emulating famous people's lifestyles and clothes. Legal and ethical considerations include restricting access to those under 18 due to potentially offensive language in interviews. The magazine will be designed differently than competitors through typeface, masthead, and color scheme to avoid copyright issues.
4. proposal
This proposal is for a short film called "The Secret Love" that will be a romantic comedy genre. The film will tell the story of one girl who bumps into a handsome guy and likes him, but then sees another handsome guy in a different room that she also likes. It is discovered that she likes both guys and wants her to choose between them. The purpose of the film is to entertain the audience and make them feel comfortable and cheerful. The target audience is males and females between 16 to 21 years old, including some adults, across all social classes. The film aims to appeal to those interested in relationship topics. Some rude language may be included as it is normal for teenagers. The film will not include any religious content
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6. production reflection
Jack created a short film project in Premiere Pro. He imported his video clips, edited them into the correct order, and cut out poor scenes. Jack added subtitles to provide equal access for deaf and hearing audiences. He experimented with different font styles, sizes, colors, and effects like strokes and outlines to make the subtitles clear against the background. After checking that the subtitles looked good throughout the film, Jack rendered and exported the 12-minute project, including bloopers at the end, to YouTube HD format.
6. production reflection fmp final!!
This document summarizes Jack Bevens' process for producing a film project in Premiere. It describes importing video clips, arranging scenes in order, editing out unwanted scenes, adding subtitles for accessibility, rendering and exporting the final video, creating a trailer using dissolve transitions, and designing a poster in Photoshop using horror-themed fonts. The production process involved setting up the project, editing scenes, adding subtitles, rendering, exporting, making a trailer, and designing a poster to promote the film.
5. production reflection
Jack Bevens describes his 6-week process of editing a music video. In week 1, he imported video clips into Premiere Pro and organized them on different layers. He used the razor tool to chop and remove scenes. In week 2, he added video transitions like dissolves between scenes to make the video flow better. In week 3, he added subtitles in a readable font and color. In week 4, he struggled to sync a downloaded song to the video. In week 5, he added adjusting layers of different colors to match the beat. In week 6, he exported the video and uploaded it to YouTube to share with others.
6. production reflection
Jack Bevens describes the process of editing a film project in Premiere. He imported videos, arranged scenes in the correct order, edited out poor scenes while saving bloopers for the end. Subtitles were added to provide equal access for deaf and hearing audiences since the film uses sign language. Font, size, color and other subtitle settings were adjusted. Finally, the film was rendered and exported at high quality to YouTube, totaling 12 minutes including bloopers.
evalutation question 5
The document discusses various software, websites, and hardware the student used to create a film project. The student learned how to:
1) Use Adobe Photoshop to create professional-looking logos and export them to compatible formats for use in Final Cut Express.
2) Edit video footage, add effects, and adjust audio levels using Final Cut Express.
3) Create a soundtrack in Garageband and export it properly for use in the film.
4) Design intertitles using Livetype and animate them.
6. production reflection
Jake describes his process for producing a video project. He finds clips from YouTube, downloads them using a conversion website, and adds them to Adobe Premiere. In Premiere, he syncs the clips to music, adjusts clip sizes, and periodically renders sections to speed up the final rendering. He adds text overlays and effects like tints and brightness adjustments. When complete, he renders and exports the final video.
Evaluation question 6
This is my response to Evaluation Question 6: What have you learnt about technologies from the process of constructing this project?
Experiments V2
The document discusses shooting test footage with the Blackmagic Pocket Cinema Camera 4K to practice workflows and get familiar with the camera. It provides details on what was liked about the camera, such as image quality and focus assist features, and what was disliked, like short battery life and lack of phantom power. Plans are discussed to edit the footage in DaVinci Resolve instead of Premiere Pro due to performance issues editing 4K BRAW footage in Premiere.
Experiments
The document summarizes the author's experience shooting test footage with the Blackmagic Pocket Cinema Camera 4K and editing the footage in Premiere Pro and DaVinci Resolve. The author likes the image quality from the BMPCC 4K but dislikes the short battery life. Premiere Pro struggled with editing the 4K RAW files, while DaVinci Resolve handled them smoothly. The author plans to use DaVinci Resolve to edit the short film but must learn the software quickly.
Evaluation Question 4 - How did you use media technologies in the constructio...
The student used various media technologies to construct their film trailer, conduct research, and evaluate their work. Final Cut Pro, GarageBand, Motion, and Photoshop were used to edit video clips, add soundtracks, create titles, and design promotional materials. YouTube, PowerPoint, and Google were utilized for research, planning, and gathering audience feedback. Overall, the different software allowed the student to produce their film trailer and complete all accompanying stages of the project.
