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From the preliminary task to the full product, the filmmakers learned: - To better prepare through research into genre conventions and incorporating them. - To feel more comfortable with the equipment from increased experience. - That the end product was more sophisticated than the preliminary task and took longer to plan and conceptualize.
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Question 7
The document discusses areas for improvement between a preliminary film project and a planned thriller film. For the preliminary, issues included not fully understanding the 180 degree rule, limited time to film different shot types, and props breaking during filming. For the thriller, plans are to research appropriate detective props, film various shot types using a tripod, and take more time with editing and titles. Lighting and mise-en-scene elements were also more limited for the preliminary compared to the planned thriller.
Evaluation 7
1. For the preliminary task, little research, planning, or consideration of mise-en-scene went into the short script and storyboards that were quickly produced.
2. For the main opening, extensive research was conducted on genre and the target audience. More complex scripting, storyboarding, camera techniques, editing, lighting, makeup, and actor selection were used.
3. Evaluations and conclusions were made for the main opening but not for the preliminary task, which involved a much higher level of critical thinking and analysis.
Question 7
1) During production of the prelim, shots were sometimes shaky when the camera was panned without using a tripod. A variety of shots could not be filmed due to time constraints. One prop, a pair of sunglasses, broke during filming but was still used.
2) For the improvement project, various camera shots were used including close-ups, match cuts and cross cuts. Careful consideration was given to props that would characterize the detective's office setting and move the thriller's plot forward.
3) Editing of the prelim went smoothly by putting scenes in order and adding non-diegetic sound, though there was not enough time to add titles in the conventional order. For the improvement project,
Evaluation Question 7
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
Question 7
This document summarizes the progression from a preliminary film project to a final thriller project. For the preliminary, the filmmakers researched techniques like the 180 degree rule and storyboarded their poker film. During production of the preliminary, they used some camera angles but lacked stabilization and time for all planned shots. In post-production, they added sound but lacked time for titles. For the final thriller project, the filmmakers improved their research, props, shots, editing, and attention to mise-en-scene and flow.
Sweding task
This document discusses plans for a student's media task where they will recreate 1 minute of Kendrick Lamar's music video for "ADHD" by "sweeding" or frame-by-frame recreating the video. The student discusses choosing a location at a park near a shop featured in the original video. They list the roles and preparations needed from their cast, including learning lyrics for the main character. Finally, they outline the various shot types they will need to complete their sweded version to match the original video.
Question 7
Three key things were learned: 1) Basic filming techniques like camera operation, white balance, and tripod use. 2) Editing techniques like matching music to action. 3) The importance of planning with storyboards and scheduling helped improve the full product. Mistakes in the prelim like someone's foot in frame helped them focus on being more conscious of shots.
Evaluation Task 6
The document discusses how digital technologies were used at various stages of developing a film project. YouTube was used for researching thriller conventions. An iPhone was used to film a "sweded" film to practice camera angles and scripting. Phones were also used to conduct audience research and record feedback. A Canon camera was used to film the opening sequence from different shots. iMovie was used to edit the opening sequence over a month. Final Cut Pro was used to add titles, select soundtrack music, and insert sound effects like an alarm.
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Question 7
The document discusses areas for improvement between a preliminary film project and a planned thriller film. For the preliminary, issues included not fully understanding the 180 degree rule, limited time to film different shot types, and props breaking during filming. For the thriller, plans are to research appropriate detective props, film various shot types using a tripod, and take more time with editing and titles. Lighting and mise-en-scene elements were also more limited for the preliminary compared to the planned thriller.
Evaluation 7
1. For the preliminary task, little research, planning, or consideration of mise-en-scene went into the short script and storyboards that were quickly produced.
2. For the main opening, extensive research was conducted on genre and the target audience. More complex scripting, storyboarding, camera techniques, editing, lighting, makeup, and actor selection were used.
3. Evaluations and conclusions were made for the main opening but not for the preliminary task, which involved a much higher level of critical thinking and analysis.
