A2 first assessment joe
•Download as DOCX, PDF•
0 likes•379 views
This document provides feedback on Joe's first assessment. It summarizes three tasks: 1) Joe's leaflet design showed good research but needs to be completed on the website. 2) Joe's sports day photos gave good insight but the documentary series lacked shots of the actual event. 3) Joe's photo of a homeless man was outstanding and contextual references were needed. The assessor was pleased with Joe's response to the class brief.
Report
Share
Report
Share
Recommended
A2 first assessment sophie
Sophie's work shows clear cohesion between the two parts of Unit 3. Her visual work is strong. However, she must ensure all visual documentation is clearly visible so her thought processes can be fully understood.
The leaflet Sophie created has a professional feel and interesting, topical subject matter. Her research demonstrates fluent ability to gather significant information from sources. However, the documentary work is difficult to judge because the images are too small. She needs to show her visual thought processes for a full assessment. It is disappointing she did not complete all gallery responses set over the summer.
Sophie made a strong start to the practical brief backed up by strong contextual research. However, contact sheets must be
A2 first assessment daniel
Daniel has shown some signs of progress in his photography but needs to push himself more to achieve his full potential for A2. His leaflet task showed layout and design thought but could have benefited from more observations and references to exhibitions. Some of Daniel's practical images were strong, like the tent photo, but he needs to take more photos and upload them all to fully show his process. It was unfortunate he did not complete the second part of his summer brief to create a visualized story. No work was submitted yet for observational or research starting points.
A2 first assessment sep 2013 miles
Miles' first assessment covers several tasks. He did well documenting exhibitions and completing practical tasks at a confident level, though his ipad photos could have benefited from more editing. His leaflet analysis sounded more like stream of consciousness than informed comment due to a lack of research. He was advised to put teacher comments and ideas into his weebly and complete tasks set for October 1st, with a target grade of C for his practical response project. Research had not been started and he had not taken photos in over 4 weeks.
A2 first assessment sep 2013 van
This feedback document provides an assessment of Van's work on several tasks related to surrealism. For a leaflet on the Surrealist movement, Van's analysis of contemporary photographers focused more on personal preferences than factual research. Responses to gallery exhibitions were mostly descriptive but also included some comments on intentions and context. Some creative ideas for observational starting points were presented, but required contact sheets or screenshots documenting the process were not included. Research on defining Surrealist concerns specific to a practical brief was not started. The next steps recommend Van repeat a surreal image project with thorough documentation of the process, define Surrealist concerns for the brief, and experiment with surreal landscapes while reviewing examples from Dali, Bunuel, and Duane Mich
Fmp proposal 2020
This document contains a proposal for a film and photography project focused on set design. The student proposes to design a set based on analyzing the mood, environment, and tone of a scene from an existing book. Over 17 weeks, the student will research set designs, experiment with designing props and miniature furniture, develop a concept and mood board, and create the set. Progress will be tracked through a weekly diary and evaluations will incorporate feedback from peers. The final weeks will include a presentation and show of the completed set design project.
FMP Proposal
This proposal outlines a student's short film project titled "The Conversation" which will explore how success is measured. It will feature two characters discussing this theme in a single location over 10 minutes. The student plans to research films like "My Dinner with Andre" that use a similar structure, and experiments with editing techniques. They will keep reflection diaries during production and conduct a final evaluation to improve their skills. Over 12 weeks they will complete tasks like research, screenwriting, pre-production, production, editing, and feedback.
Intro photo techniques
This document provides tips for improving photo composition. It emphasizes composing shots by carefully framing the subject and background, and using natural frames to draw the eye to the main focal point. The point of view or angle of the shot is also important, as unusual perspectives can make the subject appear differently. Experimenting with close-up, far away, elevated or lowered angles can impact the message. Lighting should generally come from behind the photographer, but flash can be used if needed, though it risks losing detail. Overall the document stresses experimenting and having fun to improve composition skills.
How to critique a photo 2
The document provides guidance on how to critique photographs by evaluating several key elements. These include checking that the background is uncluttered and not distracting, following the rule of thirds for composition, ensuring proper color accuracy especially for indoor shots, making sure the subject is clear and the main point stands out, assessing if the photo tells a story or leaves the viewer intrigued, analyzing whether the focus and exposure are sharp or balanced, and determining if cropping could improve the image by removing unused space. The critique recommends considering what could be added, changed or improved for the next photo attempt.
Recommended
A2 first assessment sophie
Sophie's work shows clear cohesion between the two parts of Unit 3. Her visual work is strong. However, she must ensure all visual documentation is clearly visible so her thought processes can be fully understood.
