Assignment 15 final
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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.
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Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
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.
Video Continuity Task Evaluation
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Video continutity production and evalution
1) The document discusses the production and post-production process for a student media studies project involving a short video sequence. It covers storyboarding, filming over two days using various camera shots and techniques, and editing the footage in Pinnacle 15 and Vegas Pro.
2) Key aspects of the production included following a script, storyboard, equipment list and considering location availability. Techniques like shot reverse shot and the 180 degree rule were implemented to create continuity.
3) In post-production, the author learned to import, cut, add transitions and render footage together on a timeline. They reflect that with more experience they would include more close-ups, panning and shot reverse shots.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Recommended
Preliminary Task Evaluation
1) The document discusses a preliminary video task to demonstrate understanding of image framing and shot types by creating a linear photo story.
2) It then describes a video continuity task to showcase the three stages of production using 180 degree rule, shot/reverse shot, and match on action techniques.
3) The team carried out research analyzing examples to further their knowledge of how the 180 degree rule indicates emotional shifts and how shot/reverse shot creates a sense of continuous action.
Preliminary task evaluation
1) The preliminary task was for the video group to create a linear photo story demonstrating their understanding of image framing and shot types.
2) They were to produce a short video sequence using 180 degree rule, shot/reverse shot, and match on action techniques to show the three stages of production.
3) The group researched examples of video continuity, storyboarded their mysterious package idea, and produced the video in a friend's house over a few hours, having some camera issues but solving them with a phone.
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.
Video Continuity Task Evaluation
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
Editing small movie sequence
This document outlines the steps taken by a group to edit a video project. It describes planning the editing process with a spider diagram, working as a team to incorporate different ideas, and having difficulty with transitions between shots. Issues encountered included not properly following the 180-degree angle rule during filming and needing to re-film parts with matching clothing. The group learned valuable lessons about planning shots and consistency that will help with future projects.
Video continutity production and evalution
1) The document discusses the production and post-production process for a student media studies project involving a short video sequence. It covers storyboarding, filming over two days using various camera shots and techniques, and editing the footage in Pinnacle 15 and Vegas Pro.
2) Key aspects of the production included following a script, storyboard, equipment list and considering location availability. Techniques like shot reverse shot and the 180 degree rule were implemented to create continuity.
3) In post-production, the author learned to import, cut, add transitions and render footage together on a timeline. They reflect that with more experience they would include more close-ups, panning and shot reverse shots.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
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.
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.
Preliminary task evaluation
This document provides a brief for a filmmaking task that requires students to film a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It states that the task should demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. It then evaluates the task, noting that planning, camera work, and iMovie editing went well as a group effort, with areas for improvement being to add more characters and use props to provide more detail.
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.
preliminary task,
The document discusses what the author learned from their preliminary task of filming a thriller to the full production. They learned that using varied shots is essential to keep the audience engaged. Proper use of mise-en-scene, angles, and the 180 degree rule are also important for setting hierarchy and tone. While filming techniques improved with practice, the author still struggles with editing software like Photoshop.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down 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. A group worked well together to plan, film, and edit their preliminary task using iMovie, though they note they could have improved the plotline and spent more time editing.
Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
Evaluation 6
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.
Pt evaluation
The document summarizes the learning and experiences of a group that completed a preliminary filmmaking task. It discusses:
1) New skills learned like film terminology and using Adobe Premiere Pro for editing.
2) Areas of success including strong group collaboration and effective basic editing. Some shots received praise.
3) An area for improvement around reliably casting actors given other commitments interfered with filming.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Preliminary Project Evaluation
This document provides a preliminary evaluation of a project. It summarizes that the author learned how to use a video camera on a tripod, implement transitions, and storyboard a video. It also discusses the success of presenting a range of shots and meeting the brief. Areas for improvement include not meeting the one minute time limit and adding more transitions. In conclusion, the brief requirements of showing characters opening a door and sharing dialogue were satisfied.
Evaluation part 4
The document discusses the progression and feedback received for drafts of an opening sequence for a film project. Key points learned from filming and editing each draft include improving sound design, shot variety, continuity, and understanding thriller conventions. The final draft received positive feedback, and while some minor aspects could be trimmed, major changes would go against thriller conventions for building suspense over the opening duration.
Assignment 11 draft 6 part 3
Here are some suggestions to improve this character slide:
- Provide more description of Laura's personality, backstory, and motivation. This will help the audience connect with and understand her character better.
- Include a headshot photo of the actress playing Laura to help visualize what she looks like.
- Mention any key traits, habits, or quirks Laura has to make her feel more multidimensional and realistic.
- Consider adding a short quote from Laura to give a sense of her voice and perspective.