Question 7
1) During production of the prelim, shots were sometimes shaky when the camera was panned without using a tripod. A variety of shots could not be filmed due to time constraints. One prop, a pair of sunglasses, broke during filming but was still used.
2) For the improvement project, various camera shots were used including close-ups, match cuts and cross cuts. Careful consideration was given to props that would characterize the detective's office setting and move the thriller's plot forward.
3) Editing of the prelim went smoothly by putting scenes in order and adding non-diegetic sound, though there was not enough time to add titles in the conventional order. For the improvement project,
Evaluation Question 7
1. For the preliminary task, little research, planning, scripting and storyboarding was done due to restrictions. Basic filming and editing techniques were used.
2. For the main opening, extensive research was conducted on genre and target audience. Complex scripting, storyboarding, and filming techniques like POV shots were used. Editing included filters and titling in Photoshop.
3. Mise-en-scene elements like costumes, makeup, lighting and setting were given more thoughtfulness in the main opening compared to the preliminary task.
Question 7
This document summarizes the progression from a preliminary film project to a final thriller project. For the preliminary, the filmmakers researched techniques like the 180 degree rule and storyboarded their poker film. During production of the preliminary, they used some camera angles but lacked stabilization and time for all planned shots. In post-production, they added sound but lacked time for titles. For the final thriller project, the filmmakers improved their research, props, shots, editing, and attention to mise-en-scene and flow.
Sweding task
This document discusses plans for a student's media task where they will recreate 1 minute of Kendrick Lamar's music video for "ADHD" by "sweeding" or frame-by-frame recreating the video. The student discusses choosing a location at a park near a shop featured in the original video. They list the roles and preparations needed from their cast, including learning lyrics for the main character. Finally, they outline the various shot types they will need to complete their sweded version to match the original video.
Question 7
Three key things were learned: 1) Basic filming techniques like camera operation, white balance, and tripod use. 2) Editing techniques like matching music to action. 3) The importance of planning with storyboards and scheduling helped improve the full product. Mistakes in the prelim like someone's foot in frame helped them focus on being more conscious of shots.
Evaluation Task 6
The document discusses how digital technologies were used at various stages of developing a film project. YouTube was used for researching thriller conventions. An iPhone was used to film a "sweded" film to practice camera angles and scripting. Phones were also used to conduct audience research and record feedback. A Canon camera was used to film the opening sequence from different shots. iMovie was used to edit the opening sequence over a month. Final Cut Pro was used to add titles, select soundtrack music, and insert sound effects like an alarm.
22nd december filming
The document outlines a filming plan to capture shots of a couple and singer in three different locations. It details creating a shot list with shot types, durations, and lyrics. Ensuring actors are available and in correct costumes. Using backdrops to follow the storyboard. Props like a sofa, table, and cups are needed. After filming, the team accomplished their goals of shooting all planned shots across locations using proper props and costumes. Some issues included an awkward kitchen angle, keeping in character, focusing the camera, and getting the right camera height for different situations.
Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
Question 1
The document discusses conventions for title sequences in films. While there is no set order, titles typically include production company, film title, cast, director, and other crew. The conventional order is outlined from the film "The Stepfather." The discussed film follows some conventions but places the film title at the end for tension. It also discusses following thriller film conventions through similar camera techniques and shots seen in films like "Halloween" and "The Shining" for tracking shots, POV shots, and props.
Evaluation question 7
In the preliminary task, the group filmed a basic continuity scene using a Panasonic camera and learned basic editing skills in Final Cut Pro. For the full opening sequence, they applied what they learned to produce a higher quality video with more shots, music, color grading and realistic lighting and props. They captured different angles and shots to keep the sequence fresh and tell the story of a victim being chased and murdered in a more complex and engaging way. They felt they had progressed significantly from the earlier preliminary task and created something that would appeal to their target audience.
Producky
Spencer and I chose our film treatment based on which was the most straightforward to film with our limited resources of time and money. We storyboarded our opening sequence and assigned roles, then prepared props and secured a quiet exterior shooting location at Spencer's house. During the shoot, we encountered problems with unstable handheld camera shots and interruptions, and had difficulty lighting interior shots. In post-production, we graded our shots and edited a rough cut to identify issues before completing our final edit, which required trimming shots to meet the length and find suitable non-copyrighted music.