The leaflet Sophie created has a professional feel and interesting, topical subject matter. Her research demonstrates fluent ability to gather significant information from sources. However, the documentary work is difficult to judge because the images are too small. She needs to show her visual thought processes for a full assessment. It is disappointing she did not complete all gallery responses set over the summer.
Sophie made a strong start to the practical brief backed up by strong contextual research. However, contact sheets must be
A2 first assessment daniel
Daniel has shown some signs of progress in his photography but needs to push himself more to achieve his full potential for A2. His leaflet task showed layout and design thought but could have benefited from more observations and references to exhibitions. Some of Daniel's practical images were strong, like the tent photo, but he needs to take more photos and upload them all to fully show his process. It was unfortunate he did not complete the second part of his summer brief to create a visualized story. No work was submitted yet for observational or research starting points.
A2 first assessment sep 2013 miles
Miles' first assessment covers several tasks. He did well documenting exhibitions and completing practical tasks at a confident level, though his ipad photos could have benefited from more editing. His leaflet analysis sounded more like stream of consciousness than informed comment due to a lack of research. He was advised to put teacher comments and ideas into his weebly and complete tasks set for October 1st, with a target grade of C for his practical response project. Research had not been started and he had not taken photos in over 4 weeks.
A2 first assessment sep 2013 van
This feedback document provides an assessment of Van's work on several tasks related to surrealism. For a leaflet on the Surrealist movement, Van's analysis of contemporary photographers focused more on personal preferences than factual research. Responses to gallery exhibitions were mostly descriptive but also included some comments on intentions and context. Some creative ideas for observational starting points were presented, but required contact sheets or screenshots documenting the process were not included. Research on defining Surrealist concerns specific to a practical brief was not started. The next steps recommend Van repeat a surreal image project with thorough documentation of the process, define Surrealist concerns for the brief, and experiment with surreal landscapes while reviewing examples from Dali, Bunuel, and Duane Mich
Fmp proposal 2020
This document contains a proposal for a film and photography project focused on set design. The student proposes to design a set based on analyzing the mood, environment, and tone of a scene from an existing book. Over 17 weeks, the student will research set designs, experiment with designing props and miniature furniture, develop a concept and mood board, and create the set. Progress will be tracked through a weekly diary and evaluations will incorporate feedback from peers. The final weeks will include a presentation and show of the completed set design project.
FMP Proposal
This proposal outlines a student's short film project titled "The Conversation" which will explore how success is measured. It will feature two characters discussing this theme in a single location over 10 minutes. The student plans to research films like "My Dinner with Andre" that use a similar structure, and experiments with editing techniques. They will keep reflection diaries during production and conduct a final evaluation to improve their skills. Over 12 weeks they will complete tasks like research, screenwriting, pre-production, production, editing, and feedback.
Intro photo techniques
This document provides tips for improving photo composition. It emphasizes composing shots by carefully framing the subject and background, and using natural frames to draw the eye to the main focal point. The point of view or angle of the shot is also important, as unusual perspectives can make the subject appear differently. Experimenting with close-up, far away, elevated or lowered angles can impact the message. Lighting should generally come from behind the photographer, but flash can be used if needed, though it risks losing detail. Overall the document stresses experimenting and having fun to improve composition skills.
How to critique a photo 2
The document provides guidance on how to critique photographs by evaluating several key elements. These include checking that the background is uncluttered and not distracting, following the rule of thirds for composition, ensuring proper color accuracy especially for indoor shots, making sure the subject is clear and the main point stands out, assessing if the photo tells a story or leaves the viewer intrigued, analyzing whether the focus and exposure are sharp or balanced, and determining if cropping could improve the image by removing unused space. The critique recommends considering what could be added, changed or improved for the next photo attempt.
A2 first assessment william
William received a very good first assessment. His written work showed clear cohesion between the two parts of his unit. He created an excellent leaflet task that demonstrated fluent research abilities. His practical work and gallery responses provided a poignant and moving explanation for turning images to black and white, though he did not complete the second part of the summer brief. His observational starting points showed a good start to the project with elegant writing, but his visual documentation needs to match. Research starting points were a confident start, though finding derelict landscapes in London may be challenging.
