Application for specific production roles
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Naomi Kendall has applied for several roles in the production of a project. For pre-production, she wants to be the director as she is organized, solves problems, and motivates team members. During production, she applied to be the cinematographer or camera operator despite less experience, but has photography skills and wants to study filmmaking. For post-production, she prefers editor but would also do CGI/effects if needed as it is a crucial role that brings the final project together.
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Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Q7 looking back at your preliminary task
The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.
Evaluation 1
The document discusses what the author has learned about filmmaking from constructing an opening title sequence for a film. The author learned about the large size and many branches of the film industry, including different skills needed for various roles. They also learned about the intricate details required for editing, such as continuity and sound. Additionally, the author learned new camera techniques like angles and composition. Finally, the author realized the importance of planning, organization, and teamwork for filmmaking projects.
Evaluation 1
The student learned about the depth and complexity of the filmmaking industry through completing this project. They discovered the various skills needed for different filmmaking roles and elements. Creating the opening titles required the student to learn new editing techniques and software to handle continuity, lighting, and sound. As a newbie to camera work, the student enjoyed learning skills like angles, composition, and mise en scene. Planning and organization were challenges but important to coordinate with their group. The student realized that filmmaking requires a collaborative team effort to manage tasks and contribute ideas.
Unit 8 assignment 2b
The document discusses several job roles in the film industry including production manager, costume designer, film editor, lighting supervisor, director, and boom operator. It describes each role and classifies them as administrative, creative, editorial, organizational, managerial, or technical based on their main responsibilities. The production manager role is described as administrative. The costume designer role is creative. The film editor role is editorial and technical. The lighting supervisor role is organizational and technical. The director role is managerial. And the boom operator role is technical.
Lynette's Digital portfolio 2
The document summarizes an internship experience at a company called Food Advisor that recommends and reviews restaurants. As an intern, key responsibilities included taking and editing photos of food, creating video content such as reviews and introductions, assisting with photo and video shoots, editing various projects, designing storyboards and posters, and collaborating with other production companies. The internship provided experience with multiple tasks across photo, video, and design work.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
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Evaluation question 7
Looking back at their preliminary task, the author feels they have greatly improved their editing skills. Their editing in the full product is smoother, cleaner, and more professional looking compared to the preliminary task. Researching how to use Final Cut Pro helped improve their editing. They also learned to better implement different filming techniques and shot types from analyzing comedy films. This led to a better final product. Additionally, the author learned how important timing and planning is. Creating an action plan for when and what to film prevented wasting time and led to more focused filming.
Nabila's evaluation
Nabila discusses her progress in technical filmmaking skills over the past year. She learned how to hold the camera steady to avoid shaky footage and became more proficient with the video editing software Final Cut Pro. Nabila also learned about continuity editing and how to seamlessly edit together video clips to make the action flow naturally from one shot to the next. For her most recent project, Nabila filmed and edited all of the video clips. The main challenge was a lack of actors, which forced them to improvise with limited preparation time. Going forward, Nabila plans to prepare more thoroughly for projects and ensure clear communication within her group.
Q7 looking back at your preliminary task
The student learned several important skills from their preliminary task to the final production. They improved their filming technique from only handheld shots to using a tripod and taking multiple takes. Their editing skills also progressed significantly from simply putting clips together to using advanced features like fades and effects. Additionally, they got better at selecting appropriate music. Overall, the student made huge improvements in their filming, editing, and use of production elements from their early work to the final project.
Evaluation 1
The document discusses what the author has learned about filmmaking from constructing an opening title sequence for a film. The author learned about the large size and many branches of the film industry, including different skills needed for various roles. They also learned about the intricate details required for editing, such as continuity and sound. Additionally, the author learned new camera techniques like angles and composition. Finally, the author realized the importance of planning, organization, and teamwork for filmmaking projects.
Evaluation 1
The student learned about the depth and complexity of the filmmaking industry through completing this project. They discovered the various skills needed for different filmmaking roles and elements. Creating the opening titles required the student to learn new editing techniques and software to handle continuity, lighting, and sound. As a newbie to camera work, the student enjoyed learning skills like angles, composition, and mise en scene. Planning and organization were challenges but important to coordinate with their group. The student realized that filmmaking requires a collaborative team effort to manage tasks and contribute ideas.