Weekly updates 5
The document provides a weekly update for an HTR Productions film project from July 7th to 14th. It notes that the director, producer, and cinematographer were present and filming took place at Oaks Park High School. Still images were taken of the first scene and future scenes will be photographed in the coming days. Additional photos were taken using an actor's house to portray more shots. Next steps include taking stills of flashback scenes and improving photography techniques.
Producky
Spencer and the author chose the treatment that was most straightforward to film given their lack of resources. They storyboarded the opening sequence and assigned roles, though as a two person team they shared responsibilities equally. During the shoot they encountered problems like camera shake from handholding and interruptions. Lighting the interior shots also proved difficult. In post-production, they graded their shots and created a rough cut to identify issues before editing the final product, which came in too long at first. They used jump cuts and pace-matching edits to trim time as needed.
Evaluation Q4
The student created an opening sequence for a sports drama film titled "Kick" with their group. They took on multiple roles such as director, cameraman, and editor. After researching conventions of the genre by watching films like "Goal" and "Soccer Le Kids", they storyboarded and filmed scenes at a bus stop and garage of the main character performing football skills to build intrigue without revealing his identity. The sequence ends with his boss throwing the football he's cleaning into the bin to suggest he's wasting his talent.
Progression
1) In September, the author was assigned a preliminary task by their media teacher to create a 60 second sequence in random groups using only an iPad. They had to include specific shots and techniques within a tight 30 minute timeframe.
2) Since then, the author has made significant progress in their editing skills, especially using Adobe After Effects to create animated titles and effects. Their cinematography has also improved through more creative shot angles and camera movement.
3) For their final piece, the author focused on miss en scene elements like zombie makeup designs and selecting appropriate locations to suit their genre, demonstrating progress across practical media areas since the preliminary task.
Meeting Minutes - Meeting Two
The meeting discussed planning for an upcoming production, including potential locations, actors, and storyline. They considered using a local cafe and contacting two actors, a male and female, to star. The tentative story is about a female journalist who falls in love with a male counterpart after meeting him. Dates were not finalized as locations and actors were still unconfirmed.
Weekly updates 5
In this weekly update:
1) The team confirmed locations with their actor and took still images of different shots for their short film, planning to film slowly due to their limited time before summer break.
2) They took still images of the first scene at their actor's house to get additional shot options.
3) For next week, they plan to take still images of flashback scenes of the protagonist playing football, review how the picture taking went, and obtain signed location release forms.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
Autoevaluacion 4
Los datos son importantes pero deficientes en la mayoría de las organizaciones, y los problemas de calidad de datos son universales y existen en todas las organizaciones. El desarrollo de software no es una actividad desfavorable para la calidad de los datos, y los procesos organizacionales no afectan la calidad de los datos.
Datos04
Los datos en la mayoría de las organizaciones son deficientes en calidad. Los problemas de calidad de datos son universales y existen en todas las organizaciones. La integración y la replicación no son actividades desfavorables para la calidad de los datos. Los procesos organizacionales no afectan la calidad de los datos.
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Escrito del Secretario del Ayuntamiento de Pedrezuela, convocando al pleno del 28 de marzo de 2012.
ApresentaçãO Sl 2010
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22nd december filming
The document outlines a filming plan to capture shots of a couple and singer in three different locations. It details creating a shot list with shot types, durations, and lyrics. Ensuring actors are available and in correct costumes. Using backdrops to follow the storyboard. Props like a sofa, table, and cups are needed. After filming, the team accomplished their goals of shooting all planned shots across locations using proper props and costumes. Some issues included an awkward kitchen angle, keeping in character, focusing the camera, and getting the right camera height for different situations.