Adding more character details will help bring Laura to life for those viewing the slide. Let me know if any of these suggestions are helpful!
Kaya: Thank you for the feedback. I
Assignment 11 draft 7 part 1
This document appears to be notes and feedback from a group assignment on creating a presentation. It includes draft summaries, peer and teacher feedback, and notes on changes made between drafts. The group changed their topic from a story about schizophrenia to a thriller about a haunted house after receiving feedback that the original idea was too complex and sent the wrong message. They provide examples of successful thriller films to support their chosen genre.
Assignment 11 draft 7 part 2
This document discusses conventions commonly used in thriller films. It outlines several conventions including false endings, innocent victims, villain/victim dynamics, escaped convicts, shock value, supernatural elements, and psychological elements. Each convention is described in terms of its purpose to challenge and thrill audiences as well as examples from well-known thriller films that employ each convention.
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Evaluation 8
The student was tasked with creating a film continuity sequence in a group. They struggled during filming as it was their first time and they were unfamiliar with techniques like the 180-degree rule. However, they were able to complete the task and learned skills like storyboarding and using different shot types. Editing in Final Cut Pro was challenging as the student lacked experience, but teammates helped explain the software and everyone took turns editing to improve their skills.
Media q1
The document summarizes what was learned during the making of a preliminary video task. It discusses technical skills like using a DSLR camera, attaching it to a tripod, and learning Adobe Premiere Pro for editing. It also covers time management of dividing the two weeks into storyboarding, filming, and editing phases. Group work was divided between acting, filming, and editing roles. Storyboarding involved planning 16 shots with camera angles and descriptions. Continuity issues arose from separate filming that required fixing in the editing software.
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.
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.
Preliminary task evaluation
This document provides a brief for a filmmaking task that requires students to film a character opening a door, crossing a room, sitting in a chair, and exchanging dialogue with another character. It states that the task should demonstrate match on action, shot/reverse shot editing, and compliance with the 180-degree rule. It then evaluates the task, noting that planning, camera work, and iMovie editing went well as a group effort, with areas for improvement being to add more characters and use props to provide more detail.
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.
preliminary task,
The document discusses what the author learned from their preliminary task of filming a thriller to the full production. They learned that using varied shots is essential to keep the audience engaged. Proper use of mise-en-scene, angles, and the 180 degree rule are also important for setting hierarchy and tone. While filming techniques improved with practice, the author still struggles with editing software like Photoshop.
Evaluation power point for media preliminary task
Matt discusses completing a preliminary media task with his group. He found the pre-production workflow went well due to everyone contributing ideas. They were able to film the task on iPads and learned lessons about camera stability and different angles. Editing in iMovie went smoothly. Overall, Matt learned about camera techniques, planning, and the full filmmaking process.
Reflection on video task
1) The document reflects on two video tasks - one demonstrating different shot types and camera movements, and another focusing on continuity.
2) For the first task, the group filmed their subject from different angles and distances to showcase long shots, medium shots, and close-ups. They struggled with lighting and noise issues in some takes.
3) For the second task on continuity, the group created a simple scene following rules like the 180 degree rule and shot reverse shot. They showed characters interacting to practice continuity techniques.
Evaluation of preliminary task
George Hopkins evaluated his group's preliminary film task. He felt that their pre-production workflow was effective, though some members missing discussions hindered progress. They used iPads to film, which allowed for easy exporting but provided low quality footage and background noise. Filming lessons included storyboards not matching outcomes and the need for multiple shots. They used iMovie for simple editing but it lacked sound editing. The completed task met criteria by showing a character opening a door, crossing a room, sitting for dialogue with match cuts, shot/reverse shot, and following the 180 degree rule. Overall, George learned about planning, filming, editing processes and the importance of teamwork for success.
Prelim to real task
Looking back at the prelim task, what do you feel you have learnt in the progression from it to the full product?
Q7) looking back at your preliminary task
The document discusses a film student's experience filming preliminary exercises and a final short film. For the preliminary exercise, the student's group demonstrated techniques like the 180 degree rule and shot reverse shot. This experience gave the student an advantage when filming their own final 2-minute film opening. The student was able to apply rules and shots like match on action shots that they had learned. Through the process, the student improved at organizing, camera work, and editing techniques in Final Cut Express.
Preliminary task evaluation
This document provides instructions for a preliminary filmmaking task involving filming a character entering a room, sitting down 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. A group worked well together to plan, film, and edit their preliminary task using iMovie, though they note they could have improved the plotline and spent more time editing.
