7. looking back at your preliminary task
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The document discusses improvements made from a preliminary film task to a full film project. It identifies issues with camera shake, long periods without action, and background noise in the preliminary task. For the full project, these were improved through using a tripod, adding background music to cover noise, and ensuring something important happened within 12 seconds to engage the audience. The student learned about proper camera work and techniques to make the film more realistic and hold audience attention.
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Preliminary interviewx
The document provides an evaluation of a preliminary interview task to create a short documentary about mobile phones. It outlines the brief, which was to conduct group interviews and edit them into a short film using only the answers and cutaway shots. It then discusses good elements, problems, and areas for improvement. Good elements included a variety of interviews and clear graphics. Problems involved visible microphones, uninteresting backgrounds, blurry zooming during cutaways, and overlapping graphics. The conclusion emphasizes learning from the experience and avoiding technical issues while focusing on interviews and cutaways.
Preliminary Interview
The document summarizes a preliminary interview task about mobile phones. It provides an evaluation of the good elements and areas for improvement. The good elements included a well-set up interview, relevant on-screen graphics, and relevant cutaway footage. Improvements included using background music without lyrics that clashed with the interview audio. The repeated actions of the interviewee were also distracting. The document concludes with lessons learned, such as proper interviewee positioning, using the rule of thirds, and ensuring background music does not overpower the interview audio.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Preliminary task evaluation
The document summarizes Deepika Singh's evaluation of her group's preliminary task filming process. Some key points made include: their group worked well together and communicated effectively; they filmed using iPads which had benefits of ease of use but disadvantages of poor video quality and audio interference; editing was done using iMovie which was easy to use; and overall they learned about different camera shots and angles as well as maintaining consistency during filming.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
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The document summarizes what was learned from creating a preliminary film evaluation task. It discusses learning how to use a tripod and camera features effectively, manage time by planning shots, work well in a group by assigning roles, and edit clips together in Premier Pro. It also reflects on successes like the thriller opening, continuity errors to improve on, needing a wider range of shots, and feedback recommending smoother editing and better continuity.
Prelim media
Brandon reflects on what he learned from making a video with a group. He discusses time management challenges and how someone with experience helped others learn filming and editing skills. While the finished video looked professional with good editing, planning time better could have improved continuity issues from rushing. Feedback noted positive camera work and effects but suggested adding music and improving clothing continuity in shots of the main character Bobby. Brandon contributed acting, editing ideas, and creating a CCTV effect for the video.
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Preliminary interviewx
The document provides an evaluation of a preliminary interview task to create a short documentary about mobile phones. It outlines the brief, which was to conduct group interviews and edit them into a short film using only the answers and cutaway shots. It then discusses good elements, problems, and areas for improvement. Good elements included a variety of interviews and clear graphics. Problems involved visible microphones, uninteresting backgrounds, blurry zooming during cutaways, and overlapping graphics. The conclusion emphasizes learning from the experience and avoiding technical issues while focusing on interviews and cutaways.
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The document summarizes a preliminary interview task about mobile phones. It provides an evaluation of the good elements and areas for improvement. The good elements included a well-set up interview, relevant on-screen graphics, and relevant cutaway footage. Improvements included using background music without lyrics that clashed with the interview audio. The repeated actions of the interviewee were also distracting. The document concludes with lessons learned, such as proper interviewee positioning, using the rule of thirds, and ensuring background music does not overpower the interview audio.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Preliminary task evaluation
The document summarizes Deepika Singh's evaluation of her group's preliminary task filming process. Some key points made include: their group worked well together and communicated effectively; they filmed using iPads which had benefits of ease of use but disadvantages of poor video quality and audio interference; editing was done using iMovie which was easy to use; and overall they learned about different camera shots and angles as well as maintaining consistency during filming.
Question 7 completed
1) Doing a preliminary helped the student plan their full opening sequence by avoiding mistakes like breaking filming rules or not considering equipment needs.
2) The preliminary research helped the student decide on their role as cinematographer and understand techniques like the 180-degree rule.
3) Some challenges in the preliminary like unstable footage or continuity errors helped the student improve for the full project by using a tripod and careful editing. Considering effects earlier may have allowed more creativity.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
As preliminary evaluation
The document summarizes what was learned from creating a preliminary film evaluation task. It discusses learning how to use a tripod and camera features effectively, manage time by planning shots, work well in a group by assigning roles, and edit clips together in Premier Pro. It also reflects on successes like the thriller opening, continuity errors to improve on, needing a wider range of shots, and feedback recommending smoother editing and better continuity.