A2 first assessment sep 2013 mary
This document provides feedback on tasks completed by a student named Mary for her A2 course assessment. For her leaflet task, the assessor praised Mary's concept and choice of photographers but noted her research could have been broader. Mary's responses to themes and briefs aligned well with her analysis of exhibitions, demonstrating a strong start to the A2 course. Only one observational starting point has been submitted so far. The assessor recommends Mary apply her understanding from the three assessment areas to her response to London, suggesting she visit different ethnic neighborhoods, look at London's diversity and where people come from, capture aerial views and busy streets, and photograph the city at dusk/sunrise with long exposures across the Thames.
Patrick ryan
This document is a portfolio assessment for a photography student. The teacher provides feedback on the student's unit 3 coursework, praising the contextual content but noting that more development is needed of the idea to represent fading memories. Specifically, the teacher recommends recording interviews alongside images to give viewers a more personal connection, and conducting more in-depth analysis of researched artists to better support the student's own visual practice. Tasks are outlined for the student to receive full marks, including uploading additional work to their website and refining existing pieces based on the feedback. The overall grade is currently a C while work remains in progress.
Pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ethan Temple-Edwards, on their pre-production tasks for a music video project. The teacher comments that while some tasks were completed fully or partially, many were missing important details or not finished at all. Specifically, the student's research on the target genre, annotated lyrics, storyboards, shot list, location choices, floor plans, costumes, props, and production schedule lacked technical details or images. The initial mark was 3 out of 20. The student updated several tasks based on the feedback but many were still at a basic level. The final mark was 11 out of 20.
Tom fearon as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Tom Fearon, on his pre-production tasks for a film project. The teacher indicates that for many of the tasks, including script, storyboard, shotlist, locations, costumes, props, actors, and production schedule, the student had not originally uploaded any work. The teacher leaves comments on how to improve the work that was included. The student has since uploaded work for most of the tasks, but is still missing a shotlist. The teacher gives an initial mark of 2 out of 20 but indicates the work is now at a level 2 after improvements, with a final mark of 11 out of 20.
Hodd nathan pre production tasks feedback sheet
This document contains teacher feedback on a student's pre-production work for a media project. The teacher provides comments on 12 tasks completed by the student. Overall, the teacher finds the work shows initial ideas but needs more detail, sources, and planning. The student is given an initial mark of 10/20. The student then provides an action plan to improve the areas flagged by the teacher. The teacher's final review notes the student made good improvements, though some briefly, and awards a final mark of 12/20, finding the pre-production work is now proficient.
Pre Production Feedback Sheet
This document provides feedback from a teacher to a student on their pre-production work for a music video project. The teacher comments that some tasks are incomplete or could be improved with more details. They ask the student to add information about Goodwin's analysis features, expand on genre research, add camera positions to floor plans, and provide more scheduling details. The student claims to have made improvements, but the teacher notes the work remains basic and some tasks are still incomplete, with no major improvements evident. The final mark remains at 10/20.
Final Major Project
Emma Waite will produce a body of abstract nature photography for her final project. She will conduct experimental photo shoots in Epping Forest exploring techniques like different shutter speeds, filters, and lenses. Waite aims to find unseen and abstract parts of nature. She will be influenced by photographers who explored abstraction like Byron Jorjorian. Waite plans to visit galleries for inspiration and will evaluate her work by reviewing each shoot, getting peer feedback, and comparing to other artists. She will spend weeks researching techniques, experimenting with ideas, developing select shoots, re-shooting effectively, and presenting her exhibition.
Jonathan newton as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Jonathan Newton, on pre-production tasks for an AS film project. The teacher notes that Jonathan has completed most tasks successfully, including research, script, storyboards, and schedules. However, more detail is needed for certain areas like props, actors, costumes, and equipment. Some items also need re-uploading in a readable format. Jonathan makes the requested improvements, gaining more details in chosen areas and resizing files. As a result, his work is now deemed a proficient Level 3 standard by the teacher.
Temple edwards ethan pre-production tasks feedback sheet
The student received feedback on their pre-production tasks for a music video project. The teacher comments that while some tasks like analyzing similar products and initial ideas were done well, most tasks needed more completion and detail. Specifically, the teacher noted that the student could expand their analysis of the music video using more elements from Goodwin's framework, add more detail to genre research, annotate lyrics more clearly, and provide more details and images for costume and actor choices. The student was given an initial low mark of 3/20 due to many incomplete tasks. The student is asked to provide an action plan for improvement and resubmit work for a final mark.
AS pre production tasks feedback sheet
Oliver Alexander received feedback from their teacher on their pre-production tasks for an AS film project. The teacher provided positive feedback, praising Oliver's analyses of film openings, genre research, script, storyboards, shotlist, and production schedule. The teacher suggested some areas for improvement, such as adding details about the target audience, typical audience member images, scene references for the floor plans, and evaluating the project. Oliver made the recommended improvements to their blog. The teacher gave an overall mark of 17 out of 20 and praised Oliver's organization and ambition for the project.