Unit 8 assignment 2b
The document discusses several job roles in the film industry including production manager, costume designer, film editor, lighting supervisor, director, and boom operator. It describes each role and classifies them as administrative, creative, editorial, organizational, managerial, or technical based on their main responsibilities. The production manager role is described as administrative. The costume designer role is creative. The film editor role is editorial and technical. The lighting supervisor role is organizational and technical. The director role is managerial. And the boom operator role is technical.
Lynette's Digital portfolio 2
The document summarizes an internship experience at a company called Food Advisor that recommends and reviews restaurants. As an intern, key responsibilities included taking and editing photos of food, creating video content such as reviews and introductions, assisting with photo and video shoots, editing various projects, designing storyboards and posters, and collaborating with other production companies. The internship provided experience with multiple tasks across photo, video, and design work.
Qyestion 7 real
The document discusses the progress the author has made from an initial preliminary task to creating a full thriller opening sequence. They learned how to use Adobe Premier Pro and After Effects software. Through trial and error on the preliminary task, they gained experience editing clips and understanding better camera shots. The full task required concentration and effort but allowed the author to improve their editing skills and learn about shooting and assembling shots for editing. Overall, the author feels they have gained valuable skills in video editing and producing a thriller sequence, having started with no experience.
Question 7
The document summarizes what the author has learned from an initial preliminary task to a final thriller opening sequence task. The author learned how to use Adobe Premier Pro editing software, how to make titles in Adobe After Effects, and more about camera angles and shots. For the preliminary task, the author did not know what they were doing but it allowed experimentation. For the final task, the author learned more about Premier Pro and how to improve existing clips. The task required concentration and effort but allowed the author to improve and focus on using available content.
Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.
Question 7
The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.
Question 6
The document discusses various software programs used to create and edit a film project, including Adobe Premier Pro for editing, Blogger for publishing work online, Prezi for presentations, SlideShare for file conversion, Photoshop for image editing, and Microsoft Word, PowerPoint, and Outlook for collaboration. Through using these programs for the film project, the author learned new skills like effects in Premier Pro, extra features in Blogger and Prezi, image editing in Photoshop, and collaborating across programs. They now have a better understanding of the roles different software can play in creating media products professionally with limited budgets.
Section 6
We used Final Cut Express for editing our film because we were familiar with it from a preliminary exercise. We employed different effects in Final Cut Express to emphasize different shots, such as an extreme close-up. We wanted our film to be creative and not simplistic, so we experimented with features of Final Cut Express. We believed this would make our film more interesting and attract our target audience.
Evaluation Question#6
The document discusses what the author learned about technology through creating their media product. They learned how to properly use equipment like a tripod, DSLR camera, and editing software. Specifically, they learned camera functions, video editing skills, file conversion, and how to use a laptop, phone, social media, and blog for production and distribution needs. Creating the media product provided hands-on experience that helped the author gain new technical skills and understanding of technology.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, managing time better allowed them to produce a higher quality final product with feedback from multiple drafts.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, the quality of photos improved from more practice with the camera. Spending more time in multiple drafts of the main task allowed the student to incorporate feedback and create a higher quality final product compared to the preliminary rushed work.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Question 6 Media Evaluation
The document discusses various technologies used in the process of creating a film project. Blogger was used to collaboratively share research and ideas. Celtx software allowed the writer to format screenplays professionally. A Sony HD 1000 camera and tripod were used to film footage, although the tripod was limiting at times. Final Cut Express was used to edit the film, adding transitions and sound, and allowing revisions. Sound effects were found online as Garage Band proved difficult. Google Forms created an accessible audience questionnaire. Social media sites like Facebook, Twitter, and YouTube helped share and get feedback on the completed film.
Evaluation
The document discusses an evaluation of a program and project. The person used the Premier program for the first time and learned new skills in the process. They included different scenes in their project and worked well as a team, but could have improved the timing and added better effects. They are pleased with the results but would change the timing and involve more people for future projects.
Evaluation for advergame
The document provides an evaluation of an advergame project, identifying strengths, weaknesses, and areas for improvement. As strengths, the creator included detailed assets to engage audiences and efficient time management. A weakness was needing to redo some animated assets that became disoriented due to not properly measuring sizes. For next projects, the creator plans to measure asset sizes beforehand to save time, and add sound to increase audience engagement.
