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The document discusses the skills learned while using various technologies for a video production project. It covers learning basic and advanced editing in Pinnacle Studio, grabbing frames to annotate elsewhere, using effects like fades and dissolves, storing work in Moodle, adjusting tripod height and camera angles, panning and filming smoothly, and techniques for recording footage without losing any content.
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Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Question 6
The document discusses the technologies used to create a film project. A camera, tripod, and dolly cart were used to film different shots. Footage was shaky without the tripod, so retakes incorporated the tripod. The dolly cart allowed for smooth moving shots following characters. Final Cut Pro and GarageBand were used for editing and adding sound effects/music. Some issues with Final Cut were resolved. Photoshop and After Effects were practiced but not needed due to Final Cut's effects. Overall the technologies were useful and problems were minor.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Question 6
1) The group learned how to properly use camera, tripod, and dolly equipment to film their thriller opening sequence. They realized mistakes like not using the tripod led to shaky footage.
2) Editing software like Final Cut Pro and Garage Band were challenging to learn at first but became easier to use with practice. Figuring out how to edit together footage, sounds, and add credits took trial and error.
3) While also experimenting with After Effects and Photoshop, the group ultimately chose to focus on Final Cut Pro and Garage Band which they became more proficient in and felt met the needs of their thriller opening sequence.
What have you learnt about technologies from the
The document discusses the technologies used during the pre-production, production, and post-production stages of a film project. During pre-production, the group decided to use Sony HD 1000 cameras for their higher quality. In production, they used a zoom recorder to add a voiceover for a flashback scene. In post-production, they used Final Cut Express editing software to edit footage, add color grading, and transition between scenes. The author learned how to use the cameras and Final Cut Express through this project, but felt their filming skills could have improved if they had more practice behind the camera. Blogger was also a new technology for sharing their work online.
What have you learnt about technologies from the process of constructing this...
The document summarizes learning experiences from a film project. It discusses using Final Cut Pro video editing software to merge different shots into a continuous sequence. It also covers learning how to use camera and lighting equipment like tripods and powerful lights that can produce deep shadows and control brightness. Through trial and error, the document discusses gaining experience setting up shots and using various hardware and software tools for media production.
Checklist for second day of filming
This document is a checklist for equipment and items needed for the second day of filming. It outlines cameras, batteries, microphones, a GoPro, lights, tripods, and other gear that will be used. Specific details are provided on using two Sony cameras to film from different perspectives, and a GoPro mounted in a car. The filming will take place on the moors and will require costumes, scripts, storyboards, and packed lunches. Setting up equipment like the jib is also discussed to get various camera angles and shots for the scene.
equipment used
The document discusses the production of a student film. It describes using a Zoom audio recorder to get clear voiceovers and emphasize sound effects. It discusses using different cameras - a Panasonic and JVC - and learning that they capture footage differently. It also covers editing the footage in Premiere Elements, including adding effects like speed ramps, and adjusting lighting with a fill light and reflector.
Recommended
Evaluation 7
The document compares the student's preliminary film project to their final thriller product. It notes that the preliminary had limited planning time, while the final product benefited from weeks of pre-production planning. This allowed for improved organization, filming, and editing. While some shots and elements were carried over, the student aimed to improve focus, sound, and flow based on lessons from the preliminary experience. The preliminary also helped develop editing skills that enhanced the quality of the final thriller opening.
Question 6
The document discusses the technologies used to create a film project. A camera, tripod, and dolly cart were used to film different shots. Footage was shaky without the tripod, so retakes incorporated the tripod. The dolly cart allowed for smooth moving shots following characters. Final Cut Pro and GarageBand were used for editing and adding sound effects/music. Some issues with Final Cut were resolved. Photoshop and After Effects were practiced but not needed due to Final Cut's effects. Overall the technologies were useful and problems were minor.
question 6 evaluation
The document discusses the process of learning to film and edit a short film opening. It describes learning how to use cannon cameras, tripods, and flip cameras to film different shots. It also covers learning 3-point lighting techniques using different colors and filters. The document discusses editing skills learned using Final Cut Pro X and uploading the final clip to YouTube.