Fmp proposal louis
Louis Biddles proposes a short film project exploring homosexuality and the struggles of coming out. The film will follow two boys - a loner struggling with mental health and a popular boy with a homophobic father - who become friends and accidentally fall in love without knowing the other feels the same. Louis will research teen dramas and portrayals of coming out to develop believable characters. He outlines a 14-week production schedule including research, planning, filming, editing, and evaluation. The film will be screened for an audience, with the goal of showing it to an LGBT group given the topic's relevance.
Collins chloe as cw pre production tasks feedback sheet
The document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher commends the student's research, analyses, script, storyboards, and schedules. Areas identified for improvement include formatting the script, adding images to costumes/props/actors, and using a table for the production schedule. The student addresses each area, organizing the blog and receiving an increased final mark of 15/20.
Frullo samuel as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Samuel Frullo, on pre-production tasks for a film project. The teacher provides comments on each of the 14 tasks, noting what was done well and improvements that could be made. Areas identified for improvement include adding another film opening analysis, providing visual details for script voiceovers, re-scanning storyboards, reordering the shot list, and adding more details to locations, costumes, props, and the production schedule. The student receives marks of 12/20 and 14/20 and creates an action plan to address the areas for improvement identified by the teacher.
Ellie pike as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ellie Pike, on her pre-production tasks for a film project. The teacher provides feedback on 14 specific pre-production elements, noting what work was provided and improvements needed. All tasks were ultimately completed to a high standard, with the addition of requested materials like proper script formatting, storyboards, and schedules. The teacher awarded an initial mark of 10 out of 20, which was improved to 18 out of 20 after Ellie addressed all feedback.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Evaluation t7
The document provides evaluations of the tasks in an assignment to design a game character. For Task 1, the most challenging part was finding the right target audience to ask about the game and who might publish similar game ideas. Task 3 was the most difficult as it required assembling all work to date and presenting it to a good standard while describing the game. The production log for Task 5 explained the completed and remaining work tasks by certain dates. Although difficult, the final character charcoal design for Task 6 was worth it overall despite challenges in avoiding smudges and including detail with the medium of charcoal. Overall, the assignment was challenging but engaging and provided new skills.
Evaluation t7
The document provides evaluations of 6 tasks for an assignment. Task 1 involved market research to find the target audience. Task 2 focused on idea generation and inspiration. Task 3 was the most challenging as it required assembling all work to date. Task 4 involved planning timelines. Task 5 was a production log describing work. Task 6's charcoal character design did not turn out as expected. Overall, the assignment was challenging but engaging and provided new skills. An extension allowed completion of additional tasks like character designs and research.
Shape in domestic environments
This document lists the names of various photographers known for their work capturing shapes in domestic environments. Some of the photographers mentioned include Edward Weston, Andre Kertesz, Man Ray, Suzanne Saroff, Vanessa McKeown, Javier Pérez, Victor Nunez, Ana Straže, Florence Henri, Alexander Edwards, Ann Tyer, György Kepes, Mark Seton, Coppi Barbieri, Benjamin Hénon, Natasha Alipour-Faridani, Natalie Kinnear, Lauren Hillebrandt, Kate Jackling, Paul Strand, Lorenzo Vitturi, Ed Ruscha, Rinko Kawauchi, Wolf Gang Tillman, Dan
Shapes
This document lists the names of 20 photographers who have explored shape in domestic environments in their work. Some of the photographers mentioned include Edward Weston, Andre Kertesz, Man Ray, Florence Henri, György Kepes, and Lauren Hillebrandt. The list provides an overview of various artists who have focused on shapes found in household settings through photography.
More Related Content
Similar to A2 first assessment joe
A2 first assessment william
William received a very good first assessment. His written work showed clear cohesion between the two parts of his unit. He created an excellent leaflet task that demonstrated fluent research abilities. His practical work and gallery responses provided a poignant and moving explanation for turning images to black and white, though he did not complete the second part of the summer brief. His observational starting points showed a good start to the project with elegant writing, but his visual documentation needs to match. Research starting points were a confident start, though finding derelict landscapes in London may be challenging.