Prelim media
Brandon reflects on what he learned from making a video with a group. He discusses time management challenges and how someone with experience helped others learn filming and editing skills. While the finished video looked professional with good editing, planning time better could have improved continuity issues from rushing. Feedback noted positive camera work and effects but suggested adding music and improving clothing continuity in shots of the main character Bobby. Brandon contributed acting, editing ideas, and creating a CCTV effect for the video.
5. production reflection sf 2017
This document contains weekly reflections from the production of a short film. It describes the initial planning stages, including researching other films for inspiration and developing ideas for the film's style and story. Later weeks were dedicated to pre-production tasks like surveying for feedback, equipment preparation, and creating a production plan. Filming took place, though some shots had to be adjusted due to equipment issues. Editing and evaluation followed, with reflections on making the film too complicated and receiving feedback to simplify aspects of the final video.
Q7
The student learned a great deal from their preliminary task to their full product. They conducted research on thriller films and genres to inform their ideas. This taught them about techniques like camera angles, lighting, and editing. They applied this knowledge to make their own movie, gaining confidence. Their shooting skills improved through practice, learning various shot types. They also learned to use camera equipment and editing software while editing. Though the recording and planning could have been better, they overall felt it looked like a good thriller film that was suspenseful.
Evaluation – question 7
The document reflects on what was learned from a preliminary filmmaking task that helped with creating a full film opening. Key things learned were shot reverse shot, match on action, and the 180 degree rule for filming dialogue, scene continuity, and camera placement. These skills made dialogue, scene flow, and establishing shots easier. While match on action was initially difficult, the preliminary task overall helped better understand shots and how to fix mistakes. Group work made filming and splitting editing easier.
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The document provides a summary of the music video production process for a student. It details the filming, editing, and post-production tracking. For filming, the student explains technical challenges of using a phone instead of camera but overcoming it with a tripod. Logistically, locations worked well with no issues. Personnel changes due to friends' schedules required using family instead. Planning helped with inspiration but individual shots could have been better planned. For editing, color grading was challenging but solved. The software took time to learn. A lack of shots required filler clips. Key lessons were higher-level editing skills, better shot selection, longer production, and overcoming equipment limitations.
6. evaluation sf 2017
This document contains an evaluation of a 1-minute film production project. It includes sections on planning, filming, editing, peer feedback, and lessons learned. The producer evaluated their time management, storytelling, and use of audience feedback. Peers felt the pace and comedy worked well but improvements could have included better integrating time elements and adding music. The producer agrees more sound effects and music may have helped and will focus more on audience engagement in future projects.
Evaluation question 7
The document summarizes and compares the preliminary video and final opening sequence created by the author. It notes that the preliminary video had shaky camera work due to not using a tripod, uneven editing, poor lighting and acting. The final opening sequence had improved production quality from using a professional camera and tripod. It had fewer mistakes and better sound editing. However, the acting still needed improvement. The author learned techniques for filming, editing, adding effects and sound to create a higher quality opening scene.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
Question 7
Research and planning are crucial for filming an opening sequence that effectively conveys the intended genre to audiences without explanation. Understanding how different shots are used and their effects can help determine whether quick cuts are appropriate for a horror opening seeking to build tension, or a love story. Proper planning of locations is also important, choosing settings that suit the genre like dark and scary places for horror. Constructing the final product well involves applying rules for shooting and editing learned throughout the process, such as match on action and the 180 degree rule, to construct a cohesive video using software like Final Cut Pro.
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The document summarizes the results of a preliminary media task evaluation. It notes that some things went well, including that the script did not need changing, the actors knew their lines and completed all shots in one or two takes. Something that did not go well was finding a room to film in, as they had to wait for a classroom to become available. Overall, the production process was efficient aside from some minor issues like background noise. Feedback suggested using a tripod to avoid shakiness, adding background music, and improving the ending in future tasks.
Question 7
From their preliminary task to the full media project, the author learned that planning is crucial and they need to have backup actors and costumes. During filming, they had to use people from college due to a lack of available actors, and the background noise from the college setting impacted the sound quality. The author also learned to use video editing software like Final Cut Pro and Final Motion, though they found editing in Final Cut Pro challenging and preferred if another team member had taken that role. The preliminary task didn't require much planning but the full project required significantly more planning and detail.
