The document discusses Samuel Schoettner's process for a promotional video project for the National Trust, including thorough preparation such as location scouting, equipment testing, and client research; the challenging two-day production shoot; and lessons learned around asking the client about using paid music, expanding creative options beyond the initial plan, and using color grading software.
The document discusses the filmmaker's production scheduling process. They filmed at two locations - an office and a house. They first discussed availability with cast and locations to plan filming days, then created a schedule in PowerPoint and printouts listing what would be filmed each day. One problem was an actor becoming unavailable, requiring rescheduling. They created call sheets for each shoot day detailing needed equipment, personnel, etc. Overall they were able to film all necessary shots on schedule despite some challenges.
Jay Birkin experimented with filming and editing techniques for an upcoming video project. He filmed with a camera and got comfortable with camera settings like focus and lighting. In editing, he organized video clips and added effects like black and white colorization. For research, Jay conducted surveys and used secondary sources like Google to inform his video concept. He created documents like a proposal, schedule, storyboard, and risk assessment to plan the project. During production, Jay filmed on location and added effects in editing like speed adjustments. He finished the video, which included looping footage to extend the length within time constraints.
The document provides an evaluation of the student's research, planning, and time management for their final major project filming a short film. Some key points:
- The student's research included analyzing similar existing films and conducting primary research via interviews and surveys with the target audience. This helped shape the film's story, camerawork, and appeal to viewers.
- Planning included casting, crew recruitment, location scouting, scheduling, storyboards, and contingency plans. Thorough preparation helped deal with issues that arose during filming.
- Time management allowed the student to complete all assignments and film/edit their project within deadlines, though daily reflections could have been done closer to events.
Ewan Wild evaluated his production process for creating an animation. Through research, he gained an understanding of animation techniques and conventions for film posters. Weaknesses in his primary research were addressed with suggestions for improvement. Planning included initial ideas, shot lists, and timelines, though some areas like shot lists could have been more detailed. Production time management was inconsistent, leading to a shorter final trailer than intended. Technical aspects like lighting and stop motion were well-executed in the trailer, while the black and white poster format had limitations. Overall the evaluation provided lessons for strengthening research, planning, and time management in future projects.
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
The document provides an evaluation of a production process by Olly Taylor. It summarizes the strengths and weaknesses of their research, planning, and time management. For research, existing products helped inspire the idea while surveys conducted earlier were not as useful. Pre-production strengths included reflection, questions for interviews, and a production schedule. Improvements could have included a mind map and more of a storyboard. Time management was a struggle early on but improved with production. Footage was captured efficiently. [END SUMMARY]
The student learned several important skills when progressing from their preliminary task to the full product:
1) They did much more planning, research, and preparation for the main task compared to the preliminary task. This included researching genre conventions, creating detailed scripts and storyboards, and planning locations, costumes, props, and actors.
2) Their organization, time management, and technical skills improved greatly. For the main task they created schedules and shot lists to stay on track and learned how to use video editing software independently.
3) They paid closer attention to realism, conventions, and audience experience. For the main task they considered appropriate locations, costumes, music, and lighting to better match the narrative and make
This document provides an evaluation of a student's film production project. It discusses the pre-production, production, and post-production processes. Some key points include: the pre-production planning went well but could have been improved by arranging filming times earlier; production filming went well in the studio but outdoor footage was too shaky and had to be refilmed; and post-production editing was successful but more time should have been allotted for sound editing. Overall the evaluation identifies strengths and opportunities for improvement in scheduling, team performance, and troubleshooting technical issues during the project.
The document discusses the filmmaker's production scheduling process. They filmed at two locations - an office and a house. They first discussed availability with cast and locations to plan filming days, then created a schedule in PowerPoint and printouts listing what would be filmed each day. One problem was an actor becoming unavailable, requiring rescheduling. They created call sheets for each shoot day detailing needed equipment, personnel, etc. Overall they were able to film all necessary shots on schedule despite some challenges.
Jay Birkin experimented with filming and editing techniques for an upcoming video project. He filmed with a camera and got comfortable with camera settings like focus and lighting. In editing, he organized video clips and added effects like black and white colorization. For research, Jay conducted surveys and used secondary sources like Google to inform his video concept. He created documents like a proposal, schedule, storyboard, and risk assessment to plan the project. During production, Jay filmed on location and added effects in editing like speed adjustments. He finished the video, which included looping footage to extend the length within time constraints.
The document provides an evaluation of the student's research, planning, and time management for their final major project filming a short film. Some key points:
- The student's research included analyzing similar existing films and conducting primary research via interviews and surveys with the target audience. This helped shape the film's story, camerawork, and appeal to viewers.
- Planning included casting, crew recruitment, location scouting, scheduling, storyboards, and contingency plans. Thorough preparation helped deal with issues that arose during filming.
- Time management allowed the student to complete all assignments and film/edit their project within deadlines, though daily reflections could have been done closer to events.
Ewan Wild evaluated his production process for creating an animation. Through research, he gained an understanding of animation techniques and conventions for film posters. Weaknesses in his primary research were addressed with suggestions for improvement. Planning included initial ideas, shot lists, and timelines, though some areas like shot lists could have been more detailed. Production time management was inconsistent, leading to a shorter final trailer than intended. Technical aspects like lighting and stop motion were well-executed in the trailer, while the black and white poster format had limitations. Overall the evaluation provided lessons for strengthening research, planning, and time management in future projects.
The student learned several important lessons from completing the preliminary task and full product. They realized that proper planning through storyboarding is essential. While the preliminary task was rushed, the main task benefited greatly from careful planning of props, costumes, locations, and storyboard. The student also recognized issues with timing, group communication, and needs more experience with editing software. Overall, they gained valuable insights into filmmaking and confidence in their skills through completing these projects.
The document provides an evaluation of a production process by Olly Taylor. It summarizes the strengths and weaknesses of their research, planning, and time management. For research, existing products helped inspire the idea while surveys conducted earlier were not as useful. Pre-production strengths included reflection, questions for interviews, and a production schedule. Improvements could have included a mind map and more of a storyboard. Time management was a struggle early on but improved with production. Footage was captured efficiently. [END SUMMARY]
The student learned several important skills when progressing from their preliminary task to the full product:
1) They did much more planning, research, and preparation for the main task compared to the preliminary task. This included researching genre conventions, creating detailed scripts and storyboards, and planning locations, costumes, props, and actors.
2) Their organization, time management, and technical skills improved greatly. For the main task they created schedules and shot lists to stay on track and learned how to use video editing software independently.
3) They paid closer attention to realism, conventions, and audience experience. For the main task they considered appropriate locations, costumes, music, and lighting to better match the narrative and make
This document provides an evaluation of a student's film production project. It discusses the pre-production, production, and post-production processes. Some key points include: the pre-production planning went well but could have been improved by arranging filming times earlier; production filming went well in the studio but outdoor footage was too shaky and had to be refilmed; and post-production editing was successful but more time should have been allotted for sound editing. Overall the evaluation identifies strengths and opportunities for improvement in scheduling, team performance, and troubleshooting technical issues during the project.
This document contains weekly reflections from a student on their work producing a short film over multiple weeks. Some key points:
- In the first week, the student started by filming a short film and collecting audio effects, and began planning their main project which involved time travel using a watch.
- Subsequent weeks were spent researching, completing pre-production plans like contingencies, editing together shots while learning green screen techniques, and getting peer feedback on their completed short film.
- The student enjoyed the filming and editing parts the most, but aims to improve time management and not leave tasks until the last minute in the future. Learning new skills like green screen compositing from online tutorials was also beneficial.
The document provides a self-evaluation and reflection on Josh Bailey's production process for a final project. Some key points from the evaluation include:
- Josh's strengths in research were finding inspiration from other videos and incorporating different methods into his own work. However, he did not properly account for production restrictions.