A2 first assessment sep 2013 mary
This document provides feedback on tasks completed by a student named Mary for her A2 course assessment. For her leaflet task, the assessor praised Mary's concept and choice of photographers but noted her research could have been broader. Mary's responses to themes and briefs aligned well with her analysis of exhibitions, demonstrating a strong start to the A2 course. Only one observational starting point has been submitted so far. The assessor recommends Mary apply her understanding from the three assessment areas to her response to London, suggesting she visit different ethnic neighborhoods, look at London's diversity and where people come from, capture aerial views and busy streets, and photograph the city at dusk/sunrise with long exposures across the Thames.
Patrick ryan
This document is a portfolio assessment for a photography student. The teacher provides feedback on the student's unit 3 coursework, praising the contextual content but noting that more development is needed of the idea to represent fading memories. Specifically, the teacher recommends recording interviews alongside images to give viewers a more personal connection, and conducting more in-depth analysis of researched artists to better support the student's own visual practice. Tasks are outlined for the student to receive full marks, including uploading additional work to their website and refining existing pieces based on the feedback. The overall grade is currently a C while work remains in progress.
Pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ethan Temple-Edwards, on their pre-production tasks for a music video project. The teacher comments that while some tasks were completed fully or partially, many were missing important details or not finished at all. Specifically, the student's research on the target genre, annotated lyrics, storyboards, shot list, location choices, floor plans, costumes, props, and production schedule lacked technical details or images. The initial mark was 3 out of 20. The student updated several tasks based on the feedback but many were still at a basic level. The final mark was 11 out of 20.
Tom fearon as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Tom Fearon, on his pre-production tasks for a film project. The teacher indicates that for many of the tasks, including script, storyboard, shotlist, locations, costumes, props, actors, and production schedule, the student had not originally uploaded any work. The teacher leaves comments on how to improve the work that was included. The student has since uploaded work for most of the tasks, but is still missing a shotlist. The teacher gives an initial mark of 2 out of 20 but indicates the work is now at a level 2 after improvements, with a final mark of 11 out of 20.
Hodd nathan pre production tasks feedback sheet
This document contains teacher feedback on a student's pre-production work for a media project. The teacher provides comments on 12 tasks completed by the student. Overall, the teacher finds the work shows initial ideas but needs more detail, sources, and planning. The student is given an initial mark of 10/20. The student then provides an action plan to improve the areas flagged by the teacher. The teacher's final review notes the student made good improvements, though some briefly, and awards a final mark of 12/20, finding the pre-production work is now proficient.
Pre Production Feedback Sheet
This document provides feedback from a teacher to a student on their pre-production work for a music video project. The teacher comments that some tasks are incomplete or could be improved with more details. They ask the student to add information about Goodwin's analysis features, expand on genre research, add camera positions to floor plans, and provide more scheduling details. The student claims to have made improvements, but the teacher notes the work remains basic and some tasks are still incomplete, with no major improvements evident. The final mark remains at 10/20.
Final Major Project
Emma Waite will produce a body of abstract nature photography for her final project. She will conduct experimental photo shoots in Epping Forest exploring techniques like different shutter speeds, filters, and lenses. Waite aims to find unseen and abstract parts of nature. She will be influenced by photographers who explored abstraction like Byron Jorjorian. Waite plans to visit galleries for inspiration and will evaluate her work by reviewing each shoot, getting peer feedback, and comparing to other artists. She will spend weeks researching techniques, experimenting with ideas, developing select shoots, re-shooting effectively, and presenting her exhibition.
Jonathan newton as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Jonathan Newton, on pre-production tasks for an AS film project. The teacher notes that Jonathan has completed most tasks successfully, including research, script, storyboards, and schedules. However, more detail is needed for certain areas like props, actors, costumes, and equipment. Some items also need re-uploading in a readable format. Jonathan makes the requested improvements, gaining more details in chosen areas and resizing files. As a result, his work is now deemed a proficient Level 3 standard by the teacher.
Temple edwards ethan pre-production tasks feedback sheet
The student received feedback on their pre-production tasks for a music video project. The teacher comments that while some tasks like analyzing similar products and initial ideas were done well, most tasks needed more completion and detail. Specifically, the teacher noted that the student could expand their analysis of the music video using more elements from Goodwin's framework, add more detail to genre research, annotate lyrics more clearly, and provide more details and images for costume and actor choices. The student was given an initial low mark of 3/20 due to many incomplete tasks. The student is asked to provide an action plan for improvement and resubmit work for a final mark.