Evaluation Question Bayzid
In this presentation, the document summarizes what was learned about various technologies through the process of constructing a media product. Specifically:
- Final Cut Pro was used for editing and allowed adding titles/effects from other programs. Various tools like cut, color correction, and sound editing were explored.
- GarageBand was used to create background music by combining sound effects into loops.
- Motion helped design professional-looking titles using different fonts, animations, and effects.
- LiveType and iMac were also utilized for title creation and transferring/viewing footage, respectively. Skills like print screening and embedding videos were developed.
- The camera was used for filming and skills like using HD, reviewing footage
Question 4 (construction)
Wordpress, YouTube, Adobe Premier Pro CS5, a Nikon camera, After Effects, and Photoshop were used to construct the media products. Wordpress allowed for blogging progress and feedback. YouTube was used to upload and share videos. Premier Pro was used extensively to edit clips and add effects to create the trailer. A Nikon camera captured footage. After Effects created an opening ident. Photoshop designed ancillary texts.
6. production reflection
Jack Bevens describes the process of editing a video production project in Premier. He imports video clips, uses razor and selection tools to separate and organize clips, adds video transitions like dissolves between scenes, and inserts subtitles, titles, and end credits. He arranges the edited elements together to create a smooth, polished final video project.
7464 Movie Maker Presentation Show Mtl
The document provides an overview of how to use Movie Maker software to create digital stories and movies. It discusses how teachers and students can use Movie Maker to enhance learning. Movie Maker allows users to import video, audio, and images, edit them together on a timeline, and add titles, transitions, and other effects. The document gives step-by-step instructions for performing tasks in Movie Maker like adding media, editing clips, and publishing finished movies. It also suggests that teachers discuss with students how Movie Maker could be used in different subject areas.
Multi timeline editing skills evaluation
Multi-timeline editing takes more time than single timeline editing because it requires adjusting the opacity of multiple cameras. While more time-consuming, multi-timeline editing also allows editing all camera angles simultaneously. The author found editing the timing of shots to the music easy but found the multi-camera timeline cluttered. They developed new skills like changing opacity and cutting footage but want to continue improving skills for their main task by using online tutorials and test footage.
6: What have you learnt about technologies from the process of constructing t...
The document discusses technologies used at different stages of a film production project. In research, Apple Macs were used for genre research online using IMDb, YouTube, and Blogger. Slideshare was embedded into Blogger to share key research points. HD cameras were used to film preliminary tasks, and Final Cut Express was used to edit clips and add transitions. Celtx was used to write the script. HD cameras provided high definition footage for production. Final Cut Express allowed for flexible editing in post-production. The filmmaker learned to use Blogger, Final Cut Express, Celtx, and how to embed videos while camera phone quality could have been better.
7. evaluation
The document provides an evaluation of a film production process by Jack Bevens. It covers strengths and weaknesses in the areas of research, planning, time management, technical qualities, subtitles/sign quality, audience appeal, and peer feedback. Research strengths included exploring similar films online and selecting films to match the short film. Planning strengths were having an original idea and storyline and using a script. Weaknesses included difficulty booking a room and lack of storyline. Peer feedback praised the editing and camera work but noted subtitles could blend in and acting could be better scripted.
Evaluation 4
The document discusses the various digital tools used in the production of a short film. Final Cut Pro was used for video editing, including downloading footage from a Canon camera, cutting clips, adding transitions and color/audio effects. Garageband allowed for recording a soundtrack, sound effects and voiceovers. Photoshop enabled editing photos and designing a movie poster. InDesign facilitated creating a double-page article spread. Various web tools like Blogger and Prezi were used for project documentation and presentation. A Canon camera captured high-definition footage.
Teaser Trailer Editing
This is a PowerPoint presentation uploaded to slideshare on how i edited my Teaser Trailer using software such as Final Cut Pro and Adobe Flash.
5. production reflection
The document summarizes Jack Bevens' process of editing a music video over the course of 6 weeks in Premiere software. Some key points:
- In week 1, Jack imported video clips and selected scenes to use, layering them and removing some using "Razor".
- In week 2, Jack added film dissolves and other transitions to make the edits between scenes smooth.
- In week 3, Jack added subtitles in different fonts and colors to aid both hearing and deaf audiences.
- In week 4, Jack struggled to sync a Lady Gaga song to his video but then used colors instead on advice from his tutor.
- In week 5, Jack added color filters
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Evaluation Question 4 - How did you use media technologies in the constructio...