- Better planning and contingency planning could have improved his rate of work and final draft, as injuries forced him to rush filming closer to the deadline.
- Time management was also an issue, as injuries required filming in low light conditions with limited resources.
- Peer feedback noted the quick transitions kept the music video engaging but improvements could have included reducing continuity errors and adding a clearer narrative.
The document provides a lengthy evaluation of the author's final major project creating a short film. Some key points:
- The overall technical quality was let down by digital noise visible in shots due to high ISO settings, though post-production color correction helped.
- New skills like script writing were developed, while others like pre-production planning were improved. Cinematography skills increased but some shots were shaky.
- Editing was challenging but a learning experience, though color correction differences between scenes were noticeable.
- Overall the project increased the author's film experience and skills in areas like script writing, cinematography, and editing, but some aspects like the plot reveal could have been strengthened.
This document provides an evaluation of Ben Clayton's final film project. It discusses each stage of the production process including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and the final film. Overall, Ben felt his pre-production planning went well but production faced challenges due to scheduling issues and equipment limitations that required additional filming.
Oli Hewson evaluated his documentary project on graffiti in Leeds. He felt his research and editing went well but could have improved on audience research, planning, and technical qualities. Peer feedback noted the edits were good but the video quality could be better and more background on graffiti was needed. Oli agreed with the feedback and aims to focus on cleaner cuts, higher quality, and more context in future projects.
The document provides an evaluation of the production process for promotional videos created about a tourist destination. Strengths included thorough research on tools, techniques, and target audiences which helped add professionalism. Weaknesses included limited subject research. Practical research went well in learning stabilizers and motion tracking, but could have been improved by applying techniques in real-life settings. Planning was helpful for visualizing the project, but shoot days were not planned which rushed production. Time management was an issue as editing took longer than expected, limiting time for additional videos. Overall, the evaluation identifies both successes and areas for growth in the production process.
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.
This document provides a weekly summary of the student's progress on their FMP (Final Major Project) over 11 weeks. In weeks 1-3, they conducted research on similar documentaries and filmmakers. Weeks 4-5 involved problem-solving potential issues and surveying target audiences. Planning occurred in weeks 6-7, including naming the documentary, scheduling, and storyboarding. Week 8 marked the beginning of production, though there were equipment issues. Filming was done in weeks 9-10, and editing of audio, titles, and credits was done in weeks 11. Technical difficulties were encountered throughout with equipment and locations.
This document provides a weekly summary of the student's progress on their FMP (Final Major Project) over 11 weeks. In weeks 1-3, they conducted research on similar documentaries and filmmakers. Weeks 4-5 involved problem-solving potential issues and surveying target audiences. Planning occurred in weeks 6-7, including naming the documentary, scheduling, and storyboarding. Week 8 marked the beginning of production, though there were equipment issues. Filming was done in weeks 9-10, and editing of audio, titles, and credits was done in weeks 11. Technical difficulties were encountered with equipment, but the student persisted in problem-solving and rescheduling to advance their project.
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Strengths of planning included detailed equipment and location lists. Strengths of time management included completing filming during holidays and finishing editing on schedule. Peer feedback praised visual effects and imagery but noted some footage was pixelated and suggested getting more complex shots. The evaluation identifies weaknesses in research questionnaires, planning storyboards and contingency plans, and not collecting all audience data.
Ewan Wild conducted research and planning for an animation project. Some strengths of his research included analyzing existing products and secondary research. However, some primary research through surveys and interviews had weaknesses since responses could not be fully verified. Planning strengths were putting detail into fonts and music selection. Weaknesses included a brief shot list and minimal resource planning. During production, time management suffered as work took longer than expected, limiting footage. The finished trailer utilized stop motion and had strengths like lighting matching ceiling lights. However, the black and white poster lacked color impact of others. Room for improvement included charcoal technique and proportion of background elements.
The document discusses the various technologies the author learned about through constructing a media product for a course.
The author learned how to use a blog to organize their work, as well as websites like YouTube to upload and share videos. SurveyMonkey helped the author create online surveys and analyze results without paper. The author also learned how to use Prezi for digital presentations.
Through learning Premier Pro, the author gained skills in video editing including titles, freezing frames, color adjustments, and adding audio. When filming, the author experimented with camera techniques like exposure and handheld vs. dolly shots. Separate audio recording captured better sound quality than the camera alone.
Overall, the author found digital technologies made the
How did I use media technologies in the construction and research, planning a...09shawmic
The document describes several problems encountered and successes achieved during the production of a music video. The main problems included getting permission to use a song, finding a replacement cast after the original dropped out, and scheduling filming times around everyone's availability. These setbacks resulted in delays. Successes included gaining permission to use a song, adapting the concept to work with a replacement cast, meeting self-imposed deadlines, and assistance from classmates. The document also discusses the development of editing skills through practice and tutorials, organizing work across drives and Google Docs, and creating blog posts in advance.
The document provides an evaluation of Amy Foster's fashion production process. It summarizes her research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback. For research, Amy used online research to find inspiration for her t-shirt design and conducted surveys to understand her audience. Planning helped Amy storyboard her video and choose designs for her t-shirt. Time management was a challenge as Amy fell behind schedule. Peer feedback suggested improving photo editing and adding background blur to focus on clothing.
The document provides an evaluation by Millie Southall of the production process for a project. It discusses areas like research, planning, time management, technical qualities of the camera and editing/post-production, aesthetic qualities, audience appeal, and peer feedback. For research, planning was important for visualizing the project early on. Time management would have allowed fixing errors and filming in more locations. The camera work and editing were good but could improve with more practice. While the footage quality was good, it was sometimes difficult to keep in focus. The target audience was teens but the story could have been clearer. Peer feedback suggested getting more footage and deepening the story. COVID limitations restricted filming locations to the producer's house.
1) The document summarizes a promotional video created by Kyle Mckendrick for a college course. It discusses meeting the client's requirements, exporting the video in different formats, and conducting research on suitable file formats.
2) Details are provided about the target audience for the video and techniques used to keep them engaged, such as fast pacing and a catchy song. Feedback was obtained through student questionnaires.
3) The summary discusses editing software used, effects like transitions, and adding titles. Considerations were made for importing music and exporting quality. Meetings with the client and team were conducted throughout the project.
The document summarizes a project to create promotional videos and film an awards ceremony for a college. It discusses organizing interviews, editing the videos, showing them to the client, and filming the ceremony. The client was pleased with the final results but suggested including cutaway footage of the award winners working, which the document agrees would have improved the videos. Overall the project was a success, but the document notes frustration with some group members not completing assigned tasks, which added stress.
Ewan evaluated his production process for an animated short film. His research provided useful information about film posters and animation styles. Some primary research like surveys had weaknesses due to untrustworthy responses. Planning strengths included detailed fonts and music, but weaknesses were a brief shot list and resource planning. Limited time during production impacted the quality and length of the final trailer. Peer feedback praised the unique style but suggested improvements like adding color and smoothing transitions.
The document provides an evaluation of the student's research and production of a short film. Some key points:
- The student felt their primary research and product research were strong areas, as they enjoyed engaging directly with others and analyzing products they genuinely liked.
- Secondary research analyzing other films was a weaker area, as the student found it difficult to connect the other films to their own vision.
- Planning the shot list and audio aspects went well, but the structural breakdown could have been more detailed.
- Filming took longer than expected due to the student's inexperience, which pushed back the schedule. With more time, the student would have researched filming techniques more.
- Overall the student
The student enjoyed the music video and adventure projects the most from this year. They found camera work and editing to be their strongest technical skills. While time management was a challenge initially, the student improved it over the course of the projects. Looking ahead, the student wants to specialize in film and camera work through university study, apprenticeships, or entry-level jobs near their village. Further research is needed on film production programs and apprenticeship opportunities.