Question 6
1) The group learned how to properly use camera, tripod, and dolly equipment to film their thriller opening sequence. They realized mistakes like not using the tripod led to shaky footage.
2) Editing software like Final Cut Pro and Garage Band were challenging to learn at first but became easier to use with practice. Figuring out how to edit together footage, sounds, and add credits took trial and error.
3) While also experimenting with After Effects and Photoshop, the group ultimately chose to focus on Final Cut Pro and Garage Band which they became more proficient in and felt met the needs of their thriller opening sequence.
What have you learnt about technologies from the
The document discusses the technologies used during the pre-production, production, and post-production stages of a film project. During pre-production, the group decided to use Sony HD 1000 cameras for their higher quality. In production, they used a zoom recorder to add a voiceover for a flashback scene. In post-production, they used Final Cut Express editing software to edit footage, add color grading, and transition between scenes. The author learned how to use the cameras and Final Cut Express through this project, but felt their filming skills could have improved if they had more practice behind the camera. Blogger was also a new technology for sharing their work online.
What have you learnt about technologies from the process of constructing this...
The document summarizes learning experiences from a film project. It discusses using Final Cut Pro video editing software to merge different shots into a continuous sequence. It also covers learning how to use camera and lighting equipment like tripods and powerful lights that can produce deep shadows and control brightness. Through trial and error, the document discusses gaining experience setting up shots and using various hardware and software tools for media production.
Checklist for second day of filming
This document is a checklist for equipment and items needed for the second day of filming. It outlines cameras, batteries, microphones, a GoPro, lights, tripods, and other gear that will be used. Specific details are provided on using two Sony cameras to film from different perspectives, and a GoPro mounted in a car. The filming will take place on the moors and will require costumes, scripts, storyboards, and packed lunches. Setting up equipment like the jib is also discussed to get various camera angles and shots for the scene.
equipment used
The document discusses the production of a student film. It describes using a Zoom audio recorder to get clear voiceovers and emphasize sound effects. It discusses using different cameras - a Panasonic and JVC - and learning that they capture footage differently. It also covers editing the footage in Premiere Elements, including adding effects like speed ramps, and adjusting lighting with a fill light and reflector.
Presentation 2
By taking part in multiple workshops, the author was able to greatly improve their production skills over the course of the project. Initially, they did not know how to set up cameras or do complex editing. However, through workshops they learned camera operation, editing software like Premiere, and how to plan shots and sequences. They gained experience filming with professional cameras and editing dialogue scenes. By the end of the project, the author was able to independently film, edit, and add effects to sequences. They applied these new skills to create several video sequences over the course of the workshops and project.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned:
1) The importance of camera angles and movement on the atmosphere of a film.
2) How to properly use a digital camera, including recording, zooming, replaying footage, and taking photos.
3) That editing takes significantly more time than initially planned and more time needs to be allotted for editing in the future.
4) Various skills around filming, such as adjusting exposure, brightness, saturation and sound; cutting and trimming clips; and adding titles and effects.
Presentation1
The document discusses the strengths and weaknesses of camera equipment used to film a video project. It describes difficulties filming at night with low light and missing frames, which were addressed by re-filming during the day and editing footage to appear darker. Editing techniques used included editing the entire video to black and white to match the 1940s setting and adjusting brightness and contrast to simulate a dark alleyway. Props, costumes, and setting details were important for establishing the overall scene.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Multi camera filming lesson
This document discusses multi-camera filming techniques. It begins by explaining the difference between multi-camera and single-camera filming, noting that multi-camera involves filming a scene from multiple angles simultaneously using overhead lighting, while single-camera takes more time setting up individual shots. The document then discusses advantages of multi-camera for factual TV productions, as it allows getting complete coverage of events in one take without reshoots. Examples of formats using multi-camera include live sports, concerts, debates and awards shows. Finally, it notes documentary filming is sometimes single-camera while studio productions generally use multi-camera to capture multiple presenters and contestants.
Q7 – Evaluation
From their preliminary tasks, the student learned several skills that improved their final product. They learned different camera angles and film effects from the Juno task. The dancing animals task taught them how to add sound and sync audio with video. From the don't dream task, they improved their filming quality by using a tripod. For their final product, they applied these lessons by incorporating various shots and angles, syncing music, and using a tripod for steady footage.
Real Film Set Research
The document discusses the author's experience arriving at work to find their building being used as a film location. They compare the professional film shoot to their own amateur teaser trailer shoot with no budget or experience. They had to be creative to overcome problems like building a makeshift camera dolly out of a small trolley and waiting until dark to shoot without proper lighting equipment. Being an extra on the film shoot showed them the attention to detail for background actors and how taking reference photos could help with continuity issues.
Production exsperiment
The document summarizes an experiment to animate parts of an image title card. Key steps included finishing the image, separating layers into individual files, importing layers into Animate and arranging them, converting some layers to symbols with motion tweens to move between positions, and adding one moving back and forth for several seconds. The animation turned out well but could be improved, and the experiment was useful for learning animation.
Question 7
The filmmaker learned several lessons from their preliminary task to the full film opening. They ensured costumes remained consistent by filming all scenes in one day. They also learned to maintain consistent lighting across clips by using the same camera settings. Their shot types improved from relying heavily on shot-reverse shot, to using shots more effectively to build suspense such as during a walk. They also learned to use adult actors who were more focused and efficient during filming. Areas they would improve include adding more dialogue, such as during the walk, and changing the ending to make it scarier by having the baby kidnapped instead of the man being killed.
Question 6
The document discusses technologies used to create a film project. It describes using an HD camera with tripod to film various shots over the weekend. It discusses learning how to operate the camera, adjust settings, zoom, focus, and hold it correctly. Final Cut Express software on Macs was used to edit the footage. It allowed cutting unwanted shots, adding titles, sound effects, music, and voiceovers recorded separately. The filmed footage had to be transferred from tape in the camera to the Macs to import into Final Cut Express for editing.
Different tech2
The document discusses how students used various new digital technologies and tools in creating an opening sequence and completing their coursework, including using software like Final Cut Pro and Sound Pro to edit videos and audio, creating moving slideshows and posters, and capturing photos and videos using a camera mounted on a tripod or held steady by hand.
Multicamera lesson 1: intro, single cam versus multicam, live events
This document introduces multi-camera filming techniques. It explains that multi-camera filming involves using multiple cameras simultaneously to record an event from different angles. Students will brainstorm ideas for their own multi-camera project and learn the difference between single and multi-camera filming. There are two filming styles - single camera which films shots one at a time, and multi-camera which records from multiple angles at once. Common uses of multi-camera include filming live events and studio programs.
1. What have you learnt about technologies from the process of constructing t...
During pre-production, the document's author researched teen dramas on YouTube and Art of the Title to study conventions of the genre. They also learned to use the blogging platform Blogger. For production, they shot scenes with a Panasonic camera on a tripod, learning camera settings and how to create smooth autofocus shots. In post-production, editing with Final Cut Pro improved the author's skills at choosing shots and creating continuity by combining different angles. Presenting work on new websites taught the author to be more creative.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Lucy cotter technologies
The document discusses the technologies used to create an opening video sequence. It describes using a Canon video camera to film shots, and how lighting and keeping steady shots was challenging. A tripod helped keep shots steady and at consistent angles. Editing was done using Final Cut Pro on a Mac desktop, which was different than Windows. A voice recorder captured audio clips that were edited into the sequence. The editing process involved arranging shots, adding effects, titles, transitions, and soundtracks in Final Cut Pro. Various software and websites were used for communication, fonts, music, sound effects, and sharing the final video.
Job roles
The document outlines specific job roles for members of a film production group. The director will oversee the filming and ensure props, settings and actors are used correctly. The camera operator will set up and operate the camera equipment and transfer clips to a computer for editing. The sound and editing role will add sound effects and combine video clips to create a cohesive opening. As producer, the director will organize the script, storyboard, shooting list, schedule and locations to coordinate the production.
Question 6
1) The filming equipment they brought included a low quality video camera, a large tripod, and a glide cam for spinning shots, however the glide cam was missing weights and screws so they couldn't use it.
2) They used Premier Pro for editing but found it challenging as the software was still new, so Charlotte did most of the editing and taught skills like slowing clips.
3) For sound and music, the document author was experienced with Mixcraft and created music and effects, teaching Charlotte as well, allowing them to collaborate effectively.
Enebro6 folleto 3
Esta villa en venta en Moraíra, España incluye una parcela de 836 metros cuadrados con una vivienda de 240 metros cuadrados, piscina, muros de cerramiento, parking, jardín y vistas al mar. La propiedad cuenta con calefacción central, aire acondicionado, paneles solares, pisos de primera calidad, sanitarios Roca, cocina equipada, puertas y armarios de color cerezo, barandillas de acero inoxidable y puertas y ventanas de PVC color plata.
Kom uit die winterdip.... Luister dit!
Verderf, verval, verwoesting,
Geen zin, geen lust, geen goesting.
Ontspringen, ontspruiten, onstaan,
Gepiept, gereed, gedaan.
More Related Content
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Presentation 2
By taking part in multiple workshops, the author was able to greatly improve their production skills over the course of the project. Initially, they did not know how to set up cameras or do complex editing. However, through workshops they learned camera operation, editing software like Premiere, and how to plan shots and sequences. They gained experience filming with professional cameras and editing dialogue scenes. By the end of the project, the author was able to independently film, edit, and add effects to sequences. They applied these new skills to create several video sequences over the course of the workshops and project.
Question 6
The document discusses what was learned about technologies from constructing a film project. It was learned that camera angles impact atmosphere and shots need to be steady without a tripod. During editing it was learned that more time is needed than planned and how to adjust exposure, sound, cut clips, add titles and effects. Embedding videos and presentations in blogs was also learned.
Question 6
The document discusses what the author has learned about technologies from constructing a film project. They learned:
1) The importance of camera angles and movement on the atmosphere of a film.
2) How to properly use a digital camera, including recording, zooming, replaying footage, and taking photos.
3) That editing takes significantly more time than initially planned and more time needs to be allotted for editing in the future.
4) Various skills around filming, such as adjusting exposure, brightness, saturation and sound; cutting and trimming clips; and adding titles and effects.
Presentation1
The document discusses the strengths and weaknesses of camera equipment used to film a video project. It describes difficulties filming at night with low light and missing frames, which were addressed by re-filming during the day and editing footage to appear darker. Editing techniques used included editing the entire video to black and white to match the 1940s setting and adjusting brightness and contrast to simulate a dark alleyway. Props, costumes, and setting details were important for establishing the overall scene.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Multi camera filming lesson
This document discusses multi-camera filming techniques. It begins by explaining the difference between multi-camera and single-camera filming, noting that multi-camera involves filming a scene from multiple angles simultaneously using overhead lighting, while single-camera takes more time setting up individual shots. The document then discusses advantages of multi-camera for factual TV productions, as it allows getting complete coverage of events in one take without reshoots. Examples of formats using multi-camera include live sports, concerts, debates and awards shows. Finally, it notes documentary filming is sometimes single-camera while studio productions generally use multi-camera to capture multiple presenters and contestants.
Q7 – Evaluation
From their preliminary tasks, the student learned several skills that improved their final product. They learned different camera angles and film effects from the Juno task. The dancing animals task taught them how to add sound and sync audio with video. From the don't dream task, they improved their filming quality by using a tripod. For their final product, they applied these lessons by incorporating various shots and angles, syncing music, and using a tripod for steady footage.
Real Film Set Research
The document discusses the author's experience arriving at work to find their building being used as a film location. They compare the professional film shoot to their own amateur teaser trailer shoot with no budget or experience. They had to be creative to overcome problems like building a makeshift camera dolly out of a small trolley and waiting until dark to shoot without proper lighting equipment. Being an extra on the film shoot showed them the attention to detail for background actors and how taking reference photos could help with continuity issues.
Production exsperiment
The document summarizes an experiment to animate parts of an image title card. Key steps included finishing the image, separating layers into individual files, importing layers into Animate and arranging them, converting some layers to symbols with motion tweens to move between positions, and adding one moving back and forth for several seconds. The animation turned out well but could be improved, and the experiment was useful for learning animation.
Question 7
The filmmaker learned several lessons from their preliminary task to the full film opening. They ensured costumes remained consistent by filming all scenes in one day. They also learned to maintain consistent lighting across clips by using the same camera settings. Their shot types improved from relying heavily on shot-reverse shot, to using shots more effectively to build suspense such as during a walk. They also learned to use adult actors who were more focused and efficient during filming. Areas they would improve include adding more dialogue, such as during the walk, and changing the ending to make it scarier by having the baby kidnapped instead of the man being killed.
Question 6
The document discusses technologies used to create a film project. It describes using an HD camera with tripod to film various shots over the weekend. It discusses learning how to operate the camera, adjust settings, zoom, focus, and hold it correctly. Final Cut Express software on Macs was used to edit the footage. It allowed cutting unwanted shots, adding titles, sound effects, music, and voiceovers recorded separately. The filmed footage had to be transferred from tape in the camera to the Macs to import into Final Cut Express for editing.
Different tech2
The document discusses how students used various new digital technologies and tools in creating an opening sequence and completing their coursework, including using software like Final Cut Pro and Sound Pro to edit videos and audio, creating moving slideshows and posters, and capturing photos and videos using a camera mounted on a tripod or held steady by hand.
Multicamera lesson 1: intro, single cam versus multicam, live events
This document introduces multi-camera filming techniques. It explains that multi-camera filming involves using multiple cameras simultaneously to record an event from different angles. Students will brainstorm ideas for their own multi-camera project and learn the difference between single and multi-camera filming. There are two filming styles - single camera which films shots one at a time, and multi-camera which records from multiple angles at once. Common uses of multi-camera include filming live events and studio programs.
1. What have you learnt about technologies from the process of constructing t...
During pre-production, the document's author researched teen dramas on YouTube and Art of the Title to study conventions of the genre. They also learned to use the blogging platform Blogger. For production, they shot scenes with a Panasonic camera on a tripod, learning camera settings and how to create smooth autofocus shots. In post-production, editing with Final Cut Pro improved the author's skills at choosing shots and creating continuity by combining different angles. Presenting work on new websites taught the author to be more creative.
Media evaluation quesion 6
The document discusses what was learned from constructing a film product using different cameras and the editing process. It was found that using a tripod helped but the tripod broke, and a photography camera provided better quality than the first camera used. Editing required patience as unwanted sections had to be precisely cropped. Recording also required patience as actors sometimes forgot lines, slowing the process. Connecting cameras to computers, importing clips, and editing in iMovie was part of finalizing the product for uploading online.
Evaluation of practise task
The document summarizes a student's evaluation of their practice task filming assignment. It discusses how editing was beneficial compared to camera movements, how steady the camera work was as they were just starting to learn, and that the narrative was clear enough though a voiceover may have improved it. It also outlines the planned elements of mise en scene, basic camerawork techniques used along with a match on action, and using the video camera for sound. Minor additional editing effects like music were included to set the mood without words.
Lucy cotter technologies
The document discusses the technologies used to create an opening video sequence. It describes using a Canon video camera to film shots, and how lighting and keeping steady shots was challenging. A tripod helped keep shots steady and at consistent angles. Editing was done using Final Cut Pro on a Mac desktop, which was different than Windows. A voice recorder captured audio clips that were edited into the sequence. The editing process involved arranging shots, adding effects, titles, transitions, and soundtracks in Final Cut Pro. Various software and websites were used for communication, fonts, music, sound effects, and sharing the final video.
Job roles
The document outlines specific job roles for members of a film production group. The director will oversee the filming and ensure props, settings and actors are used correctly. The camera operator will set up and operate the camera equipment and transfer clips to a computer for editing. The sound and editing role will add sound effects and combine video clips to create a cohesive opening. As producer, the director will organize the script, storyboard, shooting list, schedule and locations to coordinate the production.
Question 6
1) The filming equipment they brought included a low quality video camera, a large tripod, and a glide cam for spinning shots, however the glide cam was missing weights and screws so they couldn't use it.
2) They used Premier Pro for editing but found it challenging as the software was still new, so Charlotte did most of the editing and taught skills like slowing clips.
3) For sound and music, the document author was experienced with Mixcraft and created music and effects, teaching Charlotte as well, allowing them to collaborate effectively.
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Multicamera lesson 1: intro, single cam versus multicam, live events
Multicamera lesson 1: intro, single cam versus multicam, live events
1. What have you learnt about technologies from the process of constructing t...
1. What have you learnt about technologies from the process of constructing t...
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Enebro6 folleto 3
Esta villa en venta en Moraíra, España incluye una parcela de 836 metros cuadrados con una vivienda de 240 metros cuadrados, piscina, muros de cerramiento, parking, jardín y vistas al mar. La propiedad cuenta con calefacción central, aire acondicionado, paneles solares, pisos de primera calidad, sanitarios Roca, cocina equipada, puertas y armarios de color cerezo, barandillas de acero inoxidable y puertas y ventanas de PVC color plata.
Kom uit die winterdip.... Luister dit!
Verderf, verval, verwoesting,
Geen zin, geen lust, geen goesting.
Ontspringen, ontspruiten, onstaan,
Gepiept, gereed, gedaan.
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Similar to Activity+6
Progression from it to the full product
1) The document discusses the progression from the preliminary task to the final film product. It summarizes the key areas of improvement, including using a tripod for steady shots, filming scenes multiple times to select the best shots, and incorporating appropriate mise-en-scene elements like costumes.
2) Planning and organization was significantly improved, allowing for more filming and editing time to create a higher quality final product compared to the rushed preliminary task.
3) Acting and camera movements were enhanced, making the final film more realistic and interesting than the static preliminary version. Group roles and regular meetings supported efficient collaboration.
Question 7
The student felt they learned more from creating the full product compared to the preliminary task. For the prelim, planning was brief and they followed a script without adding their own ideas. For the final product, they researched genres by watching movies and developed their own idea. Their filming and editing skills also improved from learning techniques like shot types, smoothing transitions, and using sound editing. Overall, they learned to plan more thoroughly and developed technical skills to create a higher quality final product.
Preliminary Task Evaluation Report Final
The document provides an evaluation of the quality of various aspects of a preliminary film task, including holding camera shots steady, using appropriate framing shots, editing to make meaning apparent, using sound appropriately, and positioning of actors. It notes several areas that could be improved, such as shaky camerawork and jerky editing, and provides strategies for ensuring higher quality for future tasks, such as using a tripod and carefully editing shots.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
Evaluation question 6 :What have you learnt about technologies from the proc...
The document discusses technologies used to construct a psychological thriller opening sequence. It describes using a camera, tripod, portable lighting, and reflector for filming. Features of the camera like autofocus, slow motion, and telephoto were useful but also had limitations. The tripod provided steady shots but positioning it was sometimes difficult. The portable lighting helped control lighting but was heavy. Research was done online and blogs were used to track progress. Communication was done by phone, email, and social media. Final Cut Pro was used to edit footage together using features like cuts, filters, and audio adjustments.
Preliminary task evaluation report
The group did many things well but could improve in several areas. Shots were sometimes unsteady without a tripod and framing between shots needs better eye matching. Lighting, costumes, and setting could better enhance the story. Sound quality was good at first but unclear during conversations. Actors' positioning and movements seemed unnatural. More detailed planning and checking shots could improve flow and quality. Overall the group worked well together but forgetting key equipment like a tripod hindered quality and future planning should prevent such oversights.
Preliminary task evaluation report
The group did well working together but could improve their filming techniques. Shots were unsteady from forgetting the tripod and framing and positioning of actors needs work. Sound quality was unclear during conversations. While content met the task, editing and mise-en-scene could be stronger by improving lighting, continuity of shots, and adding music. Overall planning and equipment preparation needs more attention going forward.
Preliminary Task Evaluation Report
The document provides a preliminary evaluation of a film project. It evaluates 14 aspects of the film's quality, including shot steadiness, framing, use of sound, actor positioning and movements, and group planning. For each aspect, it notes what was done well and areas that need improvement. Strategies are suggested to maintain a high quality standard for the final product, such as using a tripod, filming from different distances, improving lighting and sound quality, and providing actors with specific direction.
Question 6
1. The group learned video editing skills using Final Cut Pro software, which allowed them to cut and refine shots, add effects and soundtracks, and time elements precisely.
2. They gained experience using BlogSpot to post and organize their work and receive teacher feedback.
3. Important lessons included properly operating the camera equipment, such as pressing record, inserting cassettes correctly, and using a tripod to keep shots steady. Mistakes, like forgetting to record or using a faulty cassette, required reshooting scenes.
Q6 – what have you learned about technologies?
Jordan learned many new skills in filming, editing, and producing a media project. Through filming their thriller opening multiple times, they gained experience with a digital video camera, including how to properly mount it, zoom, pan, and consider shot composition. Editing in Pinnacle software taught Jordan how to use transitions, add sound effects, and titles to craft an engaging narrative. They found certain transitions like flicker effects built tension well. Overall, the process improved Jordan's technical skills in camerawork, editing, and producing a cohesive media product.
Q6 powerpoint media
The document summarizes the key technologies used in creating a horror film opening for a class project. It discusses the use of a Panasonic camera for filming, the importance of using a tripod to get steady shots, and challenges with encoding footage and learning Adobe Premier Pro for editing. The student learned improved camera and filming skills over the course of the project and how to use editing software to enhance effects and atmosphere through techniques like adjusting contrast, cutting between shots, and adding titles and sound.
Question 4
The student used various media technologies in the planning, research, and evaluation stages of creating a TV documentary. In planning, they researched camera equipment, editing software, and broadcasting channels. They conducted online research using sources like the BBC and The Guardian. Final Cut Express was used to edit filmed footage, add transitions/effects, and include a voiceover and music. Garage Band was used to compose background music. The documentary was evaluated through a questionnaire to the target audience about Channel 4.
Media studies; Evaluation Questions Flowchart
The document discusses the development of the production skills of the filmmakers throughout their project. They struggled early on with issues like white balance, ISO settings, lighting, and camera operation but improved through practice and test footage. They learned how to properly use their Canon 700D camera to get clear, crisp images. Sound recording went more smoothly, though capturing sounds from seagulls was challenging. Through trial and error, their skills around all aspects of production improved and allowed them to successfully create their final film.
Aimee media
The document discusses the strengths and weaknesses of using a professional camera to film a product. It was able to capture higher quality footage than a phone but had difficulties with focusing, lighting, and handheld shots. These issues were overcome by being patient with zooming, using special lighting equipment, and mounting the camera on stable platforms instead of handholding. The document also discusses using an iMac for research and editing software like iMovie and Final Cut Pro to edit footage. Blogger was used to upload research and evaluations online in different formats like Prezi, SlideShare, and YouTube.
Aimee media
The document discusses the strengths and weaknesses of using a professional camera to film a product. It was able to capture higher quality footage than a phone but had difficulties with focusing, lighting, and handheld shots. These issues were overcome by being patient with zooming, using special lighting equipment, and mounting the camera on stable platforms instead of handholding. The document also discusses using an iMac for research and editing software like iMovie and Final Cut Pro to edit footage. Blogger was used to upload research and evaluations online in different formats like Prezi, SlideShare, and YouTube.
Technical skills I have learnt in the process
This document summarizes various technical skills learned during the filmmaking process, including how to properly use a camera's zoom, pan shots using a tripod, adjust the tripod's height to get different shot levels, plan shots using a storyboard to position characters on screen intentionally, organize time efficiently, set an appropriate background or "mise en scene", and capture close-up shots by zooming in while keeping characters off-center.
Technical skills
This document summarizes various technical skills learned during the filmmaking process, including how to properly use a camera to zoom in and out, pan shots, adjust the tripod height for different shot levels, plan shot positioning, organize time efficiently, set an appropriate background or "mise en scene", and capture close-up shots of a character's expression off-center using zoom.
Preliminary Task Evaluation Report
The document provides a preliminary evaluation of the quality of a group's video project. It identifies several areas that could be improved, such as holding shots steady, appropriate framing of shots, selecting suitable locations, and editing shots together smoothly. It also notes some strengths, such as clear communication within the group. Strategies are proposed for each issue, such as using tripods, rehearsing shots, and practicing video editing skills. Overall, the evaluation aims to help the group improve the production quality for their real task.
Evaluationq6
The document discusses technologies used during the pre-production, production, and post-production stages of creating a title sequence for a film project. During pre-production, a blog and Prezi were used for research and organizing ideas. A video camera was used to film footage during production, and the students learned how to operate it. A studio provided lighting and atmosphere for some scenes. Finally, Final Cut Pro was used to edit the footage, add sound effects, and finalize the title sequence.
Q4
The document discusses the production of a music video. It covers aspects of camera work like using a DSLR camera and tripod for steady shots. Lighting was important for continuity, and locations had to be chosen carefully due to smoke bombs and weapons used. During editing, footage importation issues arose and clips didn't fill time as planned, so more performance shots were filmed using a school drum. Overall it was a learning process around camera work, lighting, locations, and pacing of shots for the narrative.
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Activity+6
- 1. The main technology in which we developed our skills throughout the production process was Pinnacle Studio, the video editing software. We learnt basic editing skills and then developed on these, making them more complex. We also learnt how to grab certain frames in order to annotate them in another program. We learnt how to use different special effects such as fades, dissolves and echoes in order to make our opening sequence seem more professional and improve the quality and flow of it too. Our coursework is all stored and recorded on the programme ‘Moodle’. Our use of this technology has developed as we have learnt how to add attachments in the required formats and edit colours and fonts in order to make it aesthetically pleasing. We also learnt how to change the position of the text to make it easier to read.
- 2. We found that using a tripod made sure it We also learnt that in order to was stable and level, so that way we got obtain better shots we were good steady shots and the camera didn’t able to adjust the height of the wobble. However, to get some point of tripod and film on different view shots, we took the camera off the levels in order to get the best tripod and allowed it to wobble, to give surroundings in the shot. the impression that they were from the characters perspective. Also, we found that when we were panning it was important that we moved the camera slowly and firmly, so that way we had shots that did not jerk as they panned, meaning they were smooth. We also learnt not leave a tripod in the area where it is visible whilst filming a shot as it ruins the realism of the scene and shows that we are amateurs if there is a tripod in the middle of the room. After we had finished recording the We made sure that when we were shot, we waited for one second. In recording we allowed a second of addition of making sure we lost no recording before acting out anything or footage, we made sure that if we moving the camera, to that way make sure ever rewound the tape to view what that we managed to capture everything we we had recorded, that we fast needed to, and didn’t lose the beginning of forwarded to where it had ended, so the footage. not to record over anything. We learnt that if we took the camera off the tripod, we could achieve effective canted camera angles and point of view shots. This allowed us to display the action from character’s perspectives.