Question 2 evaluation
This document summarizes how a film represents social groups through its use of stereotypes, locations, characters, camerawork, sound, and editing. The film focuses on the stereotype of disability, with the main character being disabled. It uses typical motor sport film locations like a racetrack and garage. Through props and clothing, the one main character subverts stereotypes of youth to represent the difficulties of being disabled. The camerawork, sound design, and editing aim to construct a reading that conveys the character's emotions and experience of becoming disabled through flashbacks and symbolic techniques.
Question 7
The student learned several important lessons from their preliminary task to the full film product. They improved their filming technique, using less shaky shots and more professional locations. They also upgraded their equipment from school cameras to better quality gear. For editing, they found iMovie easier to use than Premiere Pro. Regarding sound, they incorporated more original effects and balanced levels better. Collaboration in their group improved as they distributed roles well and stuck to a schedule. Finally, they added an ident for the full product but feel it could have been more distinctive through additional elements like unique sound or animation.
Question 1 evaluation
The document discusses how the opening of a student-made motor sport film uses and challenges conventions of the genre. It uses conventional titles and credits, but an unconventional protagonist who is disabled. Locations like the race track are conventional. Costumes subvert stereotypes to show how the protagonist has changed. Camera work uses standard establishing and tracking shots. Editing contrasts fast-paced flashbacks with slower present-day scenes to convey a change in the protagonist's life. Overall the narrative draws on conventions like settings but also subverts expectations through the protagonist's disability.
evaluation q 7
In the progression from the preliminary task to the full product, the group learned the importance of effective planning. For the preliminary task, there was little planning but for the main task, the group created a WhatsApp group to discuss filming dates, locations, costumes and props. Additionally, the group improved filming quality by using a tripod and better camera, and conducted actor auditions to cast the best actors for each role. Overall, the planning and production quality was much higher for the main task compared to the preliminary task.
Question 1
The document discusses conventions for title sequences in films. While there is no set order, titles typically include production company, film title, cast, director, and other crew. The conventional order is outlined from the film "The Stepfather." The discussed film follows some conventions but places the film title at the end for tension. It also discusses following thriller film conventions through similar camera techniques and shots seen in films like "Halloween" and "The Shining" for tracking shots, POV shots, and props.
Evaluation question 7
In the preliminary task, the group filmed a basic continuity scene using a Panasonic camera and learned basic editing skills in Final Cut Pro. For the full opening sequence, they applied what they learned to produce a higher quality video with more shots, music, color grading and realistic lighting and props. They captured different angles and shots to keep the sequence fresh and tell the story of a victim being chased and murdered in a more complex and engaging way. They felt they had progressed significantly from the earlier preliminary task and created something that would appeal to their target audience.
Producky
Spencer and I chose our film treatment based on which was the most straightforward to film with our limited resources of time and money. We storyboarded our opening sequence and assigned roles, then prepared props and secured a quiet exterior shooting location at Spencer's house. During the shoot, we encountered problems with unstable handheld camera shots and interruptions, and had difficulty lighting interior shots. In post-production, we graded our shots and edited a rough cut to identify issues before completing our final edit, which required trimming shots to meet the length and find suitable non-copyrighted music.
Weekly updates 5
The document provides a weekly update for an HTR Productions film project from July 7th to 14th. It notes that the director, producer, and cinematographer were present and filming took place at Oaks Park High School. Still images were taken of the first scene and future scenes will be photographed in the coming days. Additional photos were taken using an actor's house to portray more shots. Next steps include taking stills of flashback scenes and improving photography techniques.
Producky
Spencer and the author chose the treatment that was most straightforward to film given their lack of resources. They storyboarded the opening sequence and assigned roles, though as a two person team they shared responsibilities equally. During the shoot they encountered problems like camera shake from handholding and interruptions. Lighting the interior shots also proved difficult. In post-production, they graded their shots and created a rough cut to identify issues before editing the final product, which came in too long at first. They used jump cuts and pace-matching edits to trim time as needed.