The document discusses the skills and techniques the author has learned throughout a film course. From their preliminary task to the final product, the author's skills in pre-production, production, and editing improved significantly. In pre-production, the author spent more time developing storyboards, scripts, schedules, and other materials for the final product compared to the preliminary task. During production, the author used better equipment like a higher quality camera, tripod, and microphone. They also applied specific lighting and filming techniques suited to their genre. In editing, the author learned skills like color correction, titles, and using After Effects, resulting in a more polished final product. Overall, the author felt they gained valuable experience and improved their filmmaking abilities
The client, CityScreen cinema, was contacted by trial and error until an agreement was made. Extensive audience research was conducted including surveys and demographic analysis. A versatile shot list was created to produce both a trailer and shorter clips. The production occurred over 3 weeks, with challenges like equipment limitations. Post-production included editing, adding transitions and sound, with some requested changes. The final video is now complete pending any client feedback.
This document contains weekly reflections from a student on their work producing a short film over multiple weeks. Some key points:
- In the first week, the student started by filming a short film and collecting audio effects, and began planning their main project which involved time travel using a watch.
- Subsequent weeks were spent researching, completing pre-production plans like contingencies, editing together shots while learning green screen techniques, and getting peer feedback on their completed short film.
- The student enjoyed the filming and editing parts the most, but aims to improve time management and not leave tasks until the last minute in the future. Learning new skills like green screen compositing from online tutorials was also beneficial.
The document provides a self-evaluation and reflection on Josh Bailey's production process for a final project. Some key points from the evaluation include:
- Josh's strengths in research were finding inspiration from other videos and incorporating different methods into his own work. However, he did not properly account for production restrictions.
- Better planning and contingency planning could have improved his rate of work and final draft, as injuries forced him to rush filming closer to the deadline.
- Time management was also an issue, as injuries required filming in low light conditions with limited resources.
- Peer feedback noted the quick transitions kept the music video engaging but improvements could have included reducing continuity errors and adding a clearer narrative.
The document provides a lengthy evaluation of the author's final major project creating a short film. Some key points:
- The overall technical quality was let down by digital noise visible in shots due to high ISO settings, though post-production color correction helped.
- New skills like script writing were developed, while others like pre-production planning were improved. Cinematography skills increased but some shots were shaky.
- Editing was challenging but a learning experience, though color correction differences between scenes were noticeable.
- Overall the project increased the author's film experience and skills in areas like script writing, cinematography, and editing, but some aspects like the plot reveal could have been strengthened.
This document provides an evaluation of Ben Clayton's final film project. It discusses each stage of the production process including pre-production, production, post-production, scheduling, individual performance, team performance, troubleshooting, resources, production techniques, monitoring and review, early versions of the film, and the final film. Overall, Ben felt his pre-production planning went well but production faced challenges due to scheduling issues and equipment limitations that required additional filming.
Oli Hewson evaluated his documentary project on graffiti in Leeds. He felt his research and editing went well but could have improved on audience research, planning, and technical qualities. Peer feedback noted the edits were good but the video quality could be better and more background on graffiti was needed. Oli agreed with the feedback and aims to focus on cleaner cuts, higher quality, and more context in future projects.
The document provides an evaluation of the production process for promotional videos created about a tourist destination. Strengths included thorough research on tools, techniques, and target audiences which helped add professionalism. Weaknesses included limited subject research. Practical research went well in learning stabilizers and motion tracking, but could have been improved by applying techniques in real-life settings. Planning was helpful for visualizing the project, but shoot days were not planned which rushed production. Time management was an issue as editing took longer than expected, limiting time for additional videos. Overall, the evaluation identifies both successes and areas for growth in the production process.
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.
This document provides a weekly summary of the student's progress on their FMP (Final Major Project) over 11 weeks. In weeks 1-3, they conducted research on similar documentaries and filmmakers. Weeks 4-5 involved problem-solving potential issues and surveying target audiences. Planning occurred in weeks 6-7, including naming the documentary, scheduling, and storyboarding. Week 8 marked the beginning of production, though there were equipment issues. Filming was done in weeks 9-10, and editing of audio, titles, and credits was done in weeks 11. Technical difficulties were encountered throughout with equipment and locations.
This document provides a weekly summary of the student's progress on their FMP (Final Major Project) over 11 weeks. In weeks 1-3, they conducted research on similar documentaries and filmmakers. Weeks 4-5 involved problem-solving potential issues and surveying target audiences. Planning occurred in weeks 6-7, including naming the documentary, scheduling, and storyboarding. Week 8 marked the beginning of production, though there were equipment issues. Filming was done in weeks 9-10, and editing of audio, titles, and credits was done in weeks 11. Technical difficulties were encountered with equipment, but the student persisted in problem-solving and rescheduling to advance their project.
The document provides an evaluation of the production process for a music video. Key strengths included thorough research of genre conventions and technical elements. Strengths of planning included detailed equipment and location lists. Strengths of time management included completing filming during holidays and finishing editing on schedule. Peer feedback praised visual effects and imagery but noted some footage was pixelated and suggested getting more complex shots. The evaluation identifies weaknesses in research questionnaires, planning storyboards and contingency plans, and not collecting all audience data.
Ewan Wild conducted research and planning for an animation project. Some strengths of his research included analyzing existing products and secondary research. However, some primary research through surveys and interviews had weaknesses since responses could not be fully verified. Planning strengths were putting detail into fonts and music selection. Weaknesses included a brief shot list and minimal resource planning. During production, time management suffered as work took longer than expected, limiting footage. The finished trailer utilized stop motion and had strengths like lighting matching ceiling lights. However, the black and white poster lacked color impact of others. Room for improvement included charcoal technique and proportion of background elements.
The document discusses the various technologies the author learned about through constructing a media product for a course.
The author learned how to use a blog to organize their work, as well as websites like YouTube to upload and share videos. SurveyMonkey helped the author create online surveys and analyze results without paper. The author also learned how to use Prezi for digital presentations.
Through learning Premier Pro, the author gained skills in video editing including titles, freezing frames, color adjustments, and adding audio. When filming, the author experimented with camera techniques like exposure and handheld vs. dolly shots. Separate audio recording captured better sound quality than the camera alone.
Overall, the author found digital technologies made the
How did I use media technologies in the construction and research, planning a...09shawmic
The document describes several problems encountered and successes achieved during the production of a music video. The main problems included getting permission to use a song, finding a replacement cast after the original dropped out, and scheduling filming times around everyone's availability. These setbacks resulted in delays. Successes included gaining permission to use a song, adapting the concept to work with a replacement cast, meeting self-imposed deadlines, and assistance from classmates. The document also discusses the development of editing skills through practice and tutorials, organizing work across drives and Google Docs, and creating blog posts in advance.
The document provides an evaluation of Amy Foster's fashion production process. It summarizes her research, planning, time management, technical and aesthetic qualities, audience appeal, and peer feedback. For research, Amy used online research to find inspiration for her t-shirt design and conducted surveys to understand her audience. Planning helped Amy storyboard her video and choose designs for her t-shirt. Time management was a challenge as Amy fell behind schedule. Peer feedback suggested improving photo editing and adding background blur to focus on clothing.
The document provides an evaluation by Millie Southall of the production process for a project. It discusses areas like research, planning, time management, technical qualities of the camera and editing/post-production, aesthetic qualities, audience appeal, and peer feedback. For research, planning was important for visualizing the project early on. Time management would have allowed fixing errors and filming in more locations. The camera work and editing were good but could improve with more practice. While the footage quality was good, it was sometimes difficult to keep in focus. The target audience was teens but the story could have been clearer. Peer feedback suggested getting more footage and deepening the story. COVID limitations restricted filming locations to the producer's house.