Evaluation Q3
The student learned several important lessons from completing their preliminary task that helped them improve for their full film project. They learned about planning, storyboarding, editing conventions, time management, and organizing their group. Some specific things they improved on were being more precise with planning and storyboarding, better continuity editing, learning sound editing skills, and fixing mistakes like inconsistent shots. The preliminary task helped introduce them to the filmmaking process and allowed them to develop skills before filming the final project.
Evaluation 6
We used a Canon DSLR 650D camera to film our thriller. The camera produced very clear, high quality footage, but any slight movement of the lens could cause blurriness. We used different lenses and a tripod to get stable shots from various angles and distances. The camera's large size and weight made some high-angle shots difficult without shake.
For editing, we used the Final Cut Pro X software on an Apple Mac computer. The software had many features but was difficult to learn at first. By watching tutorial videos, I learned basic editing skills like trimming clips and adding music. The software was sometimes slow and the Mac froze occasionally, causing issues importing footage.
Pt evaluation
The document summarizes the learning and experiences of a group that completed a preliminary filmmaking task. It discusses:
1) New skills learned like film terminology and using Adobe Premiere Pro for editing.
2) Areas of success including strong group collaboration and effective basic editing. Some shots received praise.
3) An area for improvement around reliably casting actors given other commitments interfered with filming.
Evaluation Q7
The document summarizes what the group learned between their preliminary task and full 2-minute film opening. They filmed a continuity exercise demonstrating shot/reverse shot and the 180-degree rule. For the opening, they applied skills in cinematography, editing, and following filmmaking rules learned. They improved lighting, stabilized camera shots, and expanded editing skills like color correction and effects. Overall, the group progressed significantly from the initial task by applying lessons to film more advanced shots and create a polished 2-minute opening.
Preliminary Project Evaluation
This document provides a preliminary evaluation of a project. It summarizes that the author learned how to use a video camera on a tripod, implement transitions, and storyboard a video. It also discusses the success of presenting a range of shots and meeting the brief. Areas for improvement include not meeting the one minute time limit and adding more transitions. In conclusion, the brief requirements of showing characters opening a door and sharing dialogue were satisfied.
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Evaluation part 4
The document discusses the progression and feedback received for drafts of an opening sequence for a film project. Key points learned from filming and editing each draft include improving sound design, shot variety, continuity, and understanding thriller conventions. The final draft received positive feedback, and while some minor aspects could be trimmed, major changes would go against thriller conventions for building suspense over the opening duration.
Assignment 11 draft 6 part 3
Here are some suggestions to improve this character slide:
- Provide more description of Laura's personality, backstory, and motivation. This will help the audience connect with and understand her character better.
- Include a headshot photo of the actress playing Laura to help visualize what she looks like.
- Mention any key traits, habits, or quirks Laura has to make her feel more multidimensional and realistic.
- Consider adding a short quote from Laura to give a sense of her voice and perspective.
Adding more character details will help bring Laura to life for those viewing the slide. Let me know if any of these suggestions are helpful!
Kaya: Thank you for the feedback. I
Assignment 11 draft 7 part 1
This document appears to be notes and feedback from a group assignment on creating a presentation. It includes draft summaries, peer and teacher feedback, and notes on changes made between drafts. The group changed their topic from a story about schizophrenia to a thriller about a haunted house after receiving feedback that the original idea was too complex and sent the wrong message. They provide examples of successful thriller films to support their chosen genre.
Assignment 11 draft 7 part 2
This document discusses conventions commonly used in thriller films. It outlines several conventions including false endings, innocent victims, villain/victim dynamics, escaped convicts, shock value, supernatural elements, and psychological elements. Each convention is described in terms of its purpose to challenge and thrill audiences as well as examples from well-known thriller films that employ each convention.
Assignment 11 draft 7 part 4
Laura purchases a ghost book and sets up a table for a possession ritual. She hears strange noises and experiences paranormal phenomena. Blood appears on the table that was not there before, terrifying Laura. Something pushes her into a closet.
Evaluation part 4
The document discusses the progression and feedback received for drafts of an opening sequence for a film project. Key points learned from filming and editing each draft include improving sound design, shot variety, continuity, and understanding thriller conventions. The final draft received positive feedback, and the filmmakers learned opening sequences for thrillers typically last over 2 minutes to build tension effectively.
Evaluation part 1
Our media product represents the social group of a working class British girl in the late 19th/early 20th century. Laura Hibbit is portrayed as quiet, simple in appearance, and coming from a working class family/area. She is represented this way to make the audience sympathize with her situation and relate to her vulnerability, enhancing their fright.
Assignment 11 draft 6 part 2
The document discusses conventions used in thriller films to thrill and shock audiences. It provides examples of conventions like false endings that leave cliffhangers, innocent victims who end up killing villains unexpectedly, villains and victims where the villain's identity remains mysterious, escaped convicts who plan elaborate schemes, supernatural elements that terrify by seeming realistically possible, graphic blood and gore, and psychological elements that challenge audiences. Each convention is described along with examples from films that illustrate its purpose and typical use.