Evaluation Q4
The student created an opening sequence for a sports drama film titled "Kick" with their group. They took on multiple roles such as director, cameraman, and editor. After researching conventions of the genre by watching films like "Goal" and "Soccer Le Kids", they storyboarded and filmed scenes at a bus stop and garage of the main character performing football skills to build intrigue without revealing his identity. The sequence ends with his boss throwing the football he's cleaning into the bin to suggest he's wasting his talent.
Progression
1) In September, the author was assigned a preliminary task by their media teacher to create a 60 second sequence in random groups using only an iPad. They had to include specific shots and techniques within a tight 30 minute timeframe.
2) Since then, the author has made significant progress in their editing skills, especially using Adobe After Effects to create animated titles and effects. Their cinematography has also improved through more creative shot angles and camera movement.
3) For their final piece, the author focused on miss en scene elements like zombie makeup designs and selecting appropriate locations to suit their genre, demonstrating progress across practical media areas since the preliminary task.
Meeting Minutes - Meeting Two
The meeting discussed planning for an upcoming production, including potential locations, actors, and storyline. They considered using a local cafe and contacting two actors, a male and female, to star. The tentative story is about a female journalist who falls in love with a male counterpart after meeting him. Dates were not finalized as locations and actors were still unconfirmed.
Weekly updates 5
In this weekly update:
1) The team confirmed locations with their actor and took still images of different shots for their short film, planning to film slowly due to their limited time before summer break.
2) They took still images of the first scene at their actor's house to get additional shot options.
3) For next week, they plan to take still images of flashback scenes of the protagonist playing football, review how the picture taking went, and obtain signed location release forms.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
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Similar to 7
Evaluation question 7
1. Jessica learned the importance of planning and preparation through her progression from the preliminary task to the final product. She utilized call sheets, improved her plot development and genre conventions, planned props and costumes, and adapted her editing skills.
2. Working in a smaller pair with Molly instead of a group of four allowed them to be more efficient and ensure equal workloads during all stages of production.
3. Through completing both preliminary tasks and the final product, Jessica gained experience with filming, editing, and including titles/credits that improved the overall quality and professionalism of her final horror/thriller opening sequence.
Evaluation Question 7
Jessica reflects on learning from her preliminary task to the final product. For the preliminary, she worked in a group with limited planning and resources. For the final product, she worked in a pair with more planning including storyboards, scripts, call sheets and research. This allowed for higher quality filming with better use of camera, props, costumes and editing skills. While the preliminary had educational value, the final product better represented her vision through improved planning, resources and filmmaking skills.
Question 7 evauluation
1) The document discusses the learning experience of creating a film project from the preliminary task to the full film. It describes challenges faced such as changing ideas, poor planning, technical difficulties, and learning how to use editing software.
2) For the preliminary task, poor weather disrupted filming and the footage was unusable, requiring re-filming. Technical difficulties were also faced but overcome for the full film.
3) Both tasks involved challenges with establishing plotlines and ideas that could be successfully executed. Multiple ideas had to be changed and scrapped before finalizing concepts that worked for both the preliminary task and full film.
Evaluation Question 7
- The author learned a lot from completing the preliminary task and doing further research on film techniques and conventions, which helped improve the quality and professionalism of the final film. Some of the key things learned and improved included understanding how to properly frame shots, include establishing shots of locations, and follow traditional conventions for how films begin and progress.
- Specific examples are provided of how shots, scenes, and other elements were improved upon from the preliminary to final task by applying techniques learned from research, such as adding establishing shots of locations to provide context. The preliminary task provided valuable hands-on experience with filming techniques to build upon for the higher quality final product.
Question 7 evaluation
In the preliminary task, the group created a brief storyboard and planned basic shots and edits but did not plan mise-en-scene or sound. For the final product, they did significantly more planning including casting, locations, and script drafts. They also practiced shots and researched other films. The group communicated well for the preliminary task but poorly for the final product, making the work more difficult. Through both tasks, the student learned about using different camera shots, angles, and movements to create specific effects, and improved at skills like matching shots, transitions, and incorporating music to build tension.
