Aryan ali evalu
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Aryan worked as an editor on a group project, acting as a quality control role to ensure all scenes fit together cohesively. The team worked well collaboratively over about a week to film scenes, though stretching the filming out posed challenges to maintain consistency. While not operating the camera as much as others, Aryan learned some technical skills but sees room for improving knowledge of equipment to make future filming go more smoothly.
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Evaluation plan - PT to Mt
In the preliminary task, movement was wonky and shots were accurate but could have been better without proper practice. For the main task, steady camera movements and practiced shot sizes were used, and iMovie was used to add titles, cut, and crop shots while considering composition and scripting makeup, costumes, and props with a photo story. White balance was not used in the preliminary task but was used to create consistent coloring for the main task.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Evaluation of preliminary
The document evaluates a preliminary film project. It notes that the camera work and editing were well done, creating a smooth clip with tense atmosphere. However, it could be improved with more variety of shots, angles, and transitions. The experience taught filming and editing skills, but zooming and steady camera work need more practice. Strengths included contributing ideas and storyboarding, while weaknesses were in smooth zooming. The group worked well together but needs more detailed planning.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down, and having a brief conversation with another character. The task is meant to demonstrate continuity of action, shot/reverse shot filming, and adherence to the 180-degree rule. It asks that the planning, camera use, and editing with Final Cut Pro be evaluated, and that two areas for improvement be identified to work on for the main task. The response evaluates the team's planning and filming with a Canon camera, editing in Final Cut Pro, and identifies that some actors need more confidence and to be less camera shy.
Assignment 15[1]
The group assessed their preliminary task video. They felt they successfully used different shots and camera movements while avoiding rule breaks. Areas for improvement included reducing background noise, adding opening credits, and incorporating more shot distances and camera angles. They learned skills in planning, filming, editing, uploading, and self-assessing through completing this preliminary assignment using technologies like PowerPoint, cameras, tripods, iMovie, QuickTime, YouTube, and online research.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
Recommended
Evaluation plan - PT to Mt
In the preliminary task, movement was wonky and shots were accurate but could have been better without proper practice. For the main task, steady camera movements and practiced shot sizes were used, and iMovie was used to add titles, cut, and crop shots while considering composition and scripting makeup, costumes, and props with a photo story. White balance was not used in the preliminary task but was used to create consistent coloring for the main task.
Evaluation question 7
The preliminary task taught the student important filming and editing skills like match on action shots, 180 degree rule shots, and using Sony Vegas editing software. These skills helped make the final production look more polished with varied shots. Specifically, the preliminary task experience helped with acting, using equipment, and understanding when to use certain shots to set mood. It also showed the importance of capturing scenes from multiple angles to aid the editing process. Overall, the preliminary task built the student's confidence and skills for a successful full production.
Evaluation of preliminary
The document evaluates a preliminary film project. It notes that the camera work and editing were well done, creating a smooth clip with tense atmosphere. However, it could be improved with more variety of shots, angles, and transitions. The experience taught filming and editing skills, but zooming and steady camera work need more practice. Strengths included contributing ideas and storyboarding, while weaknesses were in smooth zooming. The group worked well together but needs more detailed planning.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down, and having a brief conversation with another character. The task is meant to demonstrate continuity of action, shot/reverse shot filming, and adherence to the 180-degree rule. It asks that the planning, camera use, and editing with Final Cut Pro be evaluated, and that two areas for improvement be identified to work on for the main task. The response evaluates the team's planning and filming with a Canon camera, editing in Final Cut Pro, and identifies that some actors need more confidence and to be less camera shy.
Assignment 15[1]
The group assessed their preliminary task video. They felt they successfully used different shots and camera movements while avoiding rule breaks. Areas for improvement included reducing background noise, adding opening credits, and incorporating more shot distances and camera angles. They learned skills in planning, filming, editing, uploading, and self-assessing through completing this preliminary assignment using technologies like PowerPoint, cameras, tripods, iMovie, QuickTime, YouTube, and online research.