1) The document summarizes a promotional video created by Kyle Mckendrick for a college course. It discusses meeting the client's requirements, exporting the video in different formats, and conducting research on suitable file formats.
2) Details are provided about the target audience for the video and techniques used to keep them engaged, such as fast pacing and a catchy song. Feedback was obtained through student questionnaires.
3) The summary discusses editing software used, effects like transitions, and adding titles. Considerations were made for importing music and exporting quality. Meetings with the client and team were conducted throughout the project.
The document summarizes a project to create promotional videos and film an awards ceremony for a college. It discusses organizing interviews, editing the videos, showing them to the client, and filming the ceremony. The client was pleased with the final results but suggested including cutaway footage of the award winners working, which the document agrees would have improved the videos. Overall the project was a success, but the document notes frustration with some group members not completing assigned tasks, which added stress.
Ewan evaluated his production process for an animated short film. His research provided useful information about film posters and animation styles. Some primary research like surveys had weaknesses due to untrustworthy responses. Planning strengths included detailed fonts and music, but weaknesses were a brief shot list and resource planning. Limited time during production impacted the quality and length of the final trailer. Peer feedback praised the unique style but suggested improvements like adding color and smoothing transitions.
The document provides an evaluation of the student's research and production of a short film. Some key points:
- The student felt their primary research and product research were strong areas, as they enjoyed engaging directly with others and analyzing products they genuinely liked.
- Secondary research analyzing other films was a weaker area, as the student found it difficult to connect the other films to their own vision.
- Planning the shot list and audio aspects went well, but the structural breakdown could have been more detailed.
- Filming took longer than expected due to the student's inexperience, which pushed back the schedule. With more time, the student would have researched filming techniques more.
- Overall the student
The student enjoyed the music video and adventure projects the most from this year. They found camera work and editing to be their strongest technical skills. While time management was a challenge initially, the student improved it over the course of the projects. Looking ahead, the student wants to specialize in film and camera work through university study, apprenticeships, or entry-level jobs near their village. Further research is needed on film production programs and apprenticeship opportunities.
The document discusses the skills and techniques the author has learned throughout a film course. From their preliminary task to the final product, the author's skills in pre-production, production, and editing improved significantly. In pre-production, the author spent more time developing storyboards, scripts, schedules, and other materials for the final product compared to the preliminary task. During production, the author used better equipment like a higher quality camera, tripod, and microphone. They also applied specific lighting and filming techniques suited to their genre. In editing, the author learned skills like color correction, titles, and using After Effects, resulting in a more polished final product. Overall, the author felt they gained valuable experience and improved their filmmaking abilities
The client, CityScreen cinema, was contacted by trial and error until an agreement was made. Extensive audience research was conducted including surveys and demographic analysis. A versatile shot list was created to produce both a trailer and shorter clips. The production occurred over 3 weeks, with challenges like equipment limitations. Post-production included editing, adding transitions and sound, with some requested changes. The final video is now complete pending any client feedback.
The student created an 8-minute travel documentary about Yorkshire to promote tourism in the area. They conducted extensive research including audience research, market research, and production research. While the student was pleased with the final product, they noted challenges with time management, camera quality, and limited time for filming locations. The student identified skills they developed and areas for improvement, such as spending more time filming and choosing a topic they had more expertise in.
The project was an 8-minute travel documentary about different areas in Yorkshire to promote tourism. The student researched audience preferences and existing travel documentaries to develop their ideas. They faced challenges with weather and camera quality but learned new skills in filming, editing, and time management. The documentary was successful in showcasing locations and generating interest in visiting Yorkshire, though could have benefited from more detailed information and planning. Overall the project was a learning experience that improved the student's production and research abilities.
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.
The project was an 8-minute travel documentary about different areas in Yorkshire to promote tourism. The student researched audiences and existing documentaries to develop their ideas. They faced challenges with weather and camera quality but learned new skills in filming, editing, and time management. Overall the project was successful in showcasing locations and the student would improve their audio and focus more on information over footage in the future.
This document summarizes Stephen Royle's production process evaluation project. It covers the positives of having a contextual PowerPoint for research, including identifying practitioners, existing products, and tutorials. It also discusses the research conducted on two relevant video production companies, an existing after movie, and different venue locations. Planning elements like production schedules, call sheets, kit lists, and layout plans are mentioned. Peer feedback praised the professional look and feel, lighting, and camera work, while noting some minor audio issues could be improved on. The document evaluates time management, use of technical qualities like audio balancing, and audience appeal of aesthetic qualities.
The document discusses what the author has learned from their preliminary media task to their full product. They have gained a better understanding of using camera equipment properly and editing video effectively with Final Cut Pro. Their filming and planning skills improved, allowing them to better utilize equipment and focus on elements like mise-en-scene. Conducting research also provided valuable insights and informed beneficial changes to their final product. Overall, the author's knowledge and skills have advanced greatly from the preliminary task to the full product.
The document provides an evaluation of a student's production process for a horror/suspense film project. It summarizes the student's research strengths such as understanding audience preferences through surveys. It also outlines weaknesses like basic interview questions. Planning strengths included backup plans, while weaknesses were in camera shot planning and costume design. Time management was generally good despite personal issues, though some written parts were late. Peer feedback praised visual elements and music but suggested improving acting and enlarging the title.
Millie evaluated her documentary project. For research, she watched 4 running documentaries and took notes on conventions. Her print research included running posters and magazines. She surveyed 159 people in her target audience. Her planning included a schedule, mood board, and style sheet. However, she struggled with time management, pushing back deadlines. Technically, slow computers and losing footage caused issues. Aesthetically, scenic shots improved quality. Feedback noted the interviews were interesting but audio quality could improve, and more varied footage was needed to make it less repetitive.
This document provides an evaluation of Andina Bispo's production process for a film project. It discusses the strengths and weaknesses of her research, planning, and time management. For her research, the strengths included directly surveying her target audience and analyzing existing successful films. Weaknesses were a basic interview and superficial analysis of audience data. For planning, strengths were thorough backup plans and a detailed storyboard, while weaknesses included unplanned camera shots and lack of appropriate costumes. Her time management was generally good but writing parts were delayed. Technical and aesthetic qualities of the film are also analyzed.
The document discusses what the author learned about technologies from constructing a film product. They used their own camera which helped the filming go smoothly. They also learned about using tripods, natural lighting, and editing software like Adobe Premiere Pro. Surveys, social media, and the internet helped with research, locations, and feedback. Mobile phones aided communication and contact during the process. The author believes technology will both help and hinder small filmmakers in getting noticed in the future.
What have you learned about technologies from theEdwin Jr-Emery
1) The document discusses the various technologies the author learned and used during the process of constructing a media product, including Microsoft Word, Google, Blogger, SlideShare, Prezi, SurveyMonkey, a Sony Handycam, Final Cut Pro, Epidemic Sound, and a memory stick.
2) The author discusses learning new skills like using Blogger to construct ideas, Prezi and SlideShare to present research, and SurveyMonkey to conduct audience research.
3) Key technologies that helped the author's learning include the Sony Handycam for understanding filmmaking basics, Final Cut Pro for advanced video editing, and digital tools that improved the quality of the final product.
The document discusses what the author has learned about technologies and skills in producing a media project. During planning, the author learned to be more organized and realistic in planning shots and locations. When using equipment like cameras, microphones, and editing software, the author became more proficient. Editing taught the importance of continuity and how to manipulate video. Overall, both preliminary and main tasks improved the author's planning, equipment operation, and editing abilities for media production.
The document discusses the learning objectives and highlights of the author's preliminary media project. The main objectives were to learn how to use equipment confidently and organize a media project. Key highlights included creating an effective storyboard, designing a shooting schedule, and gaining experience shooting on set. Through this project, the author developed production skills like setting up equipment, designing storyboards and schedules, and learning proper shooting techniques. The intended audience for the media project is teenagers, as the comedy genre piece features wannabe gangsters and would be more relatable to that age group.