Evaluation question 7
I learned key skills in editing using Premiere Pro on my preliminary sequence. Editing gives the editor choices to tell the story. I also better understand how different shot types like low and high angles can impact viewers' perceptions of characters and power dynamics. For my full film, I applied this knowledge of shots to show that character Big Jon has authority over others.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Question 7 media evaluation
The document discusses what was learned from the preliminary task to the full media project. Planning for the full project was challenging due to issues casting actors and securing costumes. During filming, background noise was loud since actors had to be replaced. In post-production, the author learned to use Final Motion to create titles but found Final Cut editing would be better done by another. The preliminary task provided experience operating cameras but not the extensive planning required for the larger project.
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
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5. production reflection sf 2017
This document contains weekly reflections from the production of a short film. It describes the initial planning stages, including researching other films for inspiration and developing ideas for the film's style and story. Later weeks were dedicated to pre-production tasks like surveying for feedback, equipment preparation, and creating a production plan. Filming took place, though some shots had to be adjusted due to equipment issues. Editing and evaluation followed, with reflections on making the film too complicated and receiving feedback to simplify aspects of the final video.
Q7
The student learned a great deal from their preliminary task to their full product. They conducted research on thriller films and genres to inform their ideas. This taught them about techniques like camera angles, lighting, and editing. They applied this knowledge to make their own movie, gaining confidence. Their shooting skills improved through practice, learning various shot types. They also learned to use camera equipment and editing software while editing. Though the recording and planning could have been better, they overall felt it looked like a good thriller film that was suspenseful.
Evaluation – question 7
The document reflects on what was learned from a preliminary filmmaking task that helped with creating a full film opening. Key things learned were shot reverse shot, match on action, and the 180 degree rule for filming dialogue, scene continuity, and camera placement. These skills made dialogue, scene flow, and establishing shots easier. While match on action was initially difficult, the preliminary task overall helped better understand shots and how to fix mistakes. Group work made filming and splitting editing easier.
Mv process log form 2020
The document provides a summary of the music video production process for a student. It details the filming, editing, and post-production tracking. For filming, the student explains technical challenges of using a phone instead of camera but overcoming it with a tripod. Logistically, locations worked well with no issues. Personnel changes due to friends' schedules required using family instead. Planning helped with inspiration but individual shots could have been better planned. For editing, color grading was challenging but solved. The software took time to learn. A lack of shots required filler clips. Key lessons were higher-level editing skills, better shot selection, longer production, and overcoming equipment limitations.
6. evaluation sf 2017
This document contains an evaluation of a 1-minute film production project. It includes sections on planning, filming, editing, peer feedback, and lessons learned. The producer evaluated their time management, storytelling, and use of audience feedback. Peers felt the pace and comedy worked well but improvements could have included better integrating time elements and adding music. The producer agrees more sound effects and music may have helped and will focus more on audience engagement in future projects.
Evaluation question 7
The document summarizes and compares the preliminary video and final opening sequence created by the author. It notes that the preliminary video had shaky camera work due to not using a tripod, uneven editing, poor lighting and acting. The final opening sequence had improved production quality from using a professional camera and tripod. It had fewer mistakes and better sound editing. However, the acting still needed improvement. The author learned techniques for filming, editing, adding effects and sound to create a higher quality opening scene.
Level 3 promo vid assessment task
For a college promotional video and poster project, the student filmed footage of the college campus using a Huawei P10 phone. They worked in a group and had specific roles, with one member editing the video. They encountered some technical issues with the camera focusing but managed the shots as best they could. The student reflected that they could have spent more time planning the pre-production. They were happy with how the finished video and poster turned out.
Question 7
Research and planning are crucial for filming an opening sequence that effectively conveys the intended genre to audiences without explanation. Understanding how different shots are used and their effects can help determine whether quick cuts are appropriate for a horror opening seeking to build tension, or a love story. Proper planning of locations is also important, choosing settings that suit the genre like dark and scary places for horror. Constructing the final product well involves applying rules for shooting and editing learned throughout the process, such as match on action and the 180 degree rule, to construct a cohesive video using software like Final Cut Pro.