Evaluation of prelim for media A-level
The document discusses the skills learned and improved during the production of a preliminary media assessment. It describes gaining experience working in a team, using video editing software like Premiere Pro, and applying techniques like continuity editing. Feedback on the preliminary was mostly positive, with some comments on areas for improvement like occasional shaky camerawork. To strengthen future work, the document suggests re-filming weak scenes, experimenting more with effects, and enhancing the setting with props.
Evaluation Question 4
YouTube, Blogger, and Final Cut Pro were used at different stages of the media project. YouTube provided inspiration from existing music videos. Blogger allowed organization of work and display of coursework. Final Cut Pro was used for advanced video editing like changing colors, overlapping sequences, and adding effects. Photoshop allowed customization of the album digipak and advertisement through font selection, image manipulation, and layout. Prezi created an engaging digital presentation for the evaluation portion.
Question 6
The document discusses the various technologies used to create a media product. These include YouTube for inspiration on ideas and filmmaking techniques. Microsoft Office was used to plan ideas and create presentations. Photoshop and Premiere Pro were the main programs used - Photoshop to create character pictures and Premiere Pro to edit footage into a 2 minute film. A Canon EOS 600D camera was the primary tool for filming and taking photos of locations and actors.
Unit 18 evaluation
The student is happy with the work their group produced, but believes their print and TV adverts could have been improved with more experience using Photoshop and Premier Pro. Their research showed blue creates trust, so they used a blue color scheme. Their adverts targeted active teens by featuring silhouettes of teens exercising. They tried to make their TV advert humorous to appeal to teens. Overall, they felt their adverts reasonably promoted their product but more skills training could have improved quality and earned more marks.
3. fmp production experiments
Jordanne conducted an experiment creating a makeup look on a model and filming the process. She edited the footage in Adobe Premier, adding music. She encountered some technical issues but was able to resolve them. Images of the completed look were added at the end. For her final product, she plans to include the video, music and images, and add a voiceover or subtitles to explain the steps, as well as clips of the products used.
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
Question 7 media evaluation
The document discusses what was learned from the preliminary task to the full media project. Planning for the full project was challenging due to issues casting actors and securing costumes. During filming, background noise was loud since actors had to be replaced. In post-production, the author learned to use Final Motion to create titles but found Final Cut editing would be better done by another. The preliminary task provided experience operating cameras but not the extensive planning required for the larger project.
Question 7
From their preliminary task to the full media project, the author learned that planning is crucial and they need to have backup actors and costumes. During filming, they had to use people from college due to a lack of available actors, and the background noise from the college setting impacted the sound quality. The author also learned to use video editing software like Final Cut Pro and Final Motion, though they found editing in Final Cut Pro challenging and preferred if another team member had taken that role. The preliminary task didn't require much planning but the full project required significantly more planning and detail.
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Question 7
The document summarizes what the author has learned from an initial preliminary task to a final thriller opening sequence task. The author learned how to use Adobe Premier Pro editing software, how to make titles in Adobe After Effects, and more about camera angles and shots. For the preliminary task, the author did not know what they were doing but it allowed experimentation. For the final task, the author learned more about Premier Pro and how to improve existing clips. The task required concentration and effort but allowed the author to improve and focus on using available content.
Preliminary task evaluation
The document summarizes the learning and areas for improvement from a preliminary filmmaking task. It discusses successes like editing clips together and using planned camera shots. Areas for development included not filming enough footage for scenes and continuity issues between days. While the group produced a decent clip, they failed to meet the brief and time requirements by not following rules like the 180 degree shot continuity. The individual contributed as camera operator and editor but could improve with more advanced editing skills and additional footage.
Question 7
The preliminary task provided valuable experience for the group as some had never filmed or acted before. It allowed each person to try different roles like acting and filming which helped understand the process. Some benefits included gaining confidence, learning new skills in filming and editing software, and improving collaboration. However, attendance issues within the group and struggles learning new software posed some challenges. Overall, the group was pleased with the preliminary video and proud of their accomplishments for a first film.