The document discusses the learning objectives and highlights of the author's preliminary media project. The main objectives were to learn how to use equipment confidently and organize a media project. Key highlights included creating an effective storyboard, designing a shooting schedule, and gaining experience filming on set as the camera operator. Through this preliminary project, the author developed production skills like designing storyboards, scripts, and shooting schedules. They also learned how to properly set up and operate camera equipment. The intended audience for the completed media project is teenagers, as the comedy genre piece features wannabe gangster actors and language they would better understand compared to an older audience.
The document provides an evaluation of the production process for a short film. It discusses research conducted on existing products, techniques, and audiences. Planning elements included mind maps, mood boards, shot lists, and storyboards. Time management and sticking to the schedule could have been improved. Technical qualities like color grading and use of techniques were strengths. The aesthetic qualities of split screens and color grading worked well overall. Feedback noted smooth transitions and fitting music but also identified opportunities to improve audio and stabilize some camera movements.
This document is a project proposal from Adam Lepard, a student at York College, for his Film and Media Production project. The proposal outlines Adam's plan to film a horror scene and accompanying trailer exploring the theme of love within a cult setting. He intends to film one long tracking shot for the scene to challenge himself technically. Adam provides a detailed schedule across 19 weeks for pre-production, production, evaluation, and presentation. The schedule includes research, experiments, planning, risk assessments, filming, editing, peer feedback, and evaluation. Adam aims to show growth in his storytelling abilities and technical skills through this ambitious project.
The document provides feedback and questions for critically reflecting on a web video production project. It prompts evaluation of how the production compares to expectations for the genre and research sources. It also asks about personal learning throughout the project, including new skills developed and areas for further improvement. Critiques of the video's content, technical quality, and achievement of goals are discussed. The need for better planning, especially of filming schedules, and use of production diaries is highlighted to improve future projects.
Samuel Schoettner is making a fiction drama film that explores themes of human connection and isolation through technology. The film follows an unlikable character who is obsessed with his phone and ignores those around him. When he is isolated, the audience starts to feel empathy for him as his mental state deteriorates. Schoettner analyzes two existing films and a TV show that effectively portray isolation and changing mental states over time through visual elements like physical transformations, set design, and unconventional storytelling techniques.
Samuel Schoettner is applying to film production and filmmaking degree programs. He has studied film studies at GCSE level and completed a level 3 diploma in creative media and production technologies, where he gained experience making short films and improving his technical skills. He achieved distinction grades. Schoettner is passionate about filmmaking and wants to pursue it further through a university degree to expand his knowledge and skills and ultimately work as a director or cinematographer. He believes university can help him determine which specialization is the best fit and provide opportunities to work on ambitious projects.
Samuel Schoettner proposes a short film project titled "Monotony" exploring themes of addiction and isolation. He will focus on developing the character and using camera techniques like match cuts to show the passage of time. The main character will undergo mental changes after being trapped alone in a room, meant to represent how one can feel trapped by addiction. Over 20 weeks, Samuel will complete pre-production tasks like research, experiments, and planning, then production including filming, editing, and post-production, followed by evaluation, presentation, and a final screening. He aims to submit the film to festivals and publish it online.
This document discusses several key aspects of the film production process, including costs, actors/cast, lighting, and focus. To estimate costs, the author created a spreadsheet listing estimated and actual expenses for various production elements, as well as estimated and actual income sources. They then booked professional actors for the lead and supporting roles. The author experimented with different lighting techniques to prepare, trying setups like three-point lighting, high key, and low key lighting. Proper lighting will be important to help move the story and age the characters visually without props or makeup. Finally, focus is addressed, with manual focus preferred but auto-focus may be necessary for moving camera shots without a dedicated focus puller.
The document discusses plans for the cinematography, equipment, finances, time management, facilities, music, and editing for an upcoming film production. Cinematography will use wider lenses later in the film to represent the character's change in perspective. Finances include estimated costs for set materials, props, actor travel reimbursement, and equipment rental. Shooting is planned for 10 days over 6 weeks to allow time for intermittent editing. Key equipment includes a Canon C100 camera, tripod, Steadicam, lighting, and audio gear. Music licensing is secured from Karaoke Version and Artlist. Editing will begin during shooting and include sound design and mixing.
Samuel Schoettner proposes a short film project titled "Monotony" exploring themes of addiction and isolation. The film will focus on a character who is taken from his normal environment and imprisoned alone in a room, undergoing severe mental changes. When he leaves, he appreciates the world around him. The room represents being trapped by one's own decisions. While the logistics are unclear, the themes focus on how connected people are to social media and the damage of addiction. Schoettner will publish the film online and submit to festivals to get feedback to improve his storytelling skills. He outlines a 20-week production schedule including research, experiments, production, evaluation and presentation.
The document discusses plans for the cinematography, equipment, editing, music, and finances for an upcoming film production. Cinematography will use wider lenses later in the film to represent the character's change in perspective. Equipment like a tripod, steadicam, lighting, and audio gear are outlined. Editing will involve cutting dailies during filming and devoting two weeks post-production. Stock music sources are identified to avoid costs. A budget tracks anticipated expenses and income to end with a small profit. Timelines aim to finish filming in 10 days and editing within 6 weeks.
This document discusses several key aspects of the film production process, including costs, actors/cast, lighting, and focus. To estimate costs, the author created a spreadsheet listing estimated and actual expenses for various production elements, as well as estimated and actual income sources. They then booked professional actors for the lead and supporting roles. The author experimented with different lighting techniques to get experience and find looks that further the story. Finally, they discussed the benefits of manual focus but also situations where auto-focus may be necessary, such as when the camera is mounted on a rig. The overall goal is to produce a professional-looking film on a limited budget by planning costs, hiring experienced actors, learning lighting skills, and considering focus options.
The document discusses potential problems that could arise during a film production and solutions to address them. It identifies issues such as equipment failure, weather problems, location access issues, and personnel issues. To control for these, the document recommends bringing backup equipment, checking weather, securing location permissions in advance, and having contingency dates and backup crew. It emphasizes the importance of preparation, organization, and planning to minimize risks and ensure the shoot goes smoothly. The person responsible for overseeing all problem solving and controls is identified as the filmmaker, Sam Schoettner.
The document discusses various challenges and considerations for a student film project, including cost, actors/cast, and lighting. It describes creating a spreadsheet to track estimated vs. actual costs. Several actors were found through online casting calls. Lighting experiments were conducted to practice different techniques like high key, split, and double back lighting. Focus is also addressed, noting the limitations of auto-focus and benefits of manual focus, though a focus puller would be ideal but unavailable. Overall the document shows thorough planning around finances, crew, and technical aspects to help make the student film feel as professional as possible.
This document outlines a proposed fiction film project about the pain of boredom and how people act in abnormal ways when bored. The filmmaker was inspired by watching the Stanford prison experiment and a documentary about boredom. They feel this project could showcase their filmmaking skills while telling an interesting story. Influences include films about the Stanford prison experiment and isolation. The goal is to educate audiences while telling a story about a person trapped by boredom who finds stimulation through pain. The filmmaker wants a somber, slow style with stark contrasts in sound and image to convey feelings of slow time and impending boredom for the audience. This exaggerated style will highlight the contrast between boredom and other elements.
Samuel Schoettner is making a fiction drama film that explores themes of human interaction and social media usage. The film's plot focuses on a character who is overly engaged with his phone and ignores people around him, but his sanity deteriorates when he is placed in isolation. Schoettner analyzes existing films and TV shows like 3096 Tage, Black Mirror, and The Grand Budapest Hotel to inform his filmmaking style and storytelling techniques. He also discusses research on isolation and surveys audience social media usage to ensure his film resonates with target demographics.