Media preliminary task evaluation
The document summarizes the results of a preliminary media task evaluation. It notes that some things went well, including that the script did not need changing, the actors knew their lines and completed all shots in one or two takes. Something that did not go well was finding a room to film in, as they had to wait for a classroom to become available. Overall, the production process was efficient aside from some minor issues like background noise. Feedback suggested using a tripod to avoid shakiness, adding background music, and improving the ending in future tasks.
Question 7
From their preliminary task to the full media project, the author learned that planning is crucial and they need to have backup actors and costumes. During filming, they had to use people from college due to a lack of available actors, and the background noise from the college setting impacted the sound quality. The author also learned to use video editing software like Final Cut Pro and Final Motion, though they found editing in Final Cut Pro challenging and preferred if another team member had taken that role. The preliminary task didn't require much planning but the full project required significantly more planning and detail.
Evaluation question 7
I learned key skills in editing using Premiere Pro on my preliminary sequence. Editing gives the editor choices to tell the story. I also better understand how different shot types like low and high angles can impact viewers' perceptions of characters and power dynamics. For my full film, I applied this knowledge of shots to show that character Big Jon has authority over others.
Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Test video reflections proforma 2021
This document outlines the tasks and sections to be completed for a video reflection and review project. It includes sections to discuss filming with a camera, working with others, editing in Premiere, reflections on what was learned, and action points for future work. For the camera section, the document lists discussing areas that were interesting, difficult, what went well, and what was less successful about using the camera. It provides examples for each point. Similarly, it prompts discussing working with others on the test filming and editing in Premiere. The reflections section asks about the three main things learned. Finally, it requests five action points to consider for a future music video project.
Question 7 media evaluation
The document discusses what was learned from the preliminary task to the full media project. Planning for the full project was challenging due to issues casting actors and securing costumes. During filming, background noise was loud since actors had to be replaced. In post-production, the author learned to use Final Motion to create titles but found Final Cut editing would be better done by another. The preliminary task provided experience operating cameras but not the extensive planning required for the larger project.
Evaluation question 6 and 7
Tom learned several skills related to film production and editing software. He learned how to use Final Cut Pro to edit films, including applying filters to alter scenes and adding sound effects. He also learned about different types of cuts useful for different purposes, such as fast cuts for action scenes and long takes to build tension. Finally, he learned to use Blogger to document the pre-production and production process of his film.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
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Similar to 7. looking back at your preliminary task
Assignment 22
The document provides feedback on a preliminary film assignment. It identifies several areas for improvement in pre-production, production, and post-production. In pre-production, more thorough storyboards and script are needed. Better location selection is also important to avoid interruptions. During production, rushing led to shaky camera work, focusing issues, and poor audio quality. More planning and equipment checks are required. In post-production, file importing and rendering problems wasted time and caused jerky footage. The preliminary was useful for learning how to work as a team and identifying mistakes to avoid in the actual assignment video.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
As media preliminary task evaluation
This is an evaluation on my film piece for As Media Studies.
Watch it here.
https://www.youtube.com/watch?v=i-nUzzNwyWg&index=9&list=PL39RK5NuuAt3a16zRUidR-cUwfUqWe3_5
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Harry Statham Test video reflections proforma 2021
The document provides guidance and reflections on filming and editing two video projects. It discusses challenges with using the camera, such as battery issues, and successes in getting good angles. It also covers working with others, including taking on a directing role and assumptions that were too ambitious. The editing process in Premiere Pro is reviewed, including problems with syncing audio and video. Key lessons learned are working with limitations, communication, and practice. Five action points for the next music video project focus on lip syncing, shot lists, personal time investment, using filters, and continuing to use Premiere Pro.
Question 7 evaluation
By comparing his preliminary task to the final product, the author learned several things:
1) Equipment limitations like a shaky phone camera were improved with a tripod, making shots steadier and more professional.
2) Editing weaknesses around inconsistent lighting and "jumpy" cuts were addressed in the final product.
3) Acting skills improved from not looking at the camera and breaking the "fourth wall."
4) Sound issues from background noise were fixed using editing tools to add proper sound effects.
5) Overall, the author feels he has gained valuable skills in areas like post-production, equipment use, and filmmaking techniques to make the final product more polished and enjoyable to watch
Question 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
Evaluation preliminery
The student learned several important lessons when comparing their preliminary media project to the final product. They learned about the importance of cinematography techniques like shot types and camera angles to make scenes more interesting. They also learned to be more thoughtful about mise-en-scene and only including relevant objects in shots. Through editing the final project, the student gained skills using Premiere and learned the impact of titles and sound design. By applying these lessons, the quality of their filming, editing, and overall production improved greatly from the preliminary to final piece.