Question 6
The document discusses various software programs used to create and edit a film project, including Adobe Premier Pro for editing, Blogger for publishing work online, Prezi for presentations, SlideShare for file conversion, Photoshop for image editing, and Microsoft Word, PowerPoint, and Outlook for collaboration. Through using these programs for the film project, the author learned new skills like effects in Premier Pro, extra features in Blogger and Prezi, image editing in Photoshop, and collaborating across programs. They now have a better understanding of the roles different software can play in creating media products professionally with limited budgets.
Section 6
We used Final Cut Express for editing our film because we were familiar with it from a preliminary exercise. We employed different effects in Final Cut Express to emphasize different shots, such as an extreme close-up. We wanted our film to be creative and not simplistic, so we experimented with features of Final Cut Express. We believed this would make our film more interesting and attract our target audience.
Evaluation Question#6
The document discusses what the author learned about technology through creating their media product. They learned how to properly use equipment like a tripod, DSLR camera, and editing software. Specifically, they learned camera functions, video editing skills, file conversion, and how to use a laptop, phone, social media, and blog for production and distribution needs. Creating the media product provided hands-on experience that helped the author gain new technical skills and understanding of technology.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, managing time better allowed them to produce a higher quality final product with feedback from multiple drafts.
Question7
The student learned several skills from their preliminary task to the final product. They improved their skills with programs like Fronter and Photoshop. They also learned to keep a consistent style throughout and blend elements appropriately. Additionally, the quality of photos improved from more practice with the camera. Spending more time in multiple drafts of the main task allowed the student to incorporate feedback and create a higher quality final product compared to the preliminary rushed work.
As Media Connor Lovatt Evaluation
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
As Media Evaluation Connor Lovatt Preliminary Task
The document summarizes what was learned from a preliminary filmmaking task. It discusses gaining basic camera and shot skills, learning organizational skills for filming, and how to work effectively as a group. Areas of success included applying various shots to the short film and editing it using Adobe Premier Pro. An area for improvement was that some shots were too dark to see clearly due to lighting issues. Overall, the brief of including specific shots, audio, and a sound effect was met successfully.
Question 6 Media Evaluation
The document discusses various technologies used in the process of creating a film project. Blogger was used to collaboratively share research and ideas. Celtx software allowed the writer to format screenplays professionally. A Sony HD 1000 camera and tripod were used to film footage, although the tripod was limiting at times. Final Cut Express was used to edit the film, adding transitions and sound, and allowing revisions. Sound effects were found online as Garage Band proved difficult. Google Forms created an accessible audience questionnaire. Social media sites like Facebook, Twitter, and YouTube helped share and get feedback on the completed film.
Evaluation
The document discusses an evaluation of a program and project. The person used the Premier program for the first time and learned new skills in the process. They included different scenes in their project and worked well as a team, but could have improved the timing and added better effects. They are pleased with the results but would change the timing and involve more people for future projects.
Evaluation for advergame
The document provides an evaluation of an advergame project, identifying strengths, weaknesses, and areas for improvement. As strengths, the creator included detailed assets to engage audiences and efficient time management. A weakness was needing to redo some animated assets that became disoriented due to not properly measuring sizes. For next projects, the creator plans to measure asset sizes beforehand to save time, and add sound to increase audience engagement.
Evaluation of prelim for media A-level
The document discusses the skills learned and improved during the production of a preliminary media assessment. It describes gaining experience working in a team, using video editing software like Premiere Pro, and applying techniques like continuity editing. Feedback on the preliminary was mostly positive, with some comments on areas for improvement like occasional shaky camerawork. To strengthen future work, the document suggests re-filming weak scenes, experimenting more with effects, and enhancing the setting with props.
Evaluation Question 4
YouTube, Blogger, and Final Cut Pro were used at different stages of the media project. YouTube provided inspiration from existing music videos. Blogger allowed organization of work and display of coursework. Final Cut Pro was used for advanced video editing like changing colors, overlapping sequences, and adding effects. Photoshop allowed customization of the album digipak and advertisement through font selection, image manipulation, and layout. Prezi created an engaging digital presentation for the evaluation portion.
Question 6
The document discusses the various technologies used to create a media product. These include YouTube for inspiration on ideas and filmmaking techniques. Microsoft Office was used to plan ideas and create presentations. Photoshop and Premiere Pro were the main programs used - Photoshop to create character pictures and Premiere Pro to edit footage into a 2 minute film. A Canon EOS 600D camera was the primary tool for filming and taking photos of locations and actors.