Samuel is making a fiction drama film that explores themes of human interaction and social media usage. The film follows a character who is overly focused on his phone and ignores those around him, making him unlikable to the audience. However, after being isolated, the audience starts to feel empathy for him as his mental state deteriorates and he hurts himself to stay sane. Samuel conducted research on isolation experiments and social media usage to inform his film and ensure it will resonate with its target younger audience.
Samuel Schoettner proposes a short film called "Monotony" about a character confined alone in a featureless white room over time. As the character's mental state declines in isolation, strange objects are provided through a door, which he uses to harm himself for stimulation. The film aims to show how people constantly seek stimulation to avoid boredom through social media addiction. Samuel will film over 20 weeks, getting feedback and submitting to festivals. He has researched film techniques, audiences and refined his storyboarding.
This document discusses inspirations and context for the concept of exploring human psychology through an inhumane experiment. It references the Stanford prison experiment film and a Harvard study on boredom as origins of the concept. It discusses how removing the constraints of reality allows for more aggressive exploration of topics. Black Mirror episodes with similar concepts are mentioned. The document discusses how music, Quentin Tarantino films, and the short films of Acim Vasic have inspired the filmmaker's style and storytelling techniques without dialogue. It reflects on the filmmaker's own early work and how it has improved their skills and understanding of layered storytelling.
1. Samuel Schoettner proposes a short film called "Monotony" about a character confined alone in a white room with no windows or indication of day or night. Over time with no external stimulation, his mental state declines.
2. The film will explore how we are constantly plugged in to avoid boredom and how this can be damaging. It will be submitted to film festivals and published online.
3. Samuel will evaluate the project through self-reflection, peer and external feedback, and comparing his work to other films to assess his improvements. He has planned all aspects of pre-production, production, post-production, evaluation and presentation over 20 weeks.
This document discusses inspirations for a film concept exploring human psychology and social isolation. It begins by outlining the concept's origins in the Stanford prison experiment and a Harvard study on boredom. It discusses how removing the constraints of reality allows more aggressive exploration of topics. Black Mirror is cited as comparable for pushing the edges of society's beliefs. Music is described as hugely inspirational for developing ideas. Quentin Tarantino's tendency toward violence in film is discussed, arguing it sells an experience rather than reflecting reality. A documentary on social media and isolation further inspired thinking about removing people from social connection.
Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb is a 1964 political satire film directed by Stanley Kubrick. The film depicts a fictional scenario where a rogue U.S. Air Force general orders a nuclear strike on the Soviet Union. It explores the absurdity of nuclear war and the military-industrial complex through dark comedy. The film was groundbreaking in its critique of unchecked military power during the Cold War era of nuclear proliferation and tension between the U.S. and Soviet Union.
Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! Final Matka ! Matka Result ! Dpboss Matka ! Matka Guessing ! Satta Matta Matka 143 ! Kalyan Matka ! Satta Matka Fast Result ! Kalyan Matka Guessing ! Dpboss Matka Guessing ! Satta 143 ! Kalyan Chart ! Kalyan final ! Satta guessing ! Matka tips ! Matka 143 ! India Matka ! Matka 420 ! matka Mumbai ! Satta chart ! Indian Satta ! Satta King ! Satta 143 ! Satta batta ! Satta मटका ! Satta chart ! Matka 143 ! Matka Satta ! India Matka ! Indian Satta Matka ! Final ank
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
2. Audience and Intentions/Research.
• I am quite happy with my research for this project, I think I asked my client for lots of information which they happily
provided and I did a fair bit of leg work prior to talking to them which gave me a good understanding of what it is
that they might want, being able to re-ensure this when talking to them was not only essential but useful as they
would either agree, add to it or say, actually how about we do it this way. This dialogue helped me develop my ideas
and forced me to think about them in more detail so that I could properly communicate them to my client, which was
extremely important for the project and a skill that will be important in the future.
• The audience for my project was both well defined but broad. This meant that I had quite a lot of flexibility within
the parameters defined by the Audience profiles and brand guidelines set out by the National Trust. Researching and
looking at previous national trust videos helped me narrow this down even further.
• Since the profiles and guidelines were set out by the national trust themselves, I felt hugely comfortable with
absorbing as much of it as possible as I knew it was all relevant. It was also vastly helpful as it meant I didn’t need to
spend as much time researching and grasping at straws when I had a very well rounded base of information readily
available after asking my client, so I could move onto thinking about the technicalities such as how I was going to
shoot the project what it was going to look like, shooting days etc.
3. Preparation for Production and Production Process
Since this was the first time I had done client work where I was filming for an external client I was
quite nervous and anxious about getting things wrong, behaving unprofessionally etc.
This meant that before I went to shoot for my client I took a few steps of preparation. The first
obvious one was of course to speak with my client and research their brand as well as the type of
advertisement that they have had in the past and the quality of work they expect. I found this very
useful and it really helped me to figure out what it is that I wanted to produce. Furthermore it made
me realise something I hadn’t considered before, previously when I had been doing audience research
I had been conducting it very numerically and on global statistics and societal norms however during
project I feel like a found a different form of audience appeal, one that is a lot more personal. For
example, with the knowledge that I have acquired during this production I feel quite comfortable with
the idea of approaching something like wedding videography, as now I know how I would need to go
about probing the target audience (in which case it would be the couple) observing them and figuring
out what it is that represents them. With this project, talking to the volunteers, and the national
trust staff as well as looking through their online presence with videos and catalogues/leaflets I got a
quite good base knowledge of the brand which came in essentially important and really helped me
with this project, and gave me a better lookout for future projects as well as adding a new approach
to my ‘intellectual filmmaking arsenal’ and I will definitely be using this approach again, when I am
doing another promotional video for a different national trust property in spring 2019.
4. Preparation for Production and Production Process
The second thing I did in preparation for the client work was to do a recce of the grounds on which I’d
be shooting a few weeks later, I meet up with my client and she took me to the grounds giving me a
tour with historical context and context as to what it would have looked like during a certain time
period, what things were used for and what they are doing right now to maintain the grounds. This
was extremely helpful, though it may not be all to important in terms of the content of the
promotional video getting the tour familiarising myself with the grounds and building a better image
of what the place is that I was filming was immensely helpful. I will most certainly ensure that for any
future projects that I work on I will always do a recce/location scouting, if it is a possibility. It makes
it a lot easier to direct a film, whether that’s fiction or an advert, if you know what it is that you’re
working with. For example, the interior shots of the Temples didn’t turn out as well as I wish they had
done because I didn’t get to see the interior until minutes before shooting it. Which meant I was
undertime pressure and it didn’t allow me to refine the shots to the point where each shot felt
perfect.
5. Preparation for Production and Production Process
The last thing I did to prepare for the production was to learn all the gear that I was going to use on
the shoot as well as I possibly could, this meant booking the equipment before the shoot, taking it out
and practicing using it as much as possible. Now this didn’t only mean learning how to use the
camera/equipment itself, e.g. learning how to use the ND filters, how to change settings etc. but it
also meant taking the footage and editing/colour grading so that I would understand and know not
only how to use the equipment and camera, but also how the footage looked and acted once all was
said and done and it came to post production. This ended up being more important that I was
expecting as I found a lot of little things that I could change to make the footage more dynamic and
flat, so that I would have more image data to work with in post.
I think it was the collection of these bigger and smaller task combine that really helped me to get to
grips with working for an professional big brand client and it truly allowed me to come out of my shell
from the sort of protective bubble I had been in where I had only worked on college projects with
friends as actors and experience what it is like to work with real people on real product for a real
client. I don’t think I would have changed much other than maybe practicing with the gear a little
more as I felt my skills with some of the equipment were lacking a little bit however I will get into
this later.