Preliminary evaluation
The document summarizes what worked well and what didn't work so well in a preliminary video project evaluation. Things that didn't work well included interruptions during filming due to noisy background and people walking in front of the camera, as well as not planning the script far enough in advance. Things that worked well included good communication during editing between group members, everyone participating in filming to generate more ideas, the actresses presenting each scene seriously, planning the project together, and learning to use new technology despite it being their first time.
Question 7 media evaluation draft
The author learned several lessons from completing a full media project compared to an earlier preliminary task. For the full project, they struggled with actor casting and securing costumes due to last-minute changes, and dealt with loud background noise and faulty audio equipment during filming. The author also learned how to use Final Cut and Final Motion software, though editing in Final Cut proved challenging. Overall, the preliminary task did not require as much planning as the full media project and the author was surprised by all the planning and detail needed for the larger task.
Question 7 evaluation
The document discusses the learning and improvements from a student's preliminary film task to their full film opening project. For the preliminary task, the student filmed a scene with classmates involving different shots. The student learned about camera shots, rules, and editing but found the software difficult. Improvements would include more time, a better location, and smoother transitions. For the full project, more filming, continuity, and conventions were needed but the preliminary task prepared the student on techniques and helped the group work more professionally.
Evaluation- Question 7. By Jumana Ismail
The document discusses the progression of skills from the author's preliminary task video to their main task opening sequence video. For the preliminary task, planning, camera techniques, sound, editing and mis-en-scene were limited due to lack of experience. However, for the main task the author conducted extensive research, created storyboards, improved camera shots, learned to use sound editing software, shot at multiple locations, and applied advanced editing techniques like filters and transitions. This resulted in a much more polished and professional final product compared to the preliminary task.
Preliminary evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Mv production assignment evaluation form 2021 2 (3)
The document summarizes the student's process for creating a music video project. It discusses strengths and weaknesses in the student's research, planning, time management, technical skills, aesthetic qualities, audience appeal, and feedback received from peers. For research, the student watched many music videos but did not take detailed notes. Planning covered filming logistics but not footage needs. Time management was limited by equipment issues and scheduling. Technical skills included varied camera shots and transitions. Aesthetics were hurt by low quality initial footage. Peer feedback praised camerawork and transitions but noted looking at the camera and dull colors.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
What have you learnt from technologies from the
The document discusses the student's experience creating a film product. It describes using YouTube and social media like WhatsApp, Twitter, and Snapchat to promote the film. The student discusses being proud of getting over 150 views with only 3 subscribers. Technically, the student gained experience editing with Final Cut Pro software and learned about planning camera shots and the time involved in editing a film. Areas for improvement include better time management during filming and using the camera. Overall, the student sees the project as a positive learning experience.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Similar to 7. looking back at your preliminary task (20)
Harry Statham Test video reflections proforma 2021
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7. looking back at your preliminary task
- 1. 7. Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to full product? By Ryan Gurney
- 3. • Criticism 1:Because we didn’t use a tripod properly whilst filming some shots it made the camera shake which affected the quality of the film and how it was viewed by the audience.
- 4. • Criticism 2: It took 13 seconds for anything to happen, this was important as the audience were starting to get bored following the main character around.
- 5. • Criticism 3: From the beginning up to when the characters start to talk there is a lot of background noise. This may have annoyed the viewer or it may not have made any sense to the viewer as to what was going on. We could have removed the background noise and applied background music.
- 6. • After going through the preliminary task with my class I have seen that there is lots of areas to do with the camera work I need to work on to make my film look more realistic and easy for the audience to watch.
- 7. My film movie opening
- 8. • Improvements 1: I covered up all the background noise which wasn’t needed for my opening with background music. This gripped the audience better than my preliminary task which could have annoyed the audience.
- 9. • Improvements 2: I used the tripod correctly this time so the shots didn’t shake so it didn’t irritate the audience like in my preliminary task video and made the viewing much nicer.
- 10. • Improvements 3: From the beginning it took 12 seconds for something important to happen which meant that it didn’t bore the audience like the preliminary task video and kept them interested.
- 11. • While making this film I have made sure that I didn’t make the mistakes that I did in the preliminary task and I have added more improvement to apply to the audience and to make it look more realistic and scary