AS pre production tasks feedback sheet
Oliver Alexander received feedback from their teacher on their pre-production tasks for an AS film project. The teacher provided positive feedback, praising Oliver's analyses of film openings, genre research, script, storyboards, shotlist, and production schedule. The teacher suggested some areas for improvement, such as adding details about the target audience, typical audience member images, scene references for the floor plans, and evaluating the project. Oliver made the recommended improvements to their blog. The teacher gave an overall mark of 17 out of 20 and praised Oliver's organization and ambition for the project.
Fmp proposal louis
Louis Biddles proposes a short film project exploring homosexuality and the struggles of coming out. The film will follow two boys - a loner struggling with mental health and a popular boy with a homophobic father - who become friends and accidentally fall in love without knowing the other feels the same. Louis will research teen dramas and portrayals of coming out to develop believable characters. He outlines a 14-week production schedule including research, planning, filming, editing, and evaluation. The film will be screened for an audience, with the goal of showing it to an LGBT group given the topic's relevance.
Collins chloe as cw pre production tasks feedback sheet
The document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher commends the student's research, analyses, script, storyboards, and schedules. Areas identified for improvement include formatting the script, adding images to costumes/props/actors, and using a table for the production schedule. The student addresses each area, organizing the blog and receiving an increased final mark of 15/20.
Frullo samuel as cw pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Samuel Frullo, on pre-production tasks for a film project. The teacher provides comments on each of the 14 tasks, noting what was done well and improvements that could be made. Areas identified for improvement include adding another film opening analysis, providing visual details for script voiceovers, re-scanning storyboards, reordering the shot list, and adding more details to locations, costumes, props, and the production schedule. The student receives marks of 12/20 and 14/20 and creates an action plan to address the areas for improvement identified by the teacher.
Ellie pike as pre production tasks feedback sheet
This document provides feedback from a teacher to a student, Ellie Pike, on her pre-production tasks for a film project. The teacher provides feedback on 14 specific pre-production elements, noting what work was provided and improvements needed. All tasks were ultimately completed to a high standard, with the addition of requested materials like proper script formatting, storyboards, and schedules. The teacher awarded an initial mark of 10 out of 20, which was improved to 18 out of 20 after Ellie addressed all feedback.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Pinder joseph as cw pre production tasks
This document provides feedback from a teacher on a student's pre-production tasks for a film project. The teacher provides positive feedback on many areas and notes some areas for improvement. They note the student analyzed film openings well but could add what they learned. They also need to clarify actor information and equipment details. The student makes all the requested improvements, reshoots their preliminary film to meet requirements, and receives an improved final mark of 15/20.
Evaluation t7
The document provides evaluations of the tasks in an assignment to design a game character. For Task 1, the most challenging part was finding the right target audience to ask about the game and who might publish similar game ideas. Task 3 was the most difficult as it required assembling all work to date and presenting it to a good standard while describing the game. The production log for Task 5 explained the completed and remaining work tasks by certain dates. Although difficult, the final character charcoal design for Task 6 was worth it overall despite challenges in avoiding smudges and including detail with the medium of charcoal. Overall, the assignment was challenging but engaging and provided new skills.
Evaluation t7
The document provides evaluations of 6 tasks for an assignment. Task 1 involved market research to find the target audience. Task 2 focused on idea generation and inspiration. Task 3 was the most challenging as it required assembling all work to date. Task 4 involved planning timelines. Task 5 was a production log describing work. Task 6's charcoal character design did not turn out as expected. Overall, the assignment was challenging but engaging and provided new skills. An extension allowed completion of additional tasks like character designs and research.
Similar to A2 first assessment joe (20)
Jonathan newton as pre production tasks feedback sheet
Jonathan newton as pre production tasks feedback sheet
Temple edwards ethan pre-production tasks feedback sheet
Temple edwards ethan pre-production tasks feedback sheet
Collins chloe as cw pre production tasks feedback sheet
Collins chloe as cw pre production tasks feedback sheet
Frullo samuel as cw pre production tasks feedback sheet
Frullo samuel as cw pre production tasks feedback sheet
More from gholden1979
Shape in domestic environments
This document lists the names of various photographers known for their work capturing shapes in domestic environments. Some of the photographers mentioned include Edward Weston, Andre Kertesz, Man Ray, Suzanne Saroff, Vanessa McKeown, Javier Pérez, Victor Nunez, Ana Straže, Florence Henri, Alexander Edwards, Ann Tyer, György Kepes, Mark Seton, Coppi Barbieri, Benjamin Hénon, Natasha Alipour-Faridani, Natalie Kinnear, Lauren Hillebrandt, Kate Jackling, Paul Strand, Lorenzo Vitturi, Ed Ruscha, Rinko Kawauchi, Wolf Gang Tillman, Dan
Shapes
This document lists the names of 20 photographers who have explored shape in domestic environments in their work. Some of the photographers mentioned include Edward Weston, Andre Kertesz, Man Ray, Florence Henri, György Kepes, and Lauren Hillebrandt. The list provides an overview of various artists who have focused on shapes found in household settings through photography.