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More from Jack Bevens
Script
Zoe plans a date with a new man named Ryan. However, when she meets him at their arranged meeting spot, a creepy stranger appears and attacks her, breaking her neck and dragging her body away. Her friends grow worried when she doesn't return or respond to texts. They go searching for her and find a pool of blood. While searching separately, the stranger attacks and kills Mia. Jason and Bella reunite and the stranger confronts them on a bridge. During a fight, Bella and Jason manage to fatally injure the stranger with a stick through his chest. They escape as the stranger congratulates them before dying.
Jack's cv
Jack Bevens is a 19-year-old British student currently studying Performing Arts Level 2 at York College. He previously studied Creative Media Production Level 2 at York College and Communication Specialist College Doncaster, achieving Distinction and Pass grades respectively. His interests include acting, directing, writing and producing as well as film editing, scriptwriting and Photoshop. He has work experience fulfilling media briefs for York shops and believes he has strong leadership, organizing and project fulfillment skills.
1. work related learning research
The document provides information about Jack Bevens' work experience and qualifications, including links to his online portfolio and profiles. It also lists two job vacancies - one for a film director position in London and another for an acting role in Nottingham. The requirements for these roles include a minimum of 2 years experience for the director role and 2-5 years experience for the acting role. It also provides details on the necessary qualifications and skills for a digital project director role in London.
7. evaluation
The document provides a review of Jack Bevens' production process for an FMP horror film project. It details strengths and weaknesses in the areas of research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. Key strengths included researching horror elements, choosing impactful fonts and scenes, managing time well, and peer feedback praising the camera work and facial expressions. Weaknesses centered around technical issues like blurry shots, time spent reviewing footage, and room for more dramatic elements like blood. Overall the review aimed to critically evaluate and improve the project based on each stage of production.
5. pre production
Jack Bevens has created pre-production materials for a short horror film including a style sheet with title fonts and images, layouts for the DVD cover and poster, storyboards, a list of needed props and locations, and contingency and health and safety plans. A 8-day production schedule is also included to invite actors, hold meetings, do rehearsals, film, and complete editing.
4. proposal
This proposal is for a short horror film called "The Stranger" aimed at audiences ages 16-24. It will tell the story of one boy and three girls who are stalked and killed by a mysterious stranger. The filmmaker researched popular horror movies like Halloween for inspiration on themes of stalking, murder, and mystery. A focus group provided feedback on elements they wanted to see. The film will be shot outdoors at a park, bridge, and field. It will feature deaf actors communicating through sign language with subtitles. The purpose is to entertain audiences with a scary story while also showing that deaf people can act, and to educate by warning about dangers of talking to strangers.
4. proposal
This proposal is for a short horror film called "The Stranger" aimed at audiences ages 16-24. It will tell the story of one boy and three girls who are stalked and killed by a mysterious stranger. The filmmaker researched popular horror movies like Halloween for inspiration on themes of stalking, murder, and mystery. A focus group provided feedback on elements they wanted to see. The film will be shot outdoors at a park, bridge, and field. It will feature deaf actors communicating through sign language with subtitles. The purpose is to entertain audiences with a scary story while also showing that deaf people can act, and to educate by warning about dangers of talking to strangers.
3. production experiments
The student created a DVD cover for their horror film project using Photoshop. They researched scary images of mystery men and selected one to represent the unknown main character. Fonts were found on DaFont to style the title and names. The cover features the centered title, the student's name as creator, and actor names at the top to promote who is in the film. A tagline was added to attract audiences. For future projects, the student aims to improve Photoshop skills and include more images and film scenes on the cover and back to further promote the story. They also plan to take their own actor photos instead of using online images.
2. research
Here is a summary of the key points from your research evaluation:
You conducted product research on horror movie trailers to inspire elements for your own film like hooded characters and a woodland location.
For questionnaires, you created a 10 question survey on Survey Monkey and received responses from 10 individuals via email. This allowed for a broad range of feedback but individual answers did not always align with the overall audience preferences.
You interviewed 2 people about trailers and got some useful insights, though the small sample size meant responses did not perfectly match your target audience.
Distributing the full survey via email had the advantage of easy distribution but the disadvantage that some people were slow to respond or did not respond at all.
In
1. initial plans
The document outlines three initial ideas for films by Jack Bevens: a horror film where a character stalks and murders babysitters similar to Halloween, a comedy film where a group cannot remember what happened the night before and feel like they are being stalked, and a film attempting to surprise or shock audiences by having a stranger stalk a group and try to kill them. It then provides more details on Jack's planned film "The Black Mystery", including a synopsis of the plot involving friends being stalked and killed in sequence by an unknown stranger, as well as details on locations, mood boards, and an informal proposal for making the short film and trailer without soundtracks or voices but with subtitles.