6. Preparation for Production and Production Process
After I had done all of the production preparation and worked out the two days that I would be able
to shoot, to meet the deadline for the project, it came time to produce the video.
The days always started early, I was getting up at 5:00-5:30 am to be there for 7:30-8:00am. I did this
because I wanted to show that I was prepared to work hard for them as well as making the most of
the day. If Nick (the gate keeper) was to get there for 8, I’d be there 30 minutes before. I didn’t want
to make them wait for me, nor did I want to be inconveniencing them. What I really wanted to do is
turn up say hello and then as much as it is possible with a cine camera on steadicam, not be noticed
as I filmed them working. The days were really quite hard work, I brought a lot of equipment, a
tripod, a Steadicam, a slider, my backpack with my food water and some spare warm clothes, a
secondary dslr as well as the big canon c100 + spare lenses and the led monitor. All of these things
added up to around 30kg of weight which isn’t that bad when you just have to carry it from the house
to the car, but when you’re constantly doing 1km laps of the terrace it can really start to physically
drain you. So the physical exertion is what I struggled with the most, especially after the first day
where I pretty much exclusively shot on the Steadicam for hours on end. This meant holding up 2-4kg
on one arm, which again isn’t a lot of weight but after a few hours it feels like your trying to lift a car.
So I really do wish I had, had a bit more muscle to help me through the shooting days however I did
end up managing but it was certainly something that I’ll carry forward for future projects as piece of
mind to ensure that my days are well balanced between tripod work and Steadicam work so that I get
to rest and have more energy throughout the day without loosing energy.
7. Preparation for Production and Production Process
However, the thing that I initially found most challenging was simply filming the folks who worked
there. It was very odd to just turn up somewhere and thrust a camera in there face of people you had
never seen, meet or talked to before and trying to make it look and feel natural. Though this was
luckily just a matter of time and getting to know one another as well as getting comfortable with one
another and it was certainly a valuable experience. It is going to be essentially important for future
projects to learn how to approach your subject(s) (whether it actors or just people on the street) and
knowing how to not only be comfortable yourself, but also how to make them comfortable, as
however intimidating it may be for the person behind the camera to film the subject. If the subject is
not used to being filmed it will also be extremely uncomfortable for them meaning both parties are
awkward and uncomfortable. So this experience will be a very good reference and learning point for
future projects and has given me a platform on which I can improve for future projects. Especially
with things like wedding films and casting talent for short/feature films. Other than these two issues I
really found filming relatively straight forward, I spent some time getting through my shot list and
then just experimented and got creative with the only concern being the disappearing daylight of
those short winter days, but I always managed to wrap up before the sun had set.
8. Post Production Process
• When it came to post production I hadn’t set out as much of a plan as I wish I had done.
Since I only had two days to shoot my plan was to simply shoot as much as possible
during those two days and then see what I had and take it from there. I began by sorting
all the footage into bins. Starting with the two separate days, and then the two different
cameras. Then I spent a few hours looking through all the footage and moving all the
footage that I liked to a new folder which I would then use to edit. From there I just
started colour grading without any specific aim or structure, just grabbing one clip
colour correcting and grading it and moving on the next clip. It was roughly at this point
when I started to run into trouble. I had a very good idea of the type of music that I
wanted to accompany the edit, I wanted upbeat dramatic strings with an orchestral
classic feel as well as lots of deep bass like chords to add dynamic range to the sounds.
However, after browsing for hours on dozens of different royalty free websites I simply
couldn’t find anything that I liked or would work. So, I did the only reasonable thing and
sulked, and in doing so went onto a paid subscription based music licensing service to
look for music there, and within minutes finding what was to me the perfect song. I
downloaded the preview and then cut a draft edit of the promotional video.
9. Post Production Process
• I then the next day after much contemplation sent this draft edit to my client explaining
that I couldn’t find much good music and that I wanted to at least ask whether they
were willing to pay for the song and them saying no rather than not too ask at all. I was
fortunate in that my client agreed to pay for the song while I paid for the license which
worked in the interest for both parties and allowed me to produce a better product. This
was a very beneficial lesson as it taught me that I should always ask the client about
something even if they might say no, if I think it will result in a better product. As
chances are that more often than not, if the client thinks they’re product will end up
better, if they just spend a little more than they were planning, they will often times do
it. Plus it showed me that its important to just simply communicate important creative
decisions with your client as it is important the product you make will reflect them and
that they like it, so communicating these ideas to your client is extremely important.
• In addition it also taught me that when I get stuck rather than obsessing over the way I
had planned to do it in the first place explore different methods, maybe ones that aren’t
favourable but simply expand your horizon and see where it takes you as you can always
revert to the original plan if it doesn’t work.
13. Colour grading
• This was the first project where I had really taken colour grading very seriously. Though
on my previous FMP in 2018 I spent a lot of time colour grading I never really tried to
learn how to colour grade, mostly teaching myself and using photoshop colour
techniques and transferring them to premier pro. For this project however I decided to
dive into using a program with which I had dabbled with previously and to learn it as best
I could in the time given. This program was Davinici Resolve 15, one of the industry
standard colour grading software’s. I watched lots of tutorials by Blackmagic (the
creators of Davinci Resolve) to learn about the workflow and how to use the software to
my advantage.
• https://www.youtube.com/watch?v=jo0YcNRlrNA
• https://www.youtube.com/watch?v=oEuFP7U7tB8
• https://www.youtube.com/watch?v=BBvEOIozAJk
• https://www.youtube.com/watch?v=wk1iLsYytDE
14. Colour grading
• Learning more about this software was extremely good and I will continue to learn more
about it and how to use it as it will come in extremely handy for future projects as well
as job opportunities, as knowing this software will greatly add to my portfolio and CV
and it is something I am interested in expanding into more professionally. Furthermore
the tools which the software provides allowed me to match grass colours and create
uniform colour throughout an image by selecting and shifting the hues of specific colour
ranges. This was something I had never worked with or even considered as a creative
choice and I ended up needing to use it more than I was expecting to really tighten up
the images and make it feel a little larger than life.
• It was quite a humbling experience learning a new software and having to get to grips
with how it worked differently after spending the past 3-4 years exclusively editing on
premier pro. It also showed me what a tremendous difference it can make to use specific
tools for specific task, rather than just using one multitool (premier pro) for everything,
leaving some of the other tasks to other programs and picking the best parts from each
software.
15. Example of selective colour hue shift
Before After
Lots of colour
variations
Lots of yellow,
straw like grass
Colour is much
more uniform,
pushing more
towards the
greens
16. Product comparison: 1
https://www.youtube.com/watch?v=J9p4pVUsFrs
This is the most seen National Trust advert on the National Trust YouTube channel. While this product
has a completely different motivation and different target audience to my product it does have a few
things that I envy and wish I had placed into my product.
The first thing that I think would have made my product some dozen times better is some form of
voice over or narration. It would have introduced a more human element and I think it would have
really elevated the product.
Furthermore, I wish my video had a wider breadth of models to make the video feel more dynamic
and real and ‘expose’ a small shimmer of the vast community behind the national trust.
Another consideration is the budget, my advert was shot on almost a £0 budget, working with what I
had and what I could possibly get from my client. But without a doubt this video would have had a
budget, for equipment, cast, a production team and far more production time than myself.
They will have had access to professional grade lighting rigs and high level cine cameras and a variety
of lenses to achieve the look that wanted.
Artificially lit shot
17. Artificially lit shot
Clearly professional cine
Camera several extremely
Good dynamic range.
No crushed/clipping
blacks or highlights.