Evaluation powerpoint
This document summarizes a student's experience filming a short video clip using continuity techniques for class. The student learned how to properly use a video camera and editing software. Time management was challenging, but the finished product came together well. Areas for improvement include better time planning and experimenting more with editing features. While some continuity techniques were successfully used, others like the 180 degree rule were difficult to include. The student evaluated their positive contribution to group roles and workflow.
Evaluation question 6
- The preliminary task brief was for students to film a conversation scene using key filming skills like the 180 degree rule.
- It was assigned to familiarize students with the camera and filming techniques needed for the final project.
- Completing the preliminary task helped the student learn filming skills like shot types and continuity rules that they applied to successfully film and edit their thriller opening for the final project.
Preliminary task september 2014 evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It requires evidence of matching action between shots, using a shot/reverse shot technique, and following the 180-degree rule. It evaluates the task positively, noting that the group worked well together to storyboard, script, film, and edit separate clips into a cohesive video using iMovie. Areas for future improvement include practicing video editing and familiarizing themselves further with iMovie software, as well as incorporating props, costumes, and multiple backgrounds.
Evaluation of preliminary task
The group constructed the story line well and incorporated shots that set the mood, editing transitions between scenes that allowed them to flow nicely. Some improvements could be made by shortening shots, improving scene movement and duration, and dimming the lighting to be more thriller-like. The process taught skills like controlling the camera steady and using editing software. The group worked well together by dividing roles between filming and acting, then collaborating on editing by combining ideas. Skills learned like using a camera stand and editing software, transitions, and lighting adjustments will be applied to the final task.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
Evaluation of prelim task
Owen was part of a group that included Michael, Evaristo and Sarah. They each had specific roles in filming and editing a video project. Some issues they faced included time management problems due to external factors, lack of accuracy with their storyboard, and a faulty tape. Improvements could be made to the quality and clarity of storyboards. Better editing rotas may also increase efficiency. Overall, the group's preliminary task was successful despite the challenges, but the clarity of dialogue and shot selection could be improved if they did the project again.
Cameraperson
This tells you what is the job for cameraperson and what are the skills for me I can match for the group production.
Presentation2
The document annotates and summarizes the technology used to film an opening movie sequence, including a Canon 600D camera, Mac computers, GarageBand music software, and Final Cut video editing software. Pros and cons are provided for each technology. The camera had good image quality but short battery life. Macs allowed internet-based editing but internet access failed for three days. GarageBand offered many music options but limited song combinations. Final Cut's editing tools were difficult to locate.
Prelim evaluation
The document summarizes the evaluation of a student's preliminary film project involving a tennis racket in a kitchen. The student acted in and helped film, storyboard, and edit the short film. Through this process, the student learned the importance of storyboarding and planning shots. The film successfully included specific shots and techniques as criteria. However, some of the filming was shaky as it was handheld and the editing had some continuity issues. In the future, the student will improve filming with a tripod, better lighting, and easier shots to edit.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Fo49 question 7
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Fo49
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Question 7
The document compares shots from a preliminary task and main task video project. The author is proud of improvements in the main task, including more stable camera movement, better planned camera angles that elevate with the actor, and a better executed over-the-shoulder shot. Some shots, like a mid shot following the character, were well executed in both the preliminary and main tasks, though the main task version was more stable. A shot in a public space was also well executed in both tasks while being more careful in the main task.
Practice for magazine
This document contains 5 paragraphs describing photographs taken by the author to practice different photography techniques. Each paragraph details a different subject - a bus, a person punching, a flag, an ambulance, and a car. The author captured each moving subject using continuous shooting mode. They used similar settings for each shot, such as low ISO and medium aperture. The photographs are described as practice shoots, as the author may change their project theme later.
How is my Preliminary task is different to my opening sequence?
The preliminary task focused on using basic camera angles like shot reverse shot and the 180 degree rule to tell a simple story of a fight between two characters. It required writing a script and using dialogue. The opening sequence told a single character's story and did not require dialogue, just instructions. It took influence from other opening sequences to develop the idea. Camera angles were more varied in the preliminary task, while the opening sequence used long shots, mid shots, and close ups to complement the simple story. Both used basic editing in iMovie without complicated shots or fast pacing.
As media preliminary task evaluation
Mini Rana's role in the preliminary task was as the cameraman, filming all the shots that are in the video. They found planning the production to be their favorite part, as it allowed for brainstorming ideas and storyboarding shots. Working in a group helped with efficiency but also led to some conflicting ideas that slowed filming down. Mini Rana tried to include camera techniques like match on match, 180 degree rule, and shot reverse shot. They felt the investigation scene and match on match corridor scene were strengths. Further development could involve more thorough planning and using a wider variety of shots.
Camera man ting
The document outlines the roles and responsibilities of a camera man for a music video project. As camera man, the individual was responsible for ensuring proper camera angles, lighting, and use of equipment to capture the shots directed by the project director. Key duties included proficiency with the camera features, capturing the specified shots, adding creative elements to some shots, and managing all camera equipment, which included using a video camera, tripod, and handheld steadicam.
Media question 7
The document discusses what the student has learned from their preliminary task to their final film product for a course. They note that mistakes were made in filming the preliminary task, but that the final film used separate filming and editing which made it look more professional. Overall, the student learned new filming, editing, and advertising skills through completing the coursework tasks.
Presentation for media
I worked with kanwal, jojor and leutrim to fairly split up tasks for our group project. We had some problems when we lost our storyboard and missed filming our last scene.
We planned our sequence on a storyboard but didn't have it while filming, which caused issues. We had to improvise to try and match our filmed sequence as closely as possible to the storyboard.
We used an HD camera, battery, tape and tripod to film. I learned different shot types like close-ups, long shots, and over-the-shoulder shots. Factors like applicable shots and positioning equipment were considered during planning, shooting and editing.
Notable scenes in the exorcist
In this scene, 4 people are peering into the distance from a mid-wide shot, capturing their facial features but also the surroundings. This shot creates suspense and anticipation in the audience. Another scene shows an over-the-shoulder shot of a priest and demon, with the demon's frightening facial features shown to scare the audience. A third scene shows another over-the-shoulder shot of a priest and what seems to be a demon sculpture, using foreshadowing to open up the scenery.
Aryan ali
Scarlett Johansson is brightly lit in the foreground of the advertisement, while the background is dark, creating a golden glow around her. The direct eye contact between Johansson and the camera aims to create a personal bond with the consumer. Symbolism shows that celebrities use this perfume product, appealing to customers. Goffman's ideas around the exploitation of women's images in media to attract customers and boost sales is evident, as Johansson is portrayed rubbing her neck with her mouth slightly open, aiming to appeal to what women aspire to be.
My evaluation
Our media product explored conventions commonly used in thriller movies such as low-key lighting, suspenseful music, and partial storylines to create shock. It represented twin brothers to relate to audiences with siblings or who sympathize with the story. As an independent small-budget movie, it would likely be distributed by an independent institution taking a smaller cut due to limited advertising. We addressed audiences by conveying the emotions of the product rather than large promotional campaigns. Through filming, we learned to properly use technology like cameras, lights, and microphones, and would feel comfortable using such equipment for future projects.
Tv drama
This document discusses several genres of television shows including teen drama, period/costume drama, hospital drama, and crime drama. It provides examples of shows that fall into each genre like Glue, Boardwalk Empire, Grey's Anatomy, and True Detective. For each show, it describes the target audience and provides brief descriptions of characters and how they relate to class and identity.
Aryan ali evaluation
Aryan worked as an editor on a group project, acting as a quality control role to ensure all scenes fit together cohesively. The team worked well collaboratively over about a week to film scenes, though stretching the filming out posed challenges to maintain consistency. While not operating the camera as much as others, Aryan learned some technical skills but sees room for improving knowledge of equipment to make future filming go more smoothly.
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What's hot
Evaluation of preliminary task
The group constructed the story line well and incorporated shots that set the mood, editing transitions between scenes that allowed them to flow nicely. Some improvements could be made by shortening shots, improving scene movement and duration, and dimming the lighting to be more thriller-like. The process taught skills like controlling the camera steady and using editing software. The group worked well together by dividing roles between filming and acting, then collaborating on editing by combining ideas. Skills learned like using a camera stand and editing software, transitions, and lighting adjustments will be applied to the final task.
Assignment 15 final
The group assessed their preliminary task assignment. They felt they did well with steady camera work and avoiding the 180 degree rule. Areas for improvement included reducing background noise, adding credits, and including more shot distances and camera angles. When assessing their use of camera techniques like framing and shot distances, they were mostly pleased but could have improved with an extreme close up shot and a mid shot. They learned skills in researching, planning, filming, editing, uploading and assessing their preliminary task. This included learning about shot varieties, match on action, editing software, and critically reviewing their own work.
Evaluation of prelim task
Owen was part of a group that included Michael, Evaristo and Sarah. They each had specific roles in filming and editing a video project. Some issues they faced included time management problems due to external factors, lack of accuracy with their storyboard, and a faulty tape. Improvements could be made to the quality and clarity of storyboards. Better editing rotas may also increase efficiency. Overall, the group's preliminary task was successful despite the challenges, but the clarity of dialogue and shot selection could be improved if they did the project again.
Cameraperson
This tells you what is the job for cameraperson and what are the skills for me I can match for the group production.
Presentation2
The document annotates and summarizes the technology used to film an opening movie sequence, including a Canon 600D camera, Mac computers, GarageBand music software, and Final Cut video editing software. Pros and cons are provided for each technology. The camera had good image quality but short battery life. Macs allowed internet-based editing but internet access failed for three days. GarageBand offered many music options but limited song combinations. Final Cut's editing tools were difficult to locate.
Prelim evaluation
The document summarizes the evaluation of a student's preliminary film project involving a tennis racket in a kitchen. The student acted in and helped film, storyboard, and edit the short film. Through this process, the student learned the importance of storyboarding and planning shots. The film successfully included specific shots and techniques as criteria. However, some of the filming was shaky as it was handheld and the editing had some continuity issues. In the future, the student will improve filming with a tripod, better lighting, and easier shots to edit.
Evaluation question 6
The brief for the preliminary task was to film a conversation scene including key filming techniques. This was to practice skills needed for the final thriller opening. From completing the task, the student learned how to use continuity rules, shoot different shot types, and gained experience working as a group and editing with Final Cut. Completing the preliminary task helped with the final project by providing experience using the camera, continuity, planning, group work, and editing skills, which ensured a smooth production process for the thriller opening.
Question 7
In my preliminary task, I had limited camera equipment and shot options. For my final product, I had access to multiple lenses allowing more creative shots. I also improved my framing and incorporated some camera movement and zooming shots. While my editing skills did not greatly improve, practicing in my preliminary task prepared me well. I also learned to add basic visual effects that enhanced my final product. Overall, having more equipment options and practicing key filmmaking skills allowed me to produce a higher quality final product.
Fo49 question 7
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Fo49
The student learned several skills between their preliminary and final tasks for this project. For the preliminary task, they learned how to use a camera, properly frame shots, and execute shot reverse shot sequences. While pleased with the result, they identified areas for improvement like matching shots more smoothly. For the final task of creating a film title sequence, the student applied the skills they developed earlier. They felt the final product was much better thanks to skills like framing, matching shots, and incorporating more shot varieties. Additional skills learned for the final task included using a boom mic and new camera settings. Areas for further improvement included minimizing costume and lighting mismatches between shots.
Question 7
The document compares shots from a preliminary task and main task video project. The author is proud of improvements in the main task, including more stable camera movement, better planned camera angles that elevate with the actor, and a better executed over-the-shoulder shot. Some shots, like a mid shot following the character, were well executed in both the preliminary and main tasks, though the main task version was more stable. A shot in a public space was also well executed in both tasks while being more careful in the main task.
Practice for magazine
This document contains 5 paragraphs describing photographs taken by the author to practice different photography techniques. Each paragraph details a different subject - a bus, a person punching, a flag, an ambulance, and a car. The author captured each moving subject using continuous shooting mode. They used similar settings for each shot, such as low ISO and medium aperture. The photographs are described as practice shoots, as the author may change their project theme later.
How is my Preliminary task is different to my opening sequence?
The preliminary task focused on using basic camera angles like shot reverse shot and the 180 degree rule to tell a simple story of a fight between two characters. It required writing a script and using dialogue. The opening sequence told a single character's story and did not require dialogue, just instructions. It took influence from other opening sequences to develop the idea. Camera angles were more varied in the preliminary task, while the opening sequence used long shots, mid shots, and close ups to complement the simple story. Both used basic editing in iMovie without complicated shots or fast pacing.
As media preliminary task evaluation
Mini Rana's role in the preliminary task was as the cameraman, filming all the shots that are in the video. They found planning the production to be their favorite part, as it allowed for brainstorming ideas and storyboarding shots. Working in a group helped with efficiency but also led to some conflicting ideas that slowed filming down. Mini Rana tried to include camera techniques like match on match, 180 degree rule, and shot reverse shot. They felt the investigation scene and match on match corridor scene were strengths. Further development could involve more thorough planning and using a wider variety of shots.
Camera man ting
The document outlines the roles and responsibilities of a camera man for a music video project. As camera man, the individual was responsible for ensuring proper camera angles, lighting, and use of equipment to capture the shots directed by the project director. Key duties included proficiency with the camera features, capturing the specified shots, adding creative elements to some shots, and managing all camera equipment, which included using a video camera, tripod, and handheld steadicam.
Media question 7
The document discusses what the student has learned from their preliminary task to their final film product for a course. They note that mistakes were made in filming the preliminary task, but that the final film used separate filming and editing which made it look more professional. Overall, the student learned new filming, editing, and advertising skills through completing the coursework tasks.
Presentation for media
I worked with kanwal, jojor and leutrim to fairly split up tasks for our group project. We had some problems when we lost our storyboard and missed filming our last scene.
We planned our sequence on a storyboard but didn't have it while filming, which caused issues. We had to improvise to try and match our filmed sequence as closely as possible to the storyboard.
We used an HD camera, battery, tape and tripod to film. I learned different shot types like close-ups, long shots, and over-the-shoulder shots. Factors like applicable shots and positioning equipment were considered during planning, shooting and editing.
What's hot (17)
How is my Preliminary task is different to my opening sequence?
How is my Preliminary task is different to my opening sequence?
Viewers also liked
Notable scenes in the exorcist
In this scene, 4 people are peering into the distance from a mid-wide shot, capturing their facial features but also the surroundings. This shot creates suspense and anticipation in the audience. Another scene shows an over-the-shoulder shot of a priest and demon, with the demon's frightening facial features shown to scare the audience. A third scene shows another over-the-shoulder shot of a priest and what seems to be a demon sculpture, using foreshadowing to open up the scenery.
Aryan ali
Scarlett Johansson is brightly lit in the foreground of the advertisement, while the background is dark, creating a golden glow around her. The direct eye contact between Johansson and the camera aims to create a personal bond with the consumer. Symbolism shows that celebrities use this perfume product, appealing to customers. Goffman's ideas around the exploitation of women's images in media to attract customers and boost sales is evident, as Johansson is portrayed rubbing her neck with her mouth slightly open, aiming to appeal to what women aspire to be.
My evaluation
Our media product explored conventions commonly used in thriller movies such as low-key lighting, suspenseful music, and partial storylines to create shock. It represented twin brothers to relate to audiences with siblings or who sympathize with the story. As an independent small-budget movie, it would likely be distributed by an independent institution taking a smaller cut due to limited advertising. We addressed audiences by conveying the emotions of the product rather than large promotional campaigns. Through filming, we learned to properly use technology like cameras, lights, and microphones, and would feel comfortable using such equipment for future projects.
Tv drama
This document discusses several genres of television shows including teen drama, period/costume drama, hospital drama, and crime drama. It provides examples of shows that fall into each genre like Glue, Boardwalk Empire, Grey's Anatomy, and True Detective. For each show, it describes the target audience and provides brief descriptions of characters and how they relate to class and identity.
Aryan ali evaluation
Aryan worked as an editor on a group project, acting as a quality control role to ensure all scenes fit together cohesively. The team worked well collaboratively over about a week to film scenes, though stretching the filming out posed challenges to maintain consistency. While not operating the camera as much as others, Aryan learned some technical skills but sees room for improving knowledge of equipment to make future filming go more smoothly.
Aryan ali se
In this scene, Henry narrates the introduction of Jimmy Conway, a young criminal legend, as he enters the bar. Through panning shots, editing techniques, and ambient noise, the director Martin Scorsese establishes Jimmy's intimidating presence and establishes him as a dangerous man who has already been imprisoned for murder. Henry slips money into Jimmy's pocket as a freeze frame highlights Jimmy's face, contrasting the dark details of his past with the joyful music playing in the background.
Moodboard
The document discusses frightening an audience and mentions brothers. In just two very short sentences it refers to scaring an audience and brothers but provides no other context or details.
Editing techniques aryan
The document discusses two editing techniques used in the movie Goodfellas. The first is a long take and tracking shot that follows Henry as he introduces each character to the camera, breaking the fourth wall. This fluid shot makes the introductions feel smooth. The second example is a scene that cross cuts between Jimmy and Henry talking in a diner and a scene of Tommy being made but then killed. The cross cutting between the two scenes makes the viewer feel they experience the emotions of learning about Tommy's death at the same time as Jimmy.
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Q7
The document summarizes the student's learning from their preliminary task to their full product thriller film. They discuss improvements in their camera work, editing skills, and use of software like Final Cut Pro. They analyzed successes and challenges of both their preliminary task and full thriller film. Overall, they felt they improved their skills and learned from mistakes, and enjoyed gaining experience with cameras, editing, and other technologies.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
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.
Media 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.
Preliminary task evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met criteria like character movement and dialogue. Overall, Sukhpreet learned about camera techniques, iMovie editing, storyboards, and lessons like proper filming conditions and att
Preliminary Task Evaluation
Sukhpreet evaluates their group's pre-production work for a preliminary film task. They found the work was evenly distributed and they were able to discuss issues that arose. Finding willing cast members was difficult. They should have considered camera angles more. An iPad was used to film, which had limitations like an inability to use a tripod, but the quality was good. They learned the importance of landscape over portrait orientation and avoiding unwanted backgrounds. Editing in iMovie was challenging but the inexperienced group was able to cut clips together. The completed task met the criteria of including shots of a character walking and opening a door with dialogue. Overall, Sukhpreet learned about camera shots, storyboards, filming in quiet
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.
Eval 7
From producing a preliminary task to a full product, the author learned significant skills in camera work, directing, editing, and teamwork. For the preliminary task, the author's camera skills were limited and the directing was disorganized. However, experience with different shots and editing software improved the author's abilities. Additional research helped add special effects. Coordination with the team also improved, allowing for better planning and task distribution. These gained skills led to a main task that incorporated more advanced shots and tighter editing than the preliminary version.
Prelim eval
The document summarizes what the author learned from completing a preliminary filmmaking task. The author learned how to effectively use camera shots, manage time during filming, and ensure continuity between shots during both filming and editing. Areas of success for the task included good continuity and the use of various shot types. The author identifies areas for improvement such as more effective planning and inclusion of credits.
Prelim eval
The student learned several skills from completing their preliminary film task. They learned how to effectively use camera shots like low angles, continuity techniques like matching clothes and locations, and basic editing. Some areas of success included good continuity and using a variety of shots. However, they need to improve planning time better and including more challenging shots and credits in the future.
Preliminary task evaluation
The document summarizes Deepika Singh's evaluation of her group's preliminary task filming process. Some key points made include: their group worked well together and communicated effectively; they filmed using iPads which had benefits of ease of use but disadvantages of poor video quality and audio interference; editing was done using iMovie which was easy to use; and overall they learned about different camera shots and angles as well as maintaining consistency during filming.
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.
Preliminary task evalutaion
Tayla Thorley reflects on her group's process for completing a preliminary film task. She notes that working as a team and brainstorming together helped generate ideas, though one member's absence hindered the process. Filming with an iPad proved difficult due to its size, resulting in some shaky footage. Lessons learned include using a different, more stable camera and choosing a quieter filming location. Editing in iMovie went smoothly and allowed adding effects. Overall, the criteria were met but more shot/reverse shot coverage could have been included. Tayla learned about different camera techniques and the film editing process in iMovie.
Evaluating our Preliminary Task
The document summarizes a group's experience filming and editing a short film for a class assignment. They worked well together to film using techniques like match on action, the 180 degree rule, and shot-reverse shot. Some mistakes were made, like overexposing the lighting, but they were able to fix issues quickly. The group found editing easier than filming and were able to complete the task on time. Overall it was a positive learning experience where they practiced important filmmaking skills.
What have i learnt
1) For their prelim project, the author's group did little planning and research before filming and everyone was new to using the camera equipment, which led to problems during filming.
2) Their filming skills improved for the final project, as they planned locations, costumes, and storyboarded their film in advance. Their camerawork was better with different shot types.
3) The author's editing skills were not very developed for the prelim but improved for the final project, where they learned to use Final Cut Pro more effectively and add motion graphics.
Q7
Looking back to their preliminary task, the document discusses what they feel they have learned in progressing from the preliminary task to the full product. Specifically, they note that for the preliminary task they did no research or planning, it was hastily made up and did not turn out well. However, it helped them learn how to use the camera and editing software. For the full product, they conducted research, created a storyboard, script, and divided roles to better organize and plan the project. They also improved their camera skills and editing was split between two people to finish more quickly. Overall, the document expresses that significant improvements were made from more planning, research, defined roles, and experience gained from the preliminary task.
Evaluation question 6
I learned several techniques for using a video camera to shoot scenes for my thriller sequence, including different shots and lighting effects to set the dark tone. I also used anti-shake and motion capture features to avoid shaky footage that would ruin the effect. Using iMovie to edit was challenging at first but I learned how to cut unwanted clips, add sound effects, and edit title cards into each clip without overlapping motions or jumbling scenes. The iMac made the editing and production process easier by allowing me to work on my blog at the same time as editing.
Question 7
The student learned valuable skills through completing preliminary filmmaking tasks. The "Life on Mars" activity taught them about camera usage and shot timing. Storyboarding their opening scene helped them plan shots and experiment with editing. Each successive task built on their skills, and by the film opening they had learned effects, titles, and how to intrigue audiences. While challenging, creating the opening scene taught them the importance of character, location, and genre establishment to draw viewers in.
Preliminary Task Evaluation
The document discusses Robert Corbishley's preliminary task for #ashtag Films. It describes the pre-production workflow, use of an iPad for filming which had limitations, lessons learned about steady shots and landscape filming, using iMovie for editing, and how the completed task met most of the criteria. Overall, Robert feels he learned about editing software, camera shots, filming techniques, and benefits of longer shots during the process of completing the preliminary task.
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Aryan ali evalu
- 1. Aryan Ali-murad AS media How did you work within your role? Examining the final product of our preliminary task i see that everyone contributed in their own way to make it as great as it was. I acted as jiminy cricketand also edited the scenes. How did you work within your team? As i said everyone in our team contributed to the making of this task. We worked well together and had fun at the same time. What challenges did you experience? We could not film every scene in one day so we stretched it out over about a week but we needed the scenes to look the same even tho they were filmed apart which was a hard task but we managed. How did you find using the equipment? I wasn’t using the equipment as much as the director but i still managed to learn some aspects of the camera and lighting. I also used a lepel mic. Did you set the camera to manual or automatic settings? Automatic What worked well in the filming process? Concentration, but we had to re shoot a few scenes because the original camera angles were not good. What areas of filming do you need to build on? I think i need to learn more about the equipment so that next time i film it can be smooth and easy and hopefully better than our preliminary task.