7. evaluation
The document provides a summary of a student's film project evaluation. It details the student's research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and received peer feedback on their horror film project. The student researched horror films, trailers, and posters to inform their ideas. They created a trailer and poster within a few days each. Peer feedback suggested adding more blood and improving some shots, which the student agreed with.
5. pre production
Jack Bevens is preparing for the pre-production of his short film. He has researched fonts and collected images that match the film's genre and storylines. He has also designed layouts for the film's front and back covers, poster, and storyboards. Props, costumes, and filming locations are identified. Contingency plans are in place to address potential issues like actors being unavailable or rooms not being accessible for filming. Health and safety concerns are considered for equipment and preventing eye strain or injuries. A one-week production schedule is outlined that includes inviting actors, practice, filming, and editing.
7. evaluation
The document provides a summary of the strengths and weaknesses in each stage of producing a horror film project. The stages discussed include research, planning, time management, technical qualities, aesthetic qualities, audience appeal, and peer feedback. For the research stage, strengths included interviewing audience members but a weakness was only interviewing a small number. For planning, strengths were exploring font options but weaknesses included not exploring enough visual elements. Overall, the summaries provide a self-evaluation to help improve various aspects of the filmmaking process.
5. pre production
Jack Bevens is preparing for the pre-production of his short film. He has researched fonts and collected images that match the film's genre and storylines. He has also designed layouts for the film's front and back covers, poster, and storyboards. Props, costumes, and filming locations are identified. Contingency plans are in place to address potential issues like actors being unavailable or rooms not being accessible for filming. Health and safety concerns are considered for equipment and preventing eye strain or injuries. A one-week production schedule is outlined, starting with inviting actors and a planning meeting, followed by rehearsals, filming, and editing to complete the short film.
4. proposal
The proposed film is a horror short titled "The Stranger". It follows a group of teenage friends who are stalked by an unknown man. Two of the girls are killed by the stranger, while one is injured. In the end, the sole surviving friend Jason accidentally kills the stranger. The purpose of the film is to showcase that deaf people can act well in horror films to attract audiences. The target demographic is males and females aged 16-24 from normal social classes. Legal considerations include some swearing by teenage characters and restricting viewers to those 16-24 to avoid offense. The film will be different from other horror films by including deaf actors using sign language.
3. production experiments
Jack Bevens created a DVD cover for a mystery film. He researched stock images to find a hooded figure to represent the mystery guy. He added the title and character names from a font website and placed them on the cover along with his name. For his reflection, Jack notes he wants to make the DVD cover more attractive and scary to entice viewers. He plans to add more images and words in Photoshop and create another DVD cover for the back to showcase scenes from the film.
2. research
Jack researched existing horror films and analyzed their common elements including murders, mystery characters, and deaths. He designed his film The Black Mystery to include these themes. Jack conducted audience research through questionnaires with 10 people and interviews with 2 girls. The questionnaires covered title preferences, length, age, subtitles, characters, story elements, and more. Interviews asked about recent trailers watched to understand what appeals to audiences. Overall the research provided insights into designing a film that would appeal to audiences interested in psychological horror genres.
1. initial plans
The document outlines initial plans for a horror short film called "The Black Mystery". It includes a mind map with the main characters and plot points of the first five scenes. It also includes a mood board analysis noting the creepy and dark tones of the collected images. Finally, it includes an informal proposal that suggests making a horror teaser trailer or 10-minute short film and lists the needed resources and target audiences.
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3.Production experiments
- 2. Process • I searched in YouTube for all trailers. • I picked some trailers that I liked. • I copied the search box and pasted in keepvid. • I downloaded some trailers from keepvid import to Premier Software. • I imported some trailers in Premier. • I edited all trailers for makes similar my video. • I used the razor tool to cut the clips where I wanted to then selected the clip to delete. • I used the selection tool for the scene moved to a different place into the video clip.
- 3. Reflection • What elements of your experiments will you include in your final product? • I like my film bit long editing in 30 seconds because I don’t like audience who will missing my sign languages if my shots changes very quickly. • I like my editing long changes for easy to see my sign languages and easy to see to understand plot. • I put all trailers in Premier for I made it to mix with all trailers to look same as my film. Also I am interested to learning how to use edited it and I am enjoyed it. • I getting improved it but I need more learning it. • After the premier I want bit different from those trailer because I want different background of college and characters. I like extra title ident.
Editor's Notes
- Discuss the tools and processes used in your experiments