Unit 18 evaluation
The student is happy with the work their group produced, but believes their print and TV adverts could have been improved with more experience using Photoshop and Premier Pro. Their research showed blue creates trust, so they used a blue color scheme. Their adverts targeted active teens by featuring silhouettes of teens exercising. They tried to make their TV advert humorous to appeal to teens. Overall, they felt their adverts reasonably promoted their product but more skills training could have improved quality and earned more marks.
3. fmp production experiments
Jordanne conducted an experiment creating a makeup look on a model and filming the process. She edited the footage in Adobe Premier, adding music. She encountered some technical issues but was able to resolve them. Images of the completed look were added at the end. For her final product, she plans to include the video, music and images, and add a voiceover or subtitles to explain the steps, as well as clips of the products used.
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As Media Evaluation Connor Lovatt Preliminary Task
As Media Evaluation Connor Lovatt Preliminary Task
Similar to Application for specific production roles
Q6 Eval
Dilraj Singh learned several skills related to media technologies through constructing his production. He learned that using a camera takes practice to get used to, but by the end he had mastered skills like maintaining focus during long shots. When editing, he found iMovie to be effective for adding effects and transitions. Overall, his skills in filming and editing developed greatly over the course, as he learned techniques for shots, blocking, and creating believable scenes. While his skills improved significantly, he recognizes areas for further development, such as using camera stabilization, blocking background noise, and improving cut transitions.
Evaluation question 7
The document discusses the author's experience making a preliminary film and subsequent final product. For the preliminary film, the author lacked planning and storyboarding skills and did not understand important concepts like framing, mise-en-scene, and editing. For the final product, the author improved their skills in planning, camerawork, mise-en-scene, editing, collaboration, and time management. Overall, the author gained valuable experience and developed many new skills in film production from the preliminary film to the final product.
Question 7 media evaluation
The document discusses what was learned from the preliminary task to the full media project. Planning for the full project was challenging due to issues casting actors and securing costumes. During filming, background noise was loud since actors had to be replaced. In post-production, the author learned to use Final Motion to create titles but found Final Cut editing would be better done by another. The preliminary task provided experience operating cameras but not the extensive planning required for the larger project.
Question 7
From their preliminary task to the full media project, the author learned that planning is crucial and they need to have backup actors and costumes. During filming, they had to use people from college due to a lack of available actors, and the background noise from the college setting impacted the sound quality. The author also learned to use video editing software like Final Cut Pro and Final Motion, though they found editing in Final Cut Pro challenging and preferred if another team member had taken that role. The preliminary task didn't require much planning but the full project required significantly more planning and detail.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Prelim evaluation
1) The document describes the filmmaker's original idea for their preliminary film project, which involved a hostage situation in a car.
2) They then decided to create a new script about a businesswoman keeping her sister hostage after realizing the original plan would not be as effective.
3) While filming, the filmmaker focused on incorporating different shots like shot reverse shot but struggled with following the 180 degree rule, which caused some confusion at the end.
Creative platforms
The document discusses the author's studies in television and film production and their career goals in the industry. The author hopes to find work as a lighting assistant or runner after graduating university and eventually become a director of photography or producer. They describe strengths in organization, time management, and lighting but note weaknesses in keeping their showreel and business cards up to date. The author provides examples of potential job opportunities and outlines next steps of focusing on films, printing business cards, updating their blog, and completing their showreel and website designs.
Prelim evaluation
Originally, the filmmaker planned to create a hostage situation set in a car, but later changed the script to be about a businesswoman holding her sister hostage. While filming, the filmmaker focused on incorporating shots like shot reverse shot and match on action shots. The biggest challenge was following the 180 degree rule, which caused some confusion at the end. Overall, the filmmaker was pleased with the filming and editing skills improved since their last media project, but would spend more time ensuring the 180 degree rule was followed properly for clarity if redoing the project.
Evaluation question:6 What have you learnt about technology from the process...
Evaluation question:6 What have you learnt about technology from the process of constructing the product?
Question 7 media evaluation draft
The author learned several lessons from completing a full media project compared to an earlier preliminary task. For the full project, they struggled with actor casting and securing costumes due to last-minute changes, and dealt with loud background noise and faulty audio equipment during filming. The author also learned how to use Final Cut and Final Motion software, though editing in Final Cut proved challenging. Overall, the preliminary task did not require as much planning as the full media project and the author was surprised by all the planning and detail needed for the larger task.
Post production
The document discusses a student's role and experiences with post-production work on a group project. It describes editing tasks like fixing lighting issues, adding titles using Motion software, and learning tools in Final Cut Pro. The student hopes to use skills like cutting video to music in Final Cut Pro for an upcoming music video but may not need Motion for titles or Jamendo for finding music.
Skills i learned
The filmmaker learned several lessons from creating their 2 minute film introduction. They realized they need to manage their time better for future projects and ensure actors are more committed. Technical skills like blogging, using new equipment like a camera rig, and editing techniques in Adobe Premier were also improved. Additionally, the filmmaker paid closer attention to proper camera angles and focus after issues with those aspects in prior work.
The Roles and Responsibilities
This SlideShare details who will take which roles and Responsibilities during the making of our film trailer, magazine cover and film poster
The Roles and Responsibilities
The document discusses the roles and responsibilities for each member of a group project to create a movie trailer, magazine cover, and poster. It assigns the following roles: all three members will be producers and share equal control; one member will be the director/screenwriter due to previous experience; another will be the cinematographer based on directing experience from last year; one will be the editor based on editing the previous year's work; one will handle mise-en-scene arrangements; one will design the poster using Photoshop skills; and one will design the magazine cover using Photoshop experience. The roles leverage each member's strengths and experiences to divide responsibilities.
Evaluation question 7
The student learned a great deal from their preliminary project to their final film. For the preliminary project, they did not use equipment like a tripod effectively which resulted in low quality footage. However, for the final film they used a tripod which improved the quality tremendously. They also struggled with issues like jump cuts in previous projects but learned through trial and error and reshooting scenes. Directing actors also proved challenging as the actors would sometimes improvise lines. Overall, the process of planning, shooting, reshooting, and editing taught the student valuable lessons about filmmaking despite the short two minute runtime.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Looking back at your prelim task, what have you learnt in the progression fro...
The document discusses the progression from a preliminary film task to the final product. Some key things learned were using camera shots like match on action and continuous filming. The preliminary task was a good first experience but some shots like the beginning and end were messy. For the final opening, a wider range of shots and editing effects were used to set the atmosphere. Looking back, focusing shots and using more variety would have improved the preliminary task. Comparing the two, there is clear improvement in shots like two shots and tracking shots which were done more perfectly in the final film.
Evaluation questions 5 7
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.
Question 7
The document discusses the learning and progress the author has made from their preliminary media task to their final opening title sequence. In their preliminary task, the author struggled with filming, editing, sound, and other technical aspects since it was their first piece. They have since learned better camera techniques, how to use editing software like Premiere Pro, the importance of things like mise-en-scene, script writing and storyboarding. The author feels they have gained important skills and knowledge over the past year that allowed them to create a higher quality final project.
Question 7
The preliminary task was not as polished as the final film due to lack of experience and planning. While the preliminary task provided an overview, the final film showed more variety in shots, locations, and quality of camerawork and acting. Planning and editing improved greatly between the two projects, though more organization was still needed for the final film. Overall, the filmmaker learned valuable skills in camerawork, editing, and planning that will help with future projects.
Similar to Application for specific production roles (20)
Evaluation question:6 What have you learnt about technology from the process...
Evaluation question:6 What have you learnt about technology from the process...
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Application for specific production roles
- 1. Application for roles in production Naomi Kendall
- 2. Pre-production In the pre-production stage, I would like to apply for the role of the director. I would love to take on the directors role because it is a key part in making the production and post production stages run smoothly. I think I am very suited to this role because I am very good at organisation and problem solving. I also enjoy helping other team members and keeping everyone motivated.
- 3. Production During the production stage, I am to apply to be the cinematographer or any other camera position. Although I do not have a lot of experience with cameras when it comes to filming, I do have quite a lot of experience when in comes to photographs, including my music magazine last year. Alongside really enjoying camera work, I also plan to study cinematography and filmmaking at university and hopefully have a career in it so this would improve my skills massively.
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