Task 7
The document discusses the progression from the preliminary task to the main task. It summarizes that the main task required more in-depth planning and preparation compared to the preliminary task which had a short timeframe. It also discusses improvements in filmmaking skills like storyboarding, camerawork, use of sound, and ability to use new technology like Final Cut Pro and Soundtrack Pro from the preliminary to the main task.
Question 7
The document compares the filmmaker's preliminary task film to their final production of "Abandoned Camp." They learned several important lessons. For the final film, they created multiple scripts and storyboards, researched conventions of the horror genre, and planned schedules and risk assessments. Their filming and use of equipment improved, utilizing tripods and planning shots. They incorporated more non-diegetic sound in post-production. Overall, the filmmaker felt more organized in their approach and saw progression in various stages of production from the preliminary task.
Question 7 – looking back at your preliminary
The document discusses the differences between the author's preliminary video task and their final opening video for a coursework project. For the preliminary task, they had little time to prepare and film shots, resulting in a rushed video with average skills. For the final opening, they put in significant preparation, used specialized equipment, researched techniques like camera angles and makeup, and added elements like transitions, titles, and a soundtrack to achieve a higher production quality and capture the horror genre conventionally. The author learned from the preliminary experience and applied those lessons to better emphasize skills and create a more polished and appealing final product.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Question 7
The preliminary task allowed the group to practice with the technology and techniques needed for their final horror film project. It gave them a chance to learn how to use the camera settings and experiment with different camera angles. Editing the preliminary task also helped them learn about editing techniques and issues with the software. Filming without a script worked for the preliminary but they realized more structure would be needed for the final film. Lighting was also something they had to consider more carefully for the horror film than the preliminary.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
7
1) The student learned many new skills between their preliminary task and final production, including improved camera techniques, editing, sound design, and planning.
2) For the preliminary task, equipment was basic and filming was limited, resulting in a simple final product. The final production utilized professional HD equipment and software.
3) Extensive planning, including storyboards and scheduling, allowed the complex final production to be shot over multiple days and locations. Titles, credits, and other elements were significantly more polished.
Evaluation question 7
The student completed a preliminary task early in the course to learn camera skills and basic editing. They have since progressed significantly, gaining experience with more advanced equipment and software. Their preliminary task footage showed unsteady camera work and lacked continuity in editing. For their final opening sequence, they dedicated more time to planning shots, lighting, locations and props. They used a more advanced editing software to add effects and smooth transitions between clips. Overall, the student felt they had gained valuable experience and improved their filmmaking abilities since the preliminary task.
Question 7
Our film is more advanced than our preliminary task due to greater research and planning. For the preliminary task, we lacked skills like proper framing and choosing relevant locations. However, we have since learned better techniques. For example, our film opening uses an establishing shot of the city instead of just starting with a character walking indoors. We also apply shot reverse shot and choose settings like a school that fit the storyline, making the final product look more professional.
EVALUATION ACTIVITY 7 : Michael
The student learned several things from their preliminary task to the final product. For the preliminary task, they only had 20 minutes for planning and filming, so it was not as high quality as the final product which took weeks of planning and multiple days of filming. For the final product, they conducted in-depth research, planned locations and dialogue, and felt more confident using equipment like microphones, windbreakers, and tripods. While the preliminary task helped introduce basics, working with classmates on the final product helped them learn new skills that improved the overall quality.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Production Reflection
In week 1, the document outlines learning the basics of filmmaking techniques like camera angles, editing, and receiving the brief for an upcoming film festival. Week 2 involved initial planning like mind maps and mood boards to develop story ideas. Week 3 included practice with shots and angles through tasks. Week 4 was spent planning more extensively with paperwork and booking equipment. During filming, the footage was found to be too grainy and dark, so reshoots were planned for week 5 to improve the quality.
Evaluation activity, q7
The document discusses the learning and progression from a preliminary editing task to a full thriller film opening production. Key points:
1) The preliminary task involved basic planning, filming, and editing with no special effects, while the full production involved extensive research, planning, and more advanced techniques.
2) Skills like camerawork, lighting, sound design, and editing improved greatly from experience with the preliminary task to application in the thriller opening.