Extreme contrasts
This document discusses various artists who use contrast in their work through light and shadow, color, scale, representation, conceptual ideas, and juxtaposing the natural world with human creations. It mentions George Mayer, Paul Strand, Kara Walker, Francisco Little, Dirk Bakker, Carrie Mae Weems, Julian Knez, Bill Brandt, Duane Michals, Minimiam, Christopher Boffoli, Rancz Andrei, Henri Cartier Bresson, Giuseppe Colarusso, David LaChapelle, Robin Rhode, Robert and Shana Parke Harrison, Ed Burtynsky, and Jerry Uelsmann as artists who employ contrast through tone, color, size
Broken gcse exam 2020 presentation
The document provides information on various artists and their works including photographers, sculptors and others who work with collage, assemblage, patterns in nature and manipulating materials. Some of the artists mentioned are Justine Khamara who builds sculptures from photographs, Seth Clark who creates mixed media collages of deteriorating architecture, Tara Donovan who uses everyday objects in site-specific installations, and Daniel Siering and Mario Shu who wrapped a tree to create the illusion of it being cut in half.
Abstraction
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The city in photography
The document discusses the history of photography of cities from the 19th century onward. It notes that early city photographs by Daguerre and Talbot kept the city at a distance but photographers started capturing street scenes and the lives of urban residents. Marville documented the transformation of Paris. Annan revealed poverty in Glasgow. Later photographers like Stieglitz idealized New York while others like Jacob Riis exposed poor conditions. Weegee captured crime scenes. Walker Evans and Bruce Davidson photographed subway passengers covertly, depicting urban loneliness. The city remained a complex subject for the camera to interpret.
The photograph what is a photograph
Photography began in the 1830s with the daguerreotype, one of the first commercially successful photographic processes. It allowed photographs to be mass produced for the first time and gave people the power to document and construct their own view of the world. However, early photographs were delicate and unique since negatives did not yet exist. Over time, equipment and processes rapidly advanced, reducing prices and making photography more accessible to the masses. While it became a popular artistic medium and form of visual communication, photography was still viewed through the lens of painting conventions in its early history.
Fragments
The document lists the names of several photographers and discusses fragments of past architecture that have been left in a derelict state. It also describes isolated locations showing fragments of their existence at night and the same locations photographed at different times of day, capturing fragments of time.
Lecture 2
The document also discusses groups like the f64 Group in the 1920s-1930s which placed emphasis on sharp images and maximum depth
Early years of photography
The document discusses the early history of photography from the Renaissance to the mid-19th century. It describes how artists during the Renaissance sought to capture realistic representations, which led to the development of tools like the camera obscura. In the 1800s, scientists worked to develop techniques to capture fixed images, culminating in Daguerre's 1839 invention of the daguerreotype and Talbot's calotype photographs. While the daguerreotype produced high-quality single images, Talbot's calotype allowed for duplication, making it more widely used over time. The document examines key figures and developments that advanced photography toward becoming a established artistic medium.
The georgia morris photography prize
The Georgia Morris photography prize was created in memory of Georgia Morris, a former Fortismere student who passed away from cancer but had a passion for photography, particularly nature and wildlife photography. The annual prize encourages students to submit photographs on the theme of nature and wildlife for cash prizes. Georgia's family hopes the competition will inspire other young photographers to pursue photography, as Georgia had wished to do.
The georgia morris photography prize 1
The Georgia Morris photography prize was created in memory of Georgia Morris, a former Fortismere student who passed away from cancer but had a passion for photography, particularly nature and wildlife photography. The annual prize encourages students to submit photographs on the theme of nature and wildlife, inspired by some of Georgia's own photos. The top three entries will receive photography vouchers for 1st (£150), 2nd (£100), and 3rd (£50) prizes to spend at Park Cameras, Georgia's favorite camera store. Students are invited to submit their entries to Mr. Holden by April 28th.