Evaluation part 2
Cilia Elizabeth Carter is represented as an old, scary maid who is threatening and angry towards Laura after being killed. She is portrayed this way to show how dangerous ghosts can become if you enter their territory. The character is angry about being killed because she knew a secret. The representation aims to convey this danger to the audience.
Evaluation part 3
The document discusses the technologies used during various stages of constructing a media product. These include using YouTube, websites, DVD players, and Microsoft PowerPoint for research; PowerPoint, Google, and DVD players for brainstorming and planning; Blogger and Slideshare for blogs; a Sony Handycam, iMovie, and Mac computers for preliminary filming and editing; and iMovie, QuickTime, YouTube, and Macs for drafting and finalizing the opening sequence. The document provides examples of how each technology was utilized at different points in the process.
Assignment 11 draft 4 part 4
Here are some key health and safety considerations for filming at this location:
- Road safety when traveling to/from the location by bus or walking, including using pedestrian crossings carefully
- Ensuring safe access to and from the house, such as maintaining clear walkways and using handrails on steps
- Having a first aid kit on location in case of minor injuries
- Following any relevant COVID safety guidelines like social distancing and mask wearing
- Getting permission from the homeowner to use the property for filming
- Respecting the property and cleaning up after filming
The main priorities are traveling safely, having basic first aid supplies, getting permission to use the private property, and leaving the area as you
Assignment 11 draft 7 part 5
Here are the key details about Character 2 that could be included on this slide:
Name: Cilia Elizabeth Carter
Gender: Female
Age: 73
Costume: Victorian style dress, shawl
Props: Doll, antique mirror
Makeup: Pale face powder, red lipstick
Stereotype: Mysterious elderly woman
Facial expression: Blank stare
Body language: Stiff
Representation: Unsettling and ominous presence
Let me know if including any of these details would help flesh out the character description on this slide.
Assignment 11 draft 5 part 2
Here are the key points about lost souls:
- They know they are dead but don't know where to go after death.
- They fear moving on from what was familiar to them in life.
- They linger around places they were familiar with in life until they are ready to transition to the afterlife.
- They remain earthbound due to uncertainty and fear of letting go of the familiar.
- Guiding them to accept their death and move on can help release lost souls.
So in summary, lost souls are spirits who are uncertain and afraid of transitioning after death, causing them to remain earthbound in familiar places until they are ready to accept their death.
Assignment 11 draft 4 part 2
Here are some key points about messenger spirits:
- They often come in the form of a deceased loved one to deliver an important message.
- Messages can be warnings about danger, predictions of future events, or comforting words to grieving loved ones.
- The spirit's goal is to communicate something meaningful, not just to haunt or scare.
- Messenger spirits may come from the deceased, but sometimes the messenger is a spirit guide or angelic being, not necessarily someone who was living.
- Their messages can help provide closure, advice, or reassurance during difficult times. Understanding their purpose can help distinguish them from other types of hauntings.
Evaluation part 2
Cilia Elizabeth Carter is represented as an old, scary maid in the film who is threatening and angry after being killed. She is portrayed this way to show how dangerous ghosts can become if you enter their territory. The character is represented as venerable through plain clothing and tense body language to make her more relatable to the target audience.
First Impressions Community Exchange Questionnaire
The document provides guidance for members of a visiting team participating in a community exchange program. It outlines the activities team members will participate in during their visit to an exchange community, including touring the community, taking photos, asking questions, and completing an assessment. It details the time commitment expected, which includes preparations before the visit, the visit itself, and follow-up reporting. The purpose of the program is for communities to learn from one another by seeing things from an outsider's perspective.
Assignment 11 draft 7 part 3
The document discusses inspirational films that influenced the opening sequence of a student film project, including the films Insidious and Paranormal Activity which inspired elements of fright and the haunted house aspect. Research was also conducted on themes of spirits and haunting.
Evaluation part 1
Our media product uses, develops, and challenges conventions of thriller films. It uses conventions like shocking moments, building suspense, and false hope. However, it also develops conventions through unique camera angles, dream special effects for a possession scene, and showing an actual ghost. The product also challenges conventions by displaying supernatural audiovisuals rather than implying them and including abrupt tonal shifts from calm to intense.
Assignment 11 draft 7 part 6
The document provides details about characters in a film, including their names, ages, costumes, makeup, stereotypes and more. It describes characters like Cilia Elizabeth Carter, a 73-year-old woman portrayed as a dead woman from the 1800s. The document also shares information about filming locations and influences from other films for titles and credits.
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This document provides an introduction to local economic development. It defines LED as building up a local area's economic capacity to improve economic growth and quality of life through public-private partnerships. Successful LED requires strategically planning how to strengthen a local economy, improve the business environment, and increase productivity. It is usually led by local government in partnership with businesses and community groups. The document then outlines some of the key challenges facing local economies today from globalization, national reforms, regional competition, and ensuring strong urban and metropolitan areas.
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Similar to Assignment 15 final
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.
Media evaluation – question 7
Through completing their full film opening sequence, the student learned how important planning and research are for a successful video. For the preliminary task, they created a basic storyboard but did not plan shots in detail. However, for the main task they took more time to thoroughly storyboard and plan ideas with the group. This ensured they used their limited filming time effectively and were prepared with equipment lists. While they tried to fit too much into one lesson for the preliminary task, mistakes from this taught them to better account for challenges and arrange additional filming days if needed. Overall, the student improved their camerawork, editing skills, and understands the value of production research.
Evaluation Question 7
The document discusses the progression from a preliminary task to a full film opening product. It notes that the preliminary task helped learn basic camera and editing skills but involved limited planning and creativity. More complex skills like varied camera shots, in-depth planning with storyboards and scripts, extensive research, and improved production elements like lighting, costumes, and sound design were incorporated into the film opening. Overall, the preliminary task provided foundational experience that supported creating a higher quality final product with the film opening.
Evaluation 7
The document discusses improvements made from a preliminary task to a full opening film project. For the opening, more planning was done including storyboarding, costume planning, and scheduling. Better transitions were used to create flow between scenes. Text credits were merged into the visuals instead of being placed at the beginning and end. A variety of camera techniques were utilized, improving on match-on-action shots from the preliminary. Overall, more work was put into the planning and execution of techniques for the opening project, allowing the creator to learn important filmmaking skills.
Evaluation 7
The document compares the planning and execution of a preliminary film task to a later opening sequence. It notes that planning was more extensive for the opening, which involved storyboarding, costumes, and scheduling. Transitions, camera techniques, and credits were improved in the opening to create meaning and flow. While the preliminary relied on assumptions, feedback helped improve techniques like match cuts for the opening. Overall, the document reflects on the learning process between the preliminary and polished opening sequence.
Evaluation 7
For their preliminary task, the students had limited time and equipment for planning and filming. Their final thriller opening took weeks to plan with in-depth research. While some shots like shot-reverse-shot were similar, the final product had improved planning, equipment usage, and editing skills. They gained confidence using cameras, dolly, and tripod. Continuity editing skills improved between tasks. Though one scene lacked a dolly, overall the final thriller looked professional and realistic due to high quality filming and editing.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Evaluation Question 6
The document discusses what the student learned about technologies from constructing a film product with their group. They learned that planning is important before filming and they created a detailed shot list. They also learned how to properly use camera equipment like tripods to ensure steady shots and prevent unwanted angles. Editing the footage in Adobe Premier Elements was challenging but they learned to be patient as the software could be slow. They found blogging on Blogger to be an easy way to upload and access their work from anywhere. Overall, the student learned that technology does not always work as intended and being patient and practicing with the equipment and software helps improve skills and the quality of the final product.
Question 7
From completing the preliminary task, the author learned:
1) How much planning is required for even a short film, including planning shot types, scenes, and dialogue.
2) Basic camera skills like using shot reverse shot and following the 180 degree rule to keep shots consistent.
3) Digital tools like using a camcorder to record professionally and Adobe Premier to edit short shots together. These skills aided planning and filming the full opening sequence.
Preliminary task 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.
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 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 were not filming enough footage for scenes and continuity issues between days. The brief was not fully met as it lacked a 180 degree rule. The author's contribution as camera operator and editor was decent but could be improved with more footage and advanced editing skills.
Evaluation question 7-Shauna
Continuity, the 180 degree rule, match on action, shot/reverse shot techniques, and mise-en-scene were areas the document identifies for improvement in cinematography skills. The preliminary task revealed issues like an unsteady camera, lack of shot variety, and costumes not suiting the scene. The diagnosis summarizes how the opening sequence applied lessons learned - using a tripod, wider shot selection motivated by meaning, and costumes fitting the character. Research into film techniques and examples supported developing a polished opening sequence adhering to genre conventions.
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.
Ben M Evaluation Q's 6 & 7
The document discusses what was learned about digital technologies through creating a media studies project. Premier Pro was used to edit videos and some issues with frame sizing occurred but effects were successfully added. A Panasonic camera was easy to use but zooming required care. Tripods helped create steady shots but panning was initially difficult. Sound equipment was simple to use. YouTube was also easy to upload to. Mistakes from the preliminary task like poor planning and inconsistent shots were improved on for the main task, creating a higher quality final product.
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.
Question 7 - Louise fontava
1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film.
2) It notes that the group did not have experience or knowledge of film techniques like continuity editing or using different shot types. Their preliminary showed a lack of these skills.
3) The author evaluates that the preliminary was rushed compared to the following opening project, which had more planning and research into techniques. They learned how to improve technical skills and incorporate film conventions to create a more successful opening.
Question 7
1) The document discusses the progression from the author's preliminary task to their full product. It describes the shots and techniques used in the preliminary task, including match on action, 180 degree rule, and shot/reverse shot.
2) It analyzes mistakes made with the 180 degree rule in the preliminary task. Editing was done using iMovie to trim clips and ensure matching action.
3) Lessons learned from the preliminary task that were applied to the final opening included properly implementing match on action, 180 degree rule, shot types and editing techniques in iMovie like fast-paced cutting. The quality between the preliminary task and final cut showed clear progression.
Question 7
The preliminary task provided valuable experience for planning, filming, and editing a full film sequence. It highlighted the importance of planning with storyboards and schedules, and helped familiarize the filmmaker with equipment and roles. Mistakes in the preliminary task like improper shot orientation or lack of shot timing information informed better practices for the full sequence. Overall it was a useful learning experience that prepared the filmmaker for the increased complexity of the full project.
Question 7 2.0
We learned several film techniques from creating our preliminary short film that we then applied to our full thriller opening project. Specifically, we learned how to properly implement match on action, the 180-degree rule for shots, and shot/reverse shot editing. For our opening, we carefully applied match on action during a character's movement, used the 180-degree rule for establishing shots, and did shot/reverse shot editing for a conversation. We also learned editing skills like trimming clips and adding transitions using iMovie, which we then utilized more advanced for our opening's fast-paced scenes and layered sound effects. Comparing our preliminary task to the final opening shows clear improvement and how much we progressed in applying what we learned.
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Assignment 10 group coursework presentation of research part 2.5
Here are a few key points about your target audience:
- Mass audience - As you noted, social media impacts nearly everyone in modern society. Most people are active users of at least one major platform.
- Broad age range - While younger generations may be more "native" users, social media is now integrated across demographics from teens to 40s+.
- Cross-cutting interests - The topic covers communication, technology, sociology, and more. It should appeal to people with a variety of interests.
- Relevance - Understanding social media is important given its pervasive influence on our lives and culture. People will want to learn more about how it shapes our world.
Focusing on such a mass audience
Assignment 6
The document provides information about researching double-page spreads in the magazine Wired. It describes Wired's target audience as technology nerds interested in the latest gadgets. The magazine has a niche audience and contains articles on technology topics, movie and product posters, and adverts for smart devices. The document suggests a double-page spread about a documentary on celebrity and audience participation could fit in Wired's technology section.
Assignment 5 media
The document summarizes research on newspaper and TV channel advertisements. It describes the target audiences and content of ads for newspapers like the Daily Mail and The Sun as well as TV channel ads for Channel 4's Paralympics coverage and an ITV X Factor ad featuring a past winner. Newspaper ads covered various services, products, and events while the TV ads promoted upcoming programming and encouraged viewership.
Assignment 5 media
The document summarizes research conducted on newspaper and TV channel advertisements. For newspapers, it examines ad content and sizes in the Daily Mail and The Sun, noting their target audiences. It finds The Daily Mail targets 40-50 year old lower-middle class females and has small classified ads, while The Sun has larger half-page and double-page ads and targets ages 25 to 50. For TV channels, it analyzes 2012 Paralympics and X Factor advertisements from Channel 4 and ITV, describing how each promotes its programming.
Assignment 7 – tv channel research
Channel 4, BBC1, and ITV all target different audience demographics at various times of the day with their programming. Channel 4 focuses on American comedy-dramas and factual shows in the evenings for audiences aged 16-50. BBC1 provides award-winning sitcoms and gripping soaps targeting ages 35+ during the day and ages 18-45 in the evenings. ITV offers entertainment shows appealing to broader audiences. All three channels air documentaries, but BBC documentaries focus more on crime while Channel 4 covers controversial topics to promote understanding.
Assignment 8 draft 3 final
The document provides details for a coursework presentation on developing celebrity and audience topics. It outlines the purpose of the documentary, what people would learn, the style, a proposed episode structure, target audience details, appropriate channel and time, documentary conventions, inspiration sources, and a structure outline. It also includes celebrity case studies and ideas for a storyboard and script.
Assignment 4
Lifers is a documentary filmed in a prison in Leicestershire, England following inmates serving life sentences. It aired on Channel 4 at 9pm and was targeted towards 25-35 year old viewers. The documentary utilizes several documentary conventions, including archival footage, interviews with inmates, a real prison setting, establishing shots of the prison, voiceovers, interviews with experts, background music, and descriptive text to inform viewers about the inmates.
A2 assignment 2
This document provides an overview of three different documentary programs: One Born Every Minute about childbirth in a hospital; Obsessive Compulsive Hoarder about an individual with a hoarding disorder; and Big Fat Gypsy Weddings about Romani weddings. It discusses conventions like interviews, establishing shots, titles, and positioning of interviewees within the frame. The purpose is to analyze the filmmaking techniques used in documentary productions.
Assignment 3 cinema verite
Cinema verite is a documentary filmmaking style that combines naturalistic techniques with stylized cinematic elements. It emerged in the early 1960s as technology allowed for lighter cameras, enabling a more realistic portrayal. Cinema verite films avoid staged interviews, effects, and narration, instead using raw footage to tell stories and provoke audiences. Over time, the style matured and developed to cover global events and provide analysis for viewers worldwide.
Assignment 8 draft 3 part 2
The document discusses the evolution of boy bands and girl bands over time. It notes that boy bands originated from Beatlemania and have increasingly incorporated audience interaction through social media, meet and greets, and merchandise. However, it also suggests audience participation may decline due to misuse of social media. Girl bands progressed from trios and quartets in the 1950s and 1960s to being formed through talent shows today. The audience now has more influence over how girl bands are formed and develop.
Assignment 8 draft 3 part 1
The document provides information about a documentary being produced about celebrity idolization and changing audience participation. It discusses (1) the purpose of the documentary to show how celebrities have become more active in our lives and allow viewers to form their own opinions, (2) how the target audience of 17-26 year old females will learn about increased social media use and participatory audiences, and (3) how the documentary will be broadcast on ITV2 at 9pm to target this key demographic when they are home from work.
Assignment 1
The student analyzed two courseworks from last year titled "The Right to be Colorful" and "How youths are portrayed in the Media". For "The Right to be Colorful", they noted it had great images and statistics but lacked interviews and insight on theories. For "How youths are portrayed in the Media", they said it had a range of interviewees and images but needed to fix the sound and add more camera shots. The student learned that sound is key, a range of interviewees is important, and analyzing past works helps avoid mistakes and identify best practices.
Assignment 8 draft 3 part 2
The document discusses how audience participation with celebrities has evolved from passive viewership to active engagement through reality television, social media, and user-generated content. It analyzes how audiences now play a role in creating and influencing celebrities from the formation of boy bands and girl groups to voting on reality shows. Celebrity status is also attained through new media platforms that allow ordinary people to develop large online followings.
Assignment 8 draft 3 part 1
The document outlines a draft for a documentary series about celebrity and audience participation over time, including 3 potential episodes and discussing elements like purpose, audience, channel, and structure. It also explores theories around why ordinary people idolize celebrities so much.
Assignment 8 a2
This document contains responses from 3 individuals to questions about documentaries they have watched, enjoyed, and topics they would like to see covered in documentaries. It includes their ages, interests, and genders. They provide examples of documentaries they have watched or would be interested in learning more about topics like domestic violence, arranged marriages, celebrity culture, and social issues affecting youth.
Assignment 7 – tv channel research
Channel 4, BBC1, and ITV all target different audience demographics at various times of the day with their programming. Channel 4 focuses on American comedy-dramas and factual shows in the evenings for audiences aged 16-50. BBC1 provides award-winning sitcoms and gripping soaps targeting ages 35+ during the day and ages 18-45 in the evenings. ITV offers entertainment shows appealing to broader demographics. All three channels air documentaries at night focusing on social, medical, and historical topics to educate audiences.
Assignment 8 a2 draft 2
The document discusses potential topics for a coursework presentation, assessing that domestic violence, celebrity idolization, and unvalued youth were good topics while arranged marriages and the London Olympics were overcovered. It also provides statistics and information about domestic violence, its impact on victims and children, and the cycle of violence.
Assignment 7 – tv channel research!
This document analyzes and compares three British TV channels: Channel 4, Channel 5, and ITV. For each channel, it provides a brief analysis, discussing some of their key characteristics and programming. The document aims to research these three channels for an assignment on TV channels in the UK.
The Mark Scheme
The document discusses "The Mark Scheme". It does not provide any additional context or details about what "The Mark Scheme" refers to. Based on the title, it appears to be about a grading or assessment system, but no information is given about the purpose, criteria, or process of "The Mark Scheme".
The specification
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Assignment 15 final
- 1. Assignment 15 Self assessment of Preliminary Task Click to edit Master subtitle style Kaya, Sanel, Rahel and Gia
- 2. What Went Well..... Match on action Used different variety of shots Didn’t break the 180 Degree rule - Very smooth and steady filming - Even Better If..... If there wasn’t background noises If we added the credits at the beginning We should have included more shot distances -If we used a wider range of shots
- 4. 4A – Controlled use of Camera Part of the scanned thing self assessment The controlled use of our camera we felt was good as we didn’t have a shaky camera and the tripod was well used in making the movement smooth however at some points the camera from the same angle changed position Same angle No shaky movement two different throughout positions
- 5. 4B – Attention to Framing Part of the scanned thing self assessment We had a variety of different framing for the right reasons which were framed well which with consideration to lighting it was consistent throughout. Our attention of framing was nice looking, we have clear shots. We allow the audience to focus on elements they should be focusing on to make meaning clear. We made sure everything was positioned well on the camera. Emphasise the slow Framed to show what Sanel can see door opening and what Gia can
- 6. 4C – Variety of Shot Distances Part of the scanned thing self assessment We used all the necessary shot distances from extreme close up shot to establishing shot. We did this very well as we had a wide variety of these different distances while also doing it to convey a message so it was variety as much as meaningful. We used close up shots, establishing shot, two shot and over the shoulder shot. However, we could have included an extreme close up shot and mid shot.
- 7. Editing : 180 Degree Rule Part of the scanned thing self assessment Our 180 degree rule was very good as our characters always maintained their right and left positioned. The continuity was never disturbed by changing positions and we did not film over the 180 degree line. We didn’t breach the 180 degree rule in our preliminary task
- 8. Editing : Match on Action Part of the scanned thing self assessment We feel the match on action was done very well. The shots look like one movement done at the same time when Gia walked through the door and walking to her seat. Also with match on action we did this with a variety of distances making it look better. The match on action used in our preliminary was successful. The door was pushed at the same distance on both sides of the door.
- 9. Targets to improve To improve our filming we need to…… - add more shot distances - to film in a less noisy area to hear the character - Making sure actors can be heard clearly throughout - Have a more spacious room - Include more variety camera movement Change length of the tripod to get more of a variety To improve our filming we need to make sure that we consider aspects of composition to create meaning such as rule of thirds.
- 10. What did we learn? Technologies we used to make the preliminary Research Preliminary We learnt that to research our ideas for preliminary we would need the internet to see other people’s preliminary to see what went well and what went wrong in there's. Also we use Google chrome as it’s the fastest way of using Google to access our Gmail account to send our PowerPoint presentation to our other group members and then we saved it onto our USB sticks. Planning preliminary We planned our preliminary by using PowerPoint as it’s the simplest way of making our work clear. Filming the preliminary All we need to use to film our preliminary is a camera to film our scene and a tripod to make our f
- 11. What did we learn? Technologies we used to make the preliminary Editing the preliminary To edited our preliminary we firstly we used a usb chord on the camera to connect to the keyboard Uploading the preliminary To upload our preliminary we had to turn it into QuickTime to save it as a video and then import t Assessing the preliminary We assessed our preliminary by using the internet to watch it on YouTube.
- 12. What did we learn? Skills we gained in completing/making the preliminary Researching the preliminary Kaya- I learnt ways to see other media students work from YouTube and how if can benefit from assessing their work myself Sanel- I gained skilled by seeing other Youtubers preliminary task to know what faults not to inclu Rahel- I learnt how to view other preliminary tasks of others via Youtube and how it can help us w Gyia- I learnt how to see what we could add in are preliminary task, by filming in bright places. Planning the preliminary Kaya- I learnt how to plan an over head shot and the importance of variety of shots and distance. Sanel – I learnt that we should include variety of shots when needed and not just for the sake of t Rahel- I also learnt about how to work with others to construct with others, and how to make sur
- 13. What did we learn? Skills we gained in completing/making the preliminary Filming the preliminary We all learnt how to use the camera and the tripod effectively. Editing the preliminary Kaya- How to upload our footage and how to choose parts of the video to add to the final shot. Sanel- I learnt how to upload our film and how to highlight and drag parts that are needed to are f Rahel- I learnt how to use iMovie to edit videos. Uploading the preliminary We all learnt that to upload our footage to YouTube we should use QuickTime so it can be saved as Assessing the preliminary Kaya- How to look through my work to make sure I understand my faults. Sanel- Looking through the faults I made to make sure that I know and understand what my mista Rahel- I learnt how to critically assess other preliminary tasks against the criteria. Gyia- I learnt how to go over my work to see what I can change to improve it.