18. Less dynamic range with blown out
Highlights and crushed shadows
Purely natural light
(fortunate to have an overcast day)
19. Product comparison: 1
• I do wish that I had, had this voice over, which would have allowed me to focus more on
the human side of the property and allowed me to create a more 3 dimensional product
which showcased the brand and ethos behind the national trust, rather than the
somewhat 2 dimensional product that I ended up creating due to the lack of certain
elements such as a variety of models and a voice over.
• Of course having better equipment and access to professional lighting rigs would have
improved the product too, however the biggest most noticeable changes would have
been the said voice over and access to actors. Changes to the production technology
would have simply polished the product but not really changed it.
• While I think and know that my client was pleased with my product and I think that this
product is definitely strong enough for them to put onto their website, I do feel that
there are areas where it could have certainly improved and these are all factors that I
will carry forward with myself for future projects.
20. Product comparison: 2
https://www.youtube.com/watch?v=KZiKmw5t3Ec
This advert by English heritage, is an example of something that came a little closer to my own
production. It is a very simple video with a few drone shots of one location, with a classical score
underlaid. However I feel my project feels more professional than this video. Non of the shots have
been really been colour graded or colour matched and the footage looks like it was simply recorded
and placed on the timeline without any process in between. While I envy the use of a drone, which I
am sure would have added to my project and given it another dimension of professionalism. However I
feel the complete lack of normal on ground camera operation takes away from the video and makes it
feel a little half baked and just like a test shoot that somehow ended up being the finished product.
21. Product comparison: 2
• I feel as though my product does draw on similarities but I also feel that it surpasses this
advertisement in a lot of ways. For example this promo isn’t really selling me much of an
experience, I feel there is very little sense of scale and there is again nothing the can
make you relate to the place. It is simply a sequence of pretty shots compiled to look
good. But in my product there was a bit more of an emotional response as we could see
people at the venue pointing talking smiling holding hands etc. Establishing a mood that
we could then build on with our own opinions and pre-conceptions.
• Again this was something that I found helpful with my client, discussing with them that
they didn’t just want a reel of empty shots, but something that conveyed some sort of
emotion and put across a certain mood.
• I think it really is true especially with filmmaking, that the only way to learn is by doing.
These little things that I have learned while doing this project, I could have easily found
them out by researching the concept of making a promotional video for weeks, but by
just making it myself and then looking back at why it worked or didn’t work as well as
comparing it to existing products really carries a lot more value and weight.
22. Strengths and weaknesses
Strengths:
I think my product looks quite professional and it is evident that more thought was put into than just
turning up and pointing my camera at random things that I thought looked good. I feel that the use of
more professional equipment (such as the c100 and the Steadicam) really takes the video from a
college project to something that I feel comfortable to give to my client and knowing that it would
benefit their brand to put this work up on their website/social media. I think that all the early
mornings paid of in the sense that I managed to shoot lots and lots of footage and then sorted through
all of it to compress the very best bits into a 1 minute promotional video. Furthermore I think that the
editing really plays a large role in making the product look and feel that extra bit better. So as I
mentioned earlier I think my product doesn’t look like something I threw together because I was
required to do so because of my college course. I feel the fact that I went out of my way to learn new
software programs and re-consider creative choices to see what would benefit the client, already pre-
determines that the product will be of higher quality as it is those few extra steps that take the
quality a step higher. I think I was more determined to create a better product as this time it was
going to not be me who had to stand behind the product and be happy with. It was a client who had
given me the opportunity to create something to reflect their brand. So I feel I went the extra few
yards to make sure it was the best product I could create with the time and possibilities given to me
at the time.
23. Strengths and weaknesses
Weaknesses:
However, there was flaws in my product to, weaknesses that I wish I had been able to override but simply
were not possible to bypass.
The first and biggest weakness I found was the monotony of cast. I was unfortunately only able to shoot with
the selected few models that were made available to me by my client, this caused the video to feel a little
rushed and like it was made in one afternoon, unfortunately it was not a possibility for me to bring my own
models as the shooting days started very early and were during the weekdays so anyone I knew who could
have modelled was unable to help due to school etc.
If I had, had more time I would have certainly come back more often to capture a variety of weathers,
daytimes and people it would have allowed me to create a product that would have showed the best of my
ability, rather than just the best I could do at the time with the resources at hand, as well as showcasing a
product that the reflected the clients interests better and gave the audience a better insight into the place
and the people of the venue.
I also wish it had been a different time of year, though this was absolutely not a possibility I wish it had been
spring or summer as during winter all the foliage and flowers etc. Of course disappear leaving a very baron
landscape, and it the product would have worked much more effectively if it was during spring/summer or
even early autumn, but winter was not ideal. However this was unfortunately not under my control and never
was a possibility. But it definitely made me realise the importance of when to shoot promotional videos for
outdoor venues.
24. Client Feedback
• I was quite pleased with the feedback from my client. They seemed to be very pleased
with the video which of course was hugely important to me. I really wanted to create
something that my client would be pleased with, as when they allowed me to work for
them they took a huge gamble by putting their entire brand reputation, though to a
small degree, in my hands. So I wanted to give my all and produce a video for them
which they would feel was worth their time and investment and I think based on the
response they gave I manged to do this.
25. Client Feedback
• I think the reason the client was so pleased with the work is mostly to do with the fact
that I gave them as many opportunities to correct me or to give their two cents. Meeting
several times in person and exchanging over 30 e-mails.
• This made it easy for both parties, myself and the client, to always have an oversight of
the project and know more or less what was going on. I communicated creative choices
and technical choices with my client in terms of video length style and music choice etc.
This again benefited me as well as them as I could constantly let them know ‘this is what
I am doing’ which allowed me to bounce ideas of the client, and made the client feel
like they had utter control of the project making both parties happy. I will continue to
do this with future clients as I find it immensely effective way to communicate and push
the project forward, both creatively and physically.
26. Client communication and reflection
• One example of how this method of communication worked extremely effectively was very near the
start.
• After I had contacted my client and we had a phone conversation about the National trust
properties, where Laura explained to me what the National trust find their properties tend to
reflect (in terms of audience) I made notes and made some Mood boards drawing inspiration from
my own research as well as the things she had told me.
• I then showed her the mood boards which she said she thought ‘hit the nail on the head’ and from
this point I could begin to form a product as I had built a very good idea of the audience from two
very simply conversations, one communicating and absorbing, and the second reflecting the
absorbed information back with my own ideas. This method ensured of two things. One it made
sure that my client was happy with the audience profiles and definitions which is hugely important.
Ensuring that the product is correctly targeted is vital to the success of making a product that is
appropriate for your client. Secondly it ensured that I knew what the audience was because I had
to absorb the information and do something with it to present it back to the client in a way that
made sense from a film-makers point of view.
• Overall this approach was hugely successful and I will most certainly re-use this approach for lots of
my future projects as it would be foolish not to do so. It is a very easy and effective way to both
get what you want out of the client, as well as ensuring the client that they will get a product
that’s correctly targeted. Giving them a piece of mind, and yourself a good starting point.
27. Action Plan
• For future project I definitely want to focus more on the weight behind my films. I’ve always been
very concerned and keen on making my films look good and professional. While this isn’t necessarily
a bad thing it has meant I have sometimes not considered the depth and value of the story I am
trying to tell (for example my 2018 FMP).
• Much the same with this project though the project looks good and the client seems very pleased
with it. I personally feel like it lacks story and character, the story must be complex or large, it just
needs to exist and make sense.
• I want to become better at working with models and real world clients and continue to improve my
communicational skills both with said models and real world clients, as well as actors and crew that I
have/will cast for my short films.
• I also want to start reading more literature relating to the topics I discuss in my films. Regardless of
whether it is about a 18th century terrace or something fiction based. I think immersing yourself with
a subject and understanding allows you to think of it and about it with a different lens and allows you
to apply other forms of creative thinking.