3) The document analyzes the enhanced production process, techniques, and roles that resulted in a higher quality final product meeting the project requirements.
Q7
The student has progressed greatly in their planning, research, shooting, and editing skills from their preliminary task to the full thriller opening production. For the full production, they planned more strictly, researched thriller conventions, better understood techniques like the 180 degree rule and camera shots, and improved their editing skills like managing volume levels and continuity. They also gained a deeper knowledge of thriller conventions and the film production process overall.
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Audience research questionnaire
This audience research questionnaire asks respondents about their music preferences and consumption habits. It collects demographic information like gender and age. It then asks about favorite music genres, artists, whether emotional connections to songs are important, and visual elements respondents like and dislike in music videos. The goal is to understand audience tastes to help shape music video content and storylines.
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Food/Drinks for all crew and cast.
First Aid Kit
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11:30am – Break for food.
12:00pm – Shoot scenes 4-6.
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The document discusses various technologies used during the process of constructing a product. A small, portable Sony video camera and tripod were used for filming, which proved more efficient than a typical large movie camera. A specialized head camera was used for risky skiing footage. The Sony video camera performed well otherwise with little problems. An on-campus TV studio was used for a scene but the footage was cut due to editing difficulties. The preferred editing software of Sony Vegas was used instead of the recommended IMovie or Final Cut Pro as it was simpler to trim clips. Stock sound effects on Sony Vegas and a licensed song were used instead of the suggested GarageBand due to difficulty finding fitting sounds.
Question 6 evaluation
The document discusses equipment used to film a scene, including a Sony digital camera and tripod. It summarizes the advantages and disadvantages of each. The camera provided portable filming but had picture quality limitations. The tripod enabled stable shots but was bulky and restricted space in small areas. Sony Vegas editing software was used because the filmmakers were familiar with it and it had useful effects, though trimming clips cut all clips on the timeline. Overall the equipment worked well, though a piece of furniture had to be removed to deploy the tripod in a small indoor filming space.
7
From the preliminary task to the full product, the filmmakers learned:
- To better prepare through research into genre conventions and incorporating them.
- To feel more comfortable with the equipment from increased experience.
- That the end product was more sophisticated than the preliminary task and took longer to plan and conceptualize.
Feedback on the rough cut
The feedback on the rough cut of the video was generally positive, with viewers liking the skiing footage and professional quality. However, the audio quality was poor and the video was unfinished. Additionally, while the storyline was seen as emotional and sad, the group felt they did not convey enough emotion in the footage due to lack of quality audio. Overall the feedback was positive but the group feels there is still room for exponential improvement in the film's quality.
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A vote was held to choose a font for a logo that would represent the film noir genre. Several fonts were selected as finalists based on their appearance and relevance to film noir. The font at the top of the middle picture was ultimately chosen, and during development it was split into black, white, and gray text with an ink splatter effect. The final version uses white text and splatter.
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
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Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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◇申请留学生创业基金
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1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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University of Western Sydney degree offer diploma Transcript
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Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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- 1. 7. Looking back to your preliminary task, what do you feel that you have learnt in the progression from it to the full product? During the planning stages of our preliminary task we were deciding what type of film we should produce. We went through a number of film types such as Action, Adventure or Comedy but eventually settled on a sequel to an action film. During the creation of our storyboard for the prelim, we considered many types of shots including the mandatory shots which where required. We then decided to shot shoots based around the area where we were going to record, which was the Burn Valley.After we picked what we were going to do (Rocky) we set about picking who Is going to do what and when to film it, after we did our storyboard and the script we where ready to record our film. From our prelim to our new film we have progressed in the sense of preparation. In our new film we have included research into our genre and typical genre conventions and tried to incorporate them into our film. After being extremely cautious with the equipment the first time around we where more at home using the equipment the second time. Even though we where still cautious with the equipment. We believe that our end product was more sophisticated than our prelim and subsequently took longer to get our heads round the actually concept and what we wanted to actually do during the planning of it. However our end product got great feedback after a few rough cuts and we feel that the product was a second shot at making a film.