Beginning and or end
The document lists various photographers grouped under different categories such as People, Places, Nature, Objects, Imagination, and Activities. Some of the photographers mentioned include Christopher Maloney, Marlo Pascual, Dorothee Golz, Clarisse D’Arcimoles, Bernd and Hilla Becher, Sohei Nishinos, Tilt, Romain Veillon, Ursus Wehrli, Andreas Gursky, Anna Schuleit, Edward Burtynsky, Noel Myles, Chrisse Macdonald, Jin Lee, Dan Toben Smith, Wang Zhiyuan, Ed Spence, Joseph Cornell, Andy Denzler, Thomas Lindahl Robinson, Bill Armstrong, Alex
Structure
The document provides an overview of photographers and their work related to different types of structures. It lists over 100 photographers grouped into categories like "Structure at night", "Structure in the day", "Derelict structure", "Structure transformation", "Skeleton structure", "Structure changed by nature", "Structure of objects", "Structure in Light and time", "Portrait structure", and "People and structure". The photographers include Gilles Coulon, James Frank, Idris Khan, Allen Klosowski, Bernd and Hilla Becher, JR, Edward Burtynsky, Irving Penn, Patrick Gries, Ahmed Mater, Romain Veillon, Anna Schuleit, Chrisse Macdonald,
Paralympic project
The Paralympic Games is an international multi-sport event involving athletes with a variety of physical and intellectual impairments. It has grown from a small gathering of British veterans in 1948 to one of the largest international sporting events by the 21st century. The document discusses the Paralympic Games and the range of impairments that Paralympic athletes can have, including issues with muscle power, limb movement, vision, and intellect.
Past, present, future
Michael Wolf photographs train stations in Asia to document their past and present forms. Lisa Milroy collects ordinary objects that hold personal significance. Foster Huntington's book features photos and explanations of collections of items people would save from a house fire, revealing what is most important to them. The document discusses various photography projects that examine personal histories and connections to places and possessions.
Transformation
The document discusses different types of transformations in photography, including night transformation, location transformation, pattern transformation, physical transformation, evolution transformation, nature transformation, objects transformed, light and time transformation, and portrait transformation. Many photographers are mentioned alongside the different categories.
Nadav kander
Nadav Kander visited the abandoned city of Chernobyl 20 years after the nuclear reactor explosion to photograph the deserted spaces that were once occupied by over 40,000 people. The photographer found the empty apartments, schools, and hospitals that were hastily left during the evacuation to be stark reminders of past lives in what was a model Soviet city, leaving behind an unsettling sense of quiet and uneasiness.
Andy buurman
The document appears to be about an individual named Andy Buurman and the topic of allotments. Andy Buurman's name is listed first, suggesting he is the main subject of the document. Allotments are also mentioned, indicating the document likely contains information about Andy Buurman and his involvement with or activities related to allotments.
Stephen gill
The document describes artist Stephen Gill's book "Hackney Flowers", which features photographs he created using plants, flowers, and other items he collected in the Hackney area of London. To make the images, Gill arranged the natural materials in his studio and photographed them alongside other photographs he had taken or found in Hackney. Some of the base photographs were buried in Hackney Wick to allow the location to imprint on the images over time. The book also includes portraits of local residents among the composite landscape images.
More from gholden1979 (20)
A2 first assessment joe
- 1. A2 First Assessment: Sep 2013 Name: Joe General A very good start to the year, you have created a body of work that shows clear cohesion between the two part s of unit 3. Your visual work is strong but you must make sure all visual documentation is clearly visible to be able to see fully your thought processes. Task Assessment Criteria Covered Feedback AO band Leaflet AO1 A good leaflet task, you have clearly thought about the layout and design of different leaflets and the fact you have been to exhibitions to find them shows a commitment to the task. Your research demonstrates you’re a confident ability to glean significant information from your chosen sources. However You need to put your final design up on weebly as at present it looks incomplete. AO1: Fluent Practical Work and Gallery responses. AO1 AO3 Your initial sports day shots are excellent and give the viewer a real insight into the day. The different angles and focal points all add to this being a strong body of work. The journey works well you have clearly thought out and pre-visualised the images before you have taken them. I think you could have potentially gone even further with the distorted reality latter on in the series but on the whole a good body of work. The documentary series is not as strong you shown us the journey to the site but we don’t see any of the actual event! AO1: basic AO3: confident Observational Starting Points AO3 AO2 Excellent work the photograph that you have taken of the homeless man is outstanding. I would like it if you could put all your shots up on weebly this just enables the examiner an insight into your visual thought process. Also AO3: Confident AO2: Fluent
- 2. you should put up the work of Micheal Heffernan as a contextual reference. I am really pleased that you have responded so well to the brief set in class. Research Starting Points AO1 AO1: