Aimee media1
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Planning was essential for the final product. Creating a storyboard and animatic allowed the group to agree on steps and avoid arguments over the sequence of events. Continuity editing was more challenging for the final product due to more footage and action. Mistakes were made in the preliminary but not recognized until later. Formal techniques like match cuts and 180 degree rule were included but less necessary without dialogue. Confidence with equipment grew from preliminary to final. Initially there was anxiety about using new equipment but the preliminary helped boost confidence which continued to grow until the final product. Overall the end product was felt to be fairly successful having overcome obstacles through teamwork and assistance. The group was effective in editing and making
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Aimee media1
Planning was essential for their final product. In planning, they learned to embed important conventions like enigma and appropriate music to set the thriller genre. Their storyboard helped them visualize each step to avoid arguments over the story.
Continuity editing was more challenging in their final product due to more footage and complex shots. While their preliminary helped practice techniques like match-on-action, the final product required fewer of these techniques with no dialogue.
Filming the preliminary boosted their confidence with the equipment, but they were still anxious initially. By the end of the final product, they were confident operating the camera, tripod, lights, and other equipment.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
Preliminary reflection
The document summarizes what the student learned from pre-production, production, and post-production of a preliminary assignment that will help them with their major project. In pre-production, they learned to plan elements like story, props, locations. In production, they focused on techniques like shot variety and continuity. Post-production taught editing and effects. Areas for improvement included unstable camera, props moving without being shown, and wind interfering with outdoor shots. The preliminary was useful for practicing skills needed for the major project.
Personal skills audit
Robson Boyd completed a personal skills audit to assess the digital skills and experience gained from his AS media coursework project. He used various software packages like Final Cut, Photoshop, and Garage Band to edit footage, images, and create music for his production. While filming, he learned to use a camera and tripod, though found the tripod less useful for shots requiring movement. In post-production, Final Cut allowed him to edit clips and remove unwanted audio. Photoshop helped edit logos and images. For his A2 project, he plans to further develop his editing, time management, and analytical skills to create an even stronger final product.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and create pans and tilts. They also used a computer with Adobe Premier software to edit the footage, cutting and lengthening shots, adding titles with slide in effects. The main websites used for research were Google and Wikipedia to determine the target audience and relevant content. YouTube, BlogSpot, and blogger were used to upload videos and keep their blog updated on the production process.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and incorporate tracking shots. They also used a computer with Adobe Premier CS6 software to edit the footage, including cutting, lengthening, and rearranging shots. Additionally, they utilized online resources like Google, Wikipedia, YouTube, and blogs to conduct research, upload videos, and document their production process. Overall, the project taught them practical skills for using various technologies at different stages of film production.
Project schedule
The document outlines Leeanne Hibbert's tasks for creating a promotional video over several months. It involves 6 tasks: 1) Creating a project schedule and risk assessment, 2) Identifying the target audience and researching ideas, 3) Creating a proposal and pitch, 4) Making changes requested by the client, 5) Sourcing video assets, and 6) Shooting raw footage. Assignment 3 has 5 tasks: 1) Importing video assets, 2) Editing the video using software, 3) Exporting the final video, 4) Creating a questionnaire for audience feedback, and 5) Producing a final evaluation report.
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Aimee media1
Planning was essential for their final product. In planning, they learned to embed important conventions like enigma and appropriate music to set the thriller genre. Their storyboard helped them visualize each step to avoid arguments over the story.
Continuity editing was more challenging in their final product due to more footage and complex shots. While their preliminary helped practice techniques like match-on-action, the final product required fewer of these techniques with no dialogue.
Filming the preliminary boosted their confidence with the equipment, but they were still anxious initially. By the end of the final product, they were confident operating the camera, tripod, lights, and other equipment.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
Preliminary reflection
The document summarizes what the student learned from pre-production, production, and post-production of a preliminary assignment that will help them with their major project. In pre-production, they learned to plan elements like story, props, locations. In production, they focused on techniques like shot variety and continuity. Post-production taught editing and effects. Areas for improvement included unstable camera, props moving without being shown, and wind interfering with outdoor shots. The preliminary was useful for practicing skills needed for the major project.
Personal skills audit
Robson Boyd completed a personal skills audit to assess the digital skills and experience gained from his AS media coursework project. He used various software packages like Final Cut, Photoshop, and Garage Band to edit footage, images, and create music for his production. While filming, he learned to use a camera and tripod, though found the tripod less useful for shots requiring movement. In post-production, Final Cut allowed him to edit clips and remove unwanted audio. Photoshop helped edit logos and images. For his A2 project, he plans to further develop his editing, time management, and analytical skills to create an even stronger final product.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and create pans and tilts. They also used a computer with Adobe Premier software to edit the footage, cutting and lengthening shots, adding titles with slide in effects. The main websites used for research were Google and Wikipedia to determine the target audience and relevant content. YouTube, BlogSpot, and blogger were used to upload videos and keep their blog updated on the production process.
Question 6 evaluation
The students learned several important lessons about using technology through creating their opening film project. They used a camera and tripod to film different shot types and learned how to hold shots and incorporate tracking shots. They also used a computer with Adobe Premier CS6 software to edit the footage, including cutting, lengthening, and rearranging shots. Additionally, they utilized online resources like Google, Wikipedia, YouTube, and blogs to conduct research, upload videos, and document their production process. Overall, the project taught them practical skills for using various technologies at different stages of film production.
Project schedule
The document outlines Leeanne Hibbert's tasks for creating a promotional video over several months. It involves 6 tasks: 1) Creating a project schedule and risk assessment, 2) Identifying the target audience and researching ideas, 3) Creating a proposal and pitch, 4) Making changes requested by the client, 5) Sourcing video assets, and 6) Shooting raw footage. Assignment 3 has 5 tasks: 1) Importing video assets, 2) Editing the video using software, 3) Exporting the final video, 4) Creating a questionnaire for audience feedback, and 5) Producing a final evaluation report.
Production
Production involves several stages of filmmaking including developing an initial story or idea, scriptwriting, casting, shooting, editing, and screening the finished product. The stages are the same for making a music video as a film. For the music video production, the student has a DSLR camera and tripod to shoot footage professionally, as well as access to a SteadyCam. An iPad may also be used. A filming schedule and storyboard have been created, though the actual production may differ from the plan. Regular diary entries will document the filming process.
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.
Swot analysis
The document provides a S.W.O.T. (strengths, weaknesses, opportunities, threats) analysis of a Year 12 blog created by two students. Some strengths included using varied rich media that was visually appealing and accessible. Efforts on each post and the quality thriller video showed determination and knowledge. As a group, they organized tasks and were aware of deadlines. Areas for improvement include starting more quickly after initial research, maintaining productivity throughout, and adding more creative supplemental posts.
Question 6
The document discusses the technology used and technical difficulties encountered in filming a school project. It mentions using a camcorder, microphone, computer, iPad and docking station. Outdoor filming was challenging due to noise from passing cars. The camera had focusing issues when changing locations. Editing software like Premiere Pro and After Effects were used. The author is proud of certain shots they filmed and edited themselves, but notes things that could be improved like using a microphone sock and filming outdoors in daylight.
Media preliminary task evaluation pp
This document summarizes a student's media production project. It describes the pre-production, production, and post-production processes. In pre-production, the student created a storyboard and script with his partner Matt. Their story involved Matt playing a drug dealer. During production, they filmed various shots but encountered issues with other students in shots and lighting variations. In post-production, they had many technical difficulties editing in Premier Pro, taking several lessons to resolve file compatibility issues. They were ultimately pleased with the final outcome despite the challenges.
Evaluation Question #7
The document discusses the improvements in the student's skills from their preliminary task to their full final product. They learned to better plan and prepare, improved their time management, developed more advanced camera skills like tracking shots, learned about different types of shots and film opening conventions. Their editing skills in Premiere Pro became more advanced with effects, transitions, and audio mixing. For the final product, they considered their target audience and improved their lighting plan and used Final Draft to write their screenplay with proper formatting.
Question 6
The document summarizes the research, production, and evaluation process for a media project. It describes using Google for initial research, the blogger website to log findings, and the Celtx program to write the script. A Panasonic camera, zoom recorder, and tripod were used for filming. Final Cut Express was used for editing, which was a new experience. Both online and offline tools like Microsoft Word, PowerPoint, and Prezi were used for the final evaluations.
Pre Production Advice
Pre-production is the planning phase before filming or animation begins. It includes fine-tuning ideas, storyboarding to map out shots, and organizing footage, audio, and other assets to streamline the production process. Pre-planning through techniques like naming files and storyboarding can save significant time during editing by making it easier to locate needed materials. Pre-production is important as it arranges what will be shot and can make the entire filming process easier.
Evaluation – Question 6
Microsoft Office programs like Word and PowerPoint were the main technologies used for pre-production work and evaluations. The student was already familiar with these programs and found them easy to use. Blogger was used to document the production process and allow all group members to contribute, though formatting posts could be difficult. Celtx was used for scriptwriting and was easy to learn after a tutorial. Photoshop was used to make the logo and was straightforward for simple designs. The Panasonic cameras produced high quality footage easily. Adobe Premiere Pro was used for editing and the student had prior experience, though only one group member knew how to do complex edits. SlideShare and Prezi were used to create evaluations but Slide
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Preliminary task evaluation
The filmmakers used an iPad to film their preliminary task, which provided good quality footage but resulted in some issues with fingers blocking the microphone. They storyboarded in pre-production but could have benefited from better time management. In filming, they learned about proper lighting. iMovie was used for editing and worked well despite some uploading issues. The completed task met all the criteria of including dialogue between characters entering and sitting in a room. Overall, the filmmakers learned thorough planning and use of professional equipment allows for a successful film project.
Video production los angeles 2009
Video production in Lafayette, LA involves planning, filming, and editing videos for various purposes such as commercials, events, and amateur videos. For a polished product, it is best to follow the standard pre-production, production, and post-production phases. Pre-production involves planning locations, props, and storyboards. Production is the filming. Post-production includes editing footage, adding effects, and finalizing the video. While professional equipment produces higher quality, amateur videos can still be successful with proper planning and techniques.
Evaluation - Question 7
The preliminary task was a short film no more than a couple minutes practicing continuity, with a character opening a door and having a conversation. This taught skills like match on action, the 180 degree rule, and shot reverse shot. The full project was a 2-3 minute opening to a film allowing flexibility. Key skills learned from the preliminary included using cameras, Adobe Premiere Pro, properly framing shots to avoid continuity errors and make shots look better. It also showed how the group works together and roles could be assigned. From preliminary to full project, the group got better at pre-production planning, working under pressure and deadlines, and problem solving as a group.
Mv production assignment evaluation form 2020
The document summarizes the student's process of creating a video project. Their research went well but planning was impacted by limited actors. Time management required rescheduling after splitting filming across two days. Camera quality varied between the iPhone and GoPro. Editing went well except some filters lowered resolution. Feedback noted the interesting concept but suggested a longer video and better transitions. The student agreed better presets were needed but disagreed the structure lacked clarity.
Task 7
Tom Rodhouse discusses skills learned from creating thriller films. He learned how to use software like rough cut and after effects to create a more professional final film. For his latest film, Rodhouse found a proper location that added to the overall effect, and ensured the location was fully prepared. He also learned the importance of continuity between film clips and linking scenes. Rodhouse notes that proper costumes and props, like those worn by the assassin character, really made the final film look professional compared to earlier works created without such care for detail.
Q6.1
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
AG_RESUME2015_DP
Andrew Gerhold is seeking employment as a cinematographer in the film industry. He has over 5 years of experience as a director of photography on numerous short films, web series, documentaries and promotional videos. His experience includes operating BlackMagic and Canon cameras on projects shot in HD, 16mm and 4k. He also has skills operating steadicams, shoulder mounts and other camera rigs. Gerhold completed a film program at Toronto Film School in 2014.
Conventions
Days of Darkness uses several conventions in its opening thriller sequence. It creates mystery with black and white effects, unsettling sounds, and jump cuts. It establishes that the entire world is affected and shows the large impact through the voice of the president. Mostly music plays to generate tension, as composed by a group member. Titles overlap the images. The production companies are shown at the start. The opening news report provides context about the narrative without revealing the full plot.
Real film title and openings we compare our
The document compares the film "Days of Darkness" to other apocalyptic films and television shows that also depict a spreading infection or disease, destruction of humanity, or a similar opening credit sequence showing global infection. Specifically mentioned are similarities to The Walking Dead in its depiction of a worldwide infection, This is the End in its original title of "The End of Days", Hills Have Eyes in its use of black and white jump cuts in the opening, and Rise of the Planet of the Apes in its ending credits showing infection spreading globally.
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.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Presentation44
The document discusses how the opening of a thriller film called "Lynch" attracts its target audience of teenagers, young adults, and older viewers. It draws in audiences by casting popular actors like Jennifer Lawrence and including thriller conventions like violence and suspense. The tense soundtrack builds atmosphere and tension. Audience feedback showed that most enjoyed the intense visuals and soundtrack, though some disliked the lack of dialogue in the opening to get to know characters.
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Production
Production involves several stages of filmmaking including developing an initial story or idea, scriptwriting, casting, shooting, editing, and screening the finished product. The stages are the same for making a music video as a film. For the music video production, the student has a DSLR camera and tripod to shoot footage professionally, as well as access to a SteadyCam. An iPad may also be used. A filming schedule and storyboard have been created, though the actual production may differ from the plan. Regular diary entries will document the filming process.
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.
Swot analysis
The document provides a S.W.O.T. (strengths, weaknesses, opportunities, threats) analysis of a Year 12 blog created by two students. Some strengths included using varied rich media that was visually appealing and accessible. Efforts on each post and the quality thriller video showed determination and knowledge. As a group, they organized tasks and were aware of deadlines. Areas for improvement include starting more quickly after initial research, maintaining productivity throughout, and adding more creative supplemental posts.
Question 6
The document discusses the technology used and technical difficulties encountered in filming a school project. It mentions using a camcorder, microphone, computer, iPad and docking station. Outdoor filming was challenging due to noise from passing cars. The camera had focusing issues when changing locations. Editing software like Premiere Pro and After Effects were used. The author is proud of certain shots they filmed and edited themselves, but notes things that could be improved like using a microphone sock and filming outdoors in daylight.
Media preliminary task evaluation pp
This document summarizes a student's media production project. It describes the pre-production, production, and post-production processes. In pre-production, the student created a storyboard and script with his partner Matt. Their story involved Matt playing a drug dealer. During production, they filmed various shots but encountered issues with other students in shots and lighting variations. In post-production, they had many technical difficulties editing in Premier Pro, taking several lessons to resolve file compatibility issues. They were ultimately pleased with the final outcome despite the challenges.
Evaluation Question #7
The document discusses the improvements in the student's skills from their preliminary task to their full final product. They learned to better plan and prepare, improved their time management, developed more advanced camera skills like tracking shots, learned about different types of shots and film opening conventions. Their editing skills in Premiere Pro became more advanced with effects, transitions, and audio mixing. For the final product, they considered their target audience and improved their lighting plan and used Final Draft to write their screenplay with proper formatting.
Question 6
The document summarizes the research, production, and evaluation process for a media project. It describes using Google for initial research, the blogger website to log findings, and the Celtx program to write the script. A Panasonic camera, zoom recorder, and tripod were used for filming. Final Cut Express was used for editing, which was a new experience. Both online and offline tools like Microsoft Word, PowerPoint, and Prezi were used for the final evaluations.
Pre Production Advice
Pre-production is the planning phase before filming or animation begins. It includes fine-tuning ideas, storyboarding to map out shots, and organizing footage, audio, and other assets to streamline the production process. Pre-planning through techniques like naming files and storyboarding can save significant time during editing by making it easier to locate needed materials. Pre-production is important as it arranges what will be shot and can make the entire filming process easier.
Evaluation – Question 6
Microsoft Office programs like Word and PowerPoint were the main technologies used for pre-production work and evaluations. The student was already familiar with these programs and found them easy to use. Blogger was used to document the production process and allow all group members to contribute, though formatting posts could be difficult. Celtx was used for scriptwriting and was easy to learn after a tutorial. Photoshop was used to make the logo and was straightforward for simple designs. The Panasonic cameras produced high quality footage easily. Adobe Premiere Pro was used for editing and the student had prior experience, though only one group member knew how to do complex edits. SlideShare and Prezi were used to create evaluations but Slide
Evaluation - Question 7
The document discusses what the author learned from creating a preliminary short film titled "The Dealer" compared to their full film opening. They struggled at first with the video editing software and operating the camera but gained experience. The preliminary project helped them practice filming techniques like camera angles and distances that they applied to the full opening.
Preliminary task evaluation
The filmmakers used an iPad to film their preliminary task, which provided good quality footage but resulted in some issues with fingers blocking the microphone. They storyboarded in pre-production but could have benefited from better time management. In filming, they learned about proper lighting. iMovie was used for editing and worked well despite some uploading issues. The completed task met all the criteria of including dialogue between characters entering and sitting in a room. Overall, the filmmakers learned thorough planning and use of professional equipment allows for a successful film project.
Video production los angeles 2009
Video production in Lafayette, LA involves planning, filming, and editing videos for various purposes such as commercials, events, and amateur videos. For a polished product, it is best to follow the standard pre-production, production, and post-production phases. Pre-production involves planning locations, props, and storyboards. Production is the filming. Post-production includes editing footage, adding effects, and finalizing the video. While professional equipment produces higher quality, amateur videos can still be successful with proper planning and techniques.
Evaluation - Question 7
The preliminary task was a short film no more than a couple minutes practicing continuity, with a character opening a door and having a conversation. This taught skills like match on action, the 180 degree rule, and shot reverse shot. The full project was a 2-3 minute opening to a film allowing flexibility. Key skills learned from the preliminary included using cameras, Adobe Premiere Pro, properly framing shots to avoid continuity errors and make shots look better. It also showed how the group works together and roles could be assigned. From preliminary to full project, the group got better at pre-production planning, working under pressure and deadlines, and problem solving as a group.
Mv production assignment evaluation form 2020
The document summarizes the student's process of creating a video project. Their research went well but planning was impacted by limited actors. Time management required rescheduling after splitting filming across two days. Camera quality varied between the iPhone and GoPro. Editing went well except some filters lowered resolution. Feedback noted the interesting concept but suggested a longer video and better transitions. The student agreed better presets were needed but disagreed the structure lacked clarity.
Task 7
Tom Rodhouse discusses skills learned from creating thriller films. He learned how to use software like rough cut and after effects to create a more professional final film. For his latest film, Rodhouse found a proper location that added to the overall effect, and ensured the location was fully prepared. He also learned the importance of continuity between film clips and linking scenes. Rodhouse notes that proper costumes and props, like those worn by the assassin character, really made the final film look professional compared to earlier works created without such care for detail.
Q6.1
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
AG_RESUME2015_DP
Andrew Gerhold is seeking employment as a cinematographer in the film industry. He has over 5 years of experience as a director of photography on numerous short films, web series, documentaries and promotional videos. His experience includes operating BlackMagic and Canon cameras on projects shot in HD, 16mm and 4k. He also has skills operating steadicams, shoulder mounts and other camera rigs. Gerhold completed a film program at Toronto Film School in 2014.
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Conventions
Days of Darkness uses several conventions in its opening thriller sequence. It creates mystery with black and white effects, unsettling sounds, and jump cuts. It establishes that the entire world is affected and shows the large impact through the voice of the president. Mostly music plays to generate tension, as composed by a group member. Titles overlap the images. The production companies are shown at the start. The opening news report provides context about the narrative without revealing the full plot.
Real film title and openings we compare our
The document compares the film "Days of Darkness" to other apocalyptic films and television shows that also depict a spreading infection or disease, destruction of humanity, or a similar opening credit sequence showing global infection. Specifically mentioned are similarities to The Walking Dead in its depiction of a worldwide infection, This is the End in its original title of "The End of Days", Hills Have Eyes in its use of black and white jump cuts in the opening, and Rise of the Planet of the Apes in its ending credits showing infection spreading globally.
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.
Evaluation question 7
From their preliminary task to the final film opening, the group learned:
1) Thorough planning of shots is crucial for efficient filming and to ensure all needed shots are captured.
2) Different equipment was used for the final opening than the preliminary, but they quickly learned to use the new camera.
3) While some continuity techniques from the preliminary like shot reverse shot were not needed, match on action and the 180 degree rule were still employed in the opening.
Presentation44
The document discusses how the opening of a thriller film called "Lynch" attracts its target audience of teenagers, young adults, and older viewers. It draws in audiences by casting popular actors like Jennifer Lawrence and including thriller conventions like violence and suspense. The tense soundtrack builds atmosphere and tension. Audience feedback showed that most enjoyed the intense visuals and soundtrack, though some disliked the lack of dialogue in the opening to get to know characters.
Evaluation question two
The document analyzes how the media product represents various social groups. The antagonist is portrayed as stereotypically male, masculine, aggressive, powerful and dominant over the female character. However, his costume as an educated, middle-class professional contradicts the typical portrayal of villains as lower-class or criminal. The female character conforms to stereotypes of being weak, helpless and feminine. Both works initially hide the antagonist's identity, creating intrigue. They are also both portrayed as white, associated with purity. The antagonist's unshaven appearance contradicts his educated image. As a teenager, he does not conform to stereotypes of that age group. Both films portray female characters stereotypically as delicate and innocent
Evaluation question 5
This document discusses how to attract and address a target audience of 15-24 year olds, particularly females, for a thriller film opening. Some key ways mentioned are having a young cast that the audience can relate to, a narrative involving topics like love that interest this demographic, an intriguing mystery, and music and title appealing to the target genre preferences. Creating posters and trailers is suggested for marketing. Allowing the audience to relate to and feel mystery around the male antagonist character, who is in their age range, in his fixation on and slow reveal of stalking a female victim, could further intrigue the target viewers.
Evaluation question 2
The document summarizes the creation of three media products - a music video, digipak, and magazine advert - to promote an artist. The products were designed to support each other through using consistent imagery from the music video shoot locations in London. Still photos from the video shoot were used for the print products rather than lower quality screenshots. Feedback confirmed the products effectively promoted each other and connected back to the music video through their shared London imagery and theme of a fun party atmosphere. While the video was most enjoyable to create due to working with others, the creator took pride in presenting the cohesive promotional campaign.
Evaluation 4 - Yzabelle Celosa A2
The student used several technologies in the construction, research, planning, and evaluation of their media production project. During construction, they used a Canon DSLR camera to film footage and Final Cut Pro to edit videos. For print materials, they used Photoshop to design the digipak and advert. Research involved using YouTube, social media, and surveys. Planning was aided by mood boards, storyboards, and font planning. Evaluations utilized iMovie, Prezi, and video presentations.
Iggy azalea digipak
This document analyzes the cover art and design of Iggy Azalea's album "The New Classic". Key elements of the front cover include contrasting bright colors and dark tones to represent her rap and pop genres. Her name is in a funky font representing pop/rap while "The New Classic" is in a girly font emphasizing femininity. The background suggests her rebellious side also shown in later song titles. The cover uses various elements to represent her loud and fast-paced pop music.
Print Products - Evaluation 1 - Yzabelle Celosa A2
This document discusses conventions seen in digipaks and magazine advertisements for pop music. It notes that digipaks typically feature prominent images of the artist to promote recognition. Images are often edited for a youthful look and continuity across products. Connections between visuals and lyrics are also common. Magazine ads usually have a bold, vibrant design and feature the artist name, album name, and images linking the ad to other materials like the digipak and music video. Conventions are followed to make the designed materials seem professional and aligned with real pop music media texts.
Analise digipak
The front cover of Nicki Minaj's album "Pink Friday" portrays a very feminine and pink theme that matches the album title. Her legs appear digitally edited to look like a "Barbie doll" and portray an image of flawless perfection. The back cover continues the Barbie doll comparison with Minaj's pink outfit and frozen facial expression on the CD resembling a doll. Both covers conform to stereotypes of women as sexual objects and always needing to look perfect.
EVALUATION 6 - Louise Fontava
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used different cameras - a flip camera and Canon 650 camera - and learned about camera functions and quality. They also used editing software like Final Cut Pro, Logic Pro, GarageBand, and iMovie to edit video, add soundtracks and titles, and record audio. Other skills mentioned include creating blogs using Blogger and finding copyright-free content on websites like Art of the Title and YouTube. The author is happy with the new technical skills and knowledge gained from this project.
EVALUATION 7 - Louise Fontava
1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film.
2) It notes the film used a limited range of shots and technical skills due to the group's inexperience. Their knowledge has since developed in producing their opening sequence.
3) Reflection on the preliminary acknowledges it was rushed compared to the opening, which had more planning and research into effective film techniques. The author is pleased with improvements made in the opening sequence.
Evaluation question six
The document discusses several technologies used in creating a film project including a Canon 650D camera, tripod, light box, Logic Pro X, Adobe Premiere Pro, iMac, and Final Cut Pro. For each technology, the advantages and disadvantages are provided. Some challenges faced during the project included difficulties with lighting and manually focusing the camera, which were addressed through experimenting with lighting setups and learning more about the camera's features. Editing software like Logic Pro X, Adobe Premiere Pro and Final Cut Pro allowed for professional editing effects to be added.
Evaluation 7
The document discusses improvements made from a preliminary task to a full opening film project. For the opening, more planning was done including storyboarding, costume planning, and scheduling. Better transitions were used to create flow between scenes. Text credits were merged into the visuals instead of being placed at the beginning and end. A variety of camera techniques were utilized, improving on match-on-action shots from the preliminary. Overall, more work was put into the planning and execution of techniques for the opening project, allowing the creator to learn important filmmaking skills.
Evaluation 3
Our film would be distributed by an independent distributor, not a major studio like Warner Bros. or Fox, since it has an independent style with location filming and unknown actors. Independent distributors market films through various online and physical methods to establish audiences and convince exhibitors to show the films. The document compares our opening to the independent thriller "Crush," which was distributed by several non-U.S. or U.K. companies. Our thriller would likely be released in the summer to target 15-20 year olds and be shown in independent cinemas or go straight to TV or DVD.
Evaluation 2
The document analyzes the protagonist and antagonist characters in a media product. The protagonist, Laura Golding, represents an average teenage girl who is being stalked, similar to characters from Pretty Little Liars and Teen Wolf. Laura conforms to stereotypes of the girl next door through her appearance and shy demeanor. The antagonist, referred to as "Unknown," creates tension by watching Laura from his point of view and wearing a black hoodie that hides his identity, similar to the stalker in Pretty Little Liars. Mise-en-scene, camera work, sound, and editing are used to build tension and mystery in line with thriller genre conventions through the dark costumes, slow pans, close-ups, diegetic
evaluation q7. genice john-lewis media
The document discusses the differences between a preliminary and final product for a film opening scene. It describes the improved use of shot types, editing, sound, and titles in the final version. Researching the thriller genre and getting audience feedback helped enhance the suspense. Learning from the preliminary investigation allowed for better camerawork, editing, and use of various shots in the final opening, which successfully captured the audience's attention through conventions of the thriller genre.
Evaluation 6
This document summarizes the technologies used and lessons learned from constructing a product. It discusses using a Canon DSLR 650 EOS camera, tripod, and flipcams for filming. iMovie, Apple Macbooks, and Final Cut Pro were used for editing. The document outlines pros like learning iMovie, camera angles, and Final Cut Pro tools, and cons such as unstable tripod movement and slow computer exporting. It also describes lessons around focusing cameras, creating different shots, and using programs like Final Cut Pro, Adobe Fireworks, and iMovie.
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Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
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.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation Questions
The document discusses what the student learned about technology from creating a horror film project. They used camera equipment like a camcorder and tripod, which were mostly easy to use though the tripod took some getting used to. They also used editing software like Final Cut Pro and GarageBand. Final Cut Pro was initially difficult but became easier with a tutorial, while GarageBand was familiar from prior use. Overall their skills with the software improved over the project. Compared to an earlier preliminary task, the student felt they planned more thoroughly through research, storyboarding, and applying techniques from their coursework. They also felt more confident using the equipment and software.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Evaluation Task 7
Looking back at your preliminary task, you feel you have greatly improved your skills in camera work, editing, and continuity from your initial task to your final product. When filming the preliminary task, you struggled with shaky camera movements but overcame this for the final product. Your editing skills vastly improved from initial difficulties using Premiere to learning how to properly time cuts. Your camera skills expanded from learning new shots and techniques. Continuity was an issue initially but was handled well in the final product. You also came to better understand the importance of the 180 degree rule and shot/reverse shot technique through this process.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
Q6
From their preliminary continuity editing task, the document's author learned how to shoot from better camera angles and follow rules like the 180-degree rule. They also improved their editing skills, as the preliminary task had some issues with jump cuts and unsynchronized sound, better preparing them for editing a longer full product. Additionally, they learned the importance of sound design and mise-en-scene elements like clothing, props, and colors for their opening sequence production.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Preliminary task and how it benefitted my final
The preliminary task helped the filmmaker learn important concepts like match on action, the 180 degree rule, and how to use camera and editing equipment. Their first attempt failed due to lack of planning, but they learned from their mistakes. This helped them storyboard and plan better for their opening sequence. The preliminary task also taught them the importance of continuity, improvisation, and teamwork in the filmmaking process.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation question 4
The document summarizes the use of various media technologies during the stages of research, planning, construction, post-production, and evaluation of a music video project. During research, YouTube was used to view existing music videos for inspiration. Animoto software allowed the creation of a mock video from storyboard photos. Test filming was done with camcorders before principal filming with a DSLR camera, which provided higher quality and more control. Final Cut Pro was used for editing, arranging footage, and making adjustments to achieve the desired mood. Different technologies like blog posts, Photoshop, Pinterest, and Slideshare were used during the evaluation stage to present responses.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation question 6
Through the process of constructing their product, the document's author learnt several things about technologies:
They gained skills in using a camera properly, such as keeping it steady on a tripod. They also learned the importance of planning shots and re-shooting to ensure good quality footage.
When it came to editing, switching to Final Cut Pro from iMovie greatly improved their process. Researching how to edit sound, lighting, and levels was challenging but helped strengthen their skills.
Working with Adobe Illustrator, the author was able to create an intro logo for their film after guidance. Overall, their skills with the Mac, Final Cut Pro, and Illustrator grew through completing this project despite having no prior experience
Question 3
Throughout the project, the student learned many new production skills. They learned about different camera shots like master shots and establishing shots, which helped them plan innovative sequences for their thriller film. The student also learned how important tripods and steady shots are for professional-looking footage. Additionally, they learned how to edit sound using Premiere Pro to isolate dialogue and build tension. The editing process taught the student how to use effects in After Effects and Premiere Pro to trim, crop, and color grade clips. Overall, the production process provided a wide-ranging education in camerawork, editing, sound, and planning through storyboards and mood boards.
Question 6
This document discusses the technologies used to research, plan, and create a media product. It mentions using a blog to share ideas and upload materials between group members. Skills like camera operation and software like Final Cut Pro and Motion were learned and applied. Effects in Motion were chosen to match the realistic genre of the film opening, while editing in Final Cut Pro maintained conventions of social realism through techniques like short cuts, overlapping scenes, and minimal effects.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Evaluation Question 7
The student learned many new skills and improved existing skills from their preliminary work to the final production. For the preliminary task, they learned techniques like shot reverse shot and learned time management and planning skills. For the final production, the student researched genres and audiences, storyboarded plans, improved editing skills, used different camera techniques and lighting/sound approaches, and felt they created a much more polished end product. Overall, the student felt they gained valuable skills that will help them in future work.
Evaluatioin question 6
The document discusses technologies used in creating a media product. It describes:
1) Using a Sony HDV 1080i MiniDV camera which allowed for better quality shots but initial difficulties in learning how to properly record and review footage.
2) Getting familiar with Final Cut Express for editing, which the group picked up quickly to cut and add sound.
3) Learning to use Blogger to create an online blog for sharing work and research.
4) Both successful and unsuccessful parts of incorporating new technologies, like initial camera issues but high quality final product, and lengthy music searches vs helpful audience feedback surveys.
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Eval question 1
The document discusses the production of a music video for the song "Riptide" by Emma Stevens. Key points included mixing genres from country and pop due to the song's style, drawing inspiration from Taylor Swift's love story narratives and appearances, and focusing on editing on the beat and showing the relationship between the song and visuals through a developing romance between characters. London landmarks were included to set a lively atmosphere, and basic costumes were intended to make the target audience easily relate to the teenage girl protagonist. The completed video length of 3:18 fit conventional expectations.
Q3 media
The document discusses audience feedback received on an animatic for the music video for the song "Riptide". Peers provided feedback that the story was a clear love story most appropriate for ages 10 to young adults, especially girls. Similar artists mentioned were Taylor Swift, Selena Gomez, and Demi Lovato. Additional non-media students agreed the love story fit the song's lyrics. Audience feedback validated the original plan and no changes were needed at that point. Criticism of too much singing performance led to removing some clips and adding more London landmarks. Feedback on imperfect lip syncing allowed fixes to the final product.
Evaluation question 1
The document discusses the production of a music video for the song "Riptide" by Emma Stevens. It describes how the song has both country and pop elements, allowing them to incorporate conventions from different genres. Since Emma Stevens is similar to Taylor Swift, some of Swift's costumes and love story narratives were imitated. The video pays close attention to editing on the beat and showing the relationship between the song and visuals, as "Riptide" is about love. London landmarks were included to set an atmosphere and the final video length was 3:18.
Magazine ad research
The magazine ad features Mumford & Sons' band name and album title prominently displayed. Each band member is shown holding their instrument, signifying that they are an acoustic band. The ad gives equal space to each band member to show their equal importance. The positive quote from respected music magazine NME and listing of additional singles will attract audiences and provide insight into the band's musical style. Record labels are featured in small text as less important information for audiences.
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.
Presentation1
The mise-en-scene includes buses, taxis, and buildings in dark colors with plain costumes to lack color. The lighting uses a green background and bright views of busy American streets with yellow taxis to set the scene and tone for a thriller. The opening music is choppy, exciting, and tense to build atmosphere and set the tone. Credits scroll individually on screen before the title appears and fades, removing the green background. The atmosphere creates enigma as the audience does not know the main character but can assume he is a wealthy businessman with a secretary based on the setting.
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Aimee media1
- 1. What have you learnt in progression from your preliminary to your final product?
- 2. Planning When we filmed our preliminary task, we were able to film it within one lesson of media. This was obviously beneficial to us as it got us used to what we would have to do for our final coursework, however, we may have become too confident and not realised the necessity of planning the product. We then realised when filming our opening, that planning was an essential part of the sequence. During our planning, we learnt how to embed important conventions such as enigma and music types to ensure that people are aware of our film being part of the thriller genre. The storyboard enabled us to follow our ideas step by step, so we were not contemplating and arguing about what should come next as we had already agreed on the steps in the process of making our storyboard and animatic.
- 3. Continuity Editing During our preliminary; continuity editing was more simple compared to our final product as it did not have as much footage, and the footage that it did contain was not as action packed as our final opening. Furthermore, there were less camera shots and angles, so continuity was not as vital in this preliminary task. Despite our preliminary not involving many clips, we still accidentally cut off some of the shot as we were unaware of this problem at the start so we did not recognise it. In our preliminary, it was a requirement that it included match-on-action, the 180degree rule and shot-reverse-shot, so these were all included in our very first task. However, not many of these shot types were needed in our final product as there was no dialogue in our opening. However, we did include match-on-action occasionally, as well as the 180 degree rule.
- 4. Equipment Confidence I feel that at the beginning of our coursework, our whole group was anxious about using the equipment as it is something that we had not done before. After filming the preliminary, I feel that it boosted our confidence slightly and then at the end of our final piece, we were all confident of how to operate the camera, tripod, lights etc.
- 5. How successful do you feel your end product is? Personally, I feel that our final product is fairly successful in meeting the required criteria. I believe that despite hitting some obstacles, during the process, we managed to overcome the majority of them by working together and asking for assistance when we couldn’t figure it out independently. I think that our group was effective in the editing process as well as making our opening similar to other official thriller films.