Assignment 22
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The document provides feedback on a preliminary film assignment. It identifies several areas for improvement in pre-production, production, and post-production. In pre-production, more thorough storyboards and script are needed. Better location selection is also important to avoid interruptions. During production, rushing led to shaky camera work, focusing issues, and poor audio quality. More planning and equipment checks are required. In post-production, file importing and rendering problems wasted time and caused jerky footage. The preliminary was useful for learning how to work as a team and identifying mistakes to avoid in the actual assignment video.
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Evaluation question 7
The document summarizes and compares the preliminary video and final opening sequence created by the author. It notes that the preliminary video had shaky camera work due to not using a tripod, uneven editing, poor lighting and acting. The final opening sequence had improved production quality from using a professional camera and tripod. It had fewer mistakes and better sound editing. However, the acting still needed improvement. The author learned techniques for filming, editing, adding effects and sound to create a higher quality opening scene.
Prelim vs Final task evaluation
The planning for the preliminary task was brief and simplistic, consisting of a mind map and storyboard, whereas planning for the final task involved multiple iterations of ideas, an animated mind map with shot ideas, a filming schedule, location scouting, and a risk assessment. This more thorough planning allowed for a better final product. Footage for the preliminary task was shaky as a tripod wasn't used, but a tripod was used for all filming of the final task to produce steady, professional-looking shots. Lighting was also improved, making use of natural light and low-key lighting so scenes were well-lit but with tension. Editing issues around warping footage and lack of continuity between clips in the
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
Test video reflections proforma finlay
This document summarizes Finlay McCall-Smith's reflections on filming test videos and editing them in Premiere. Some of the key challenges included positioning the camera effectively, keeping camera settings consistent between shots, and managing time during filming. Editing challenges included keeping footage looking consistent and making the final product feel fluid. The main lessons learned were to take more footage than needed, use editing to fix mistakes, and have solid ideas and a shot plan before filming. Action points for future projects include making a shot plan, using a tripod, pre-planning camera settings, taking extra footage, and utilizing more effects and colors in the final edit.
Swede evaluation- assignment 7
This document summarizes what was learned from a student project called the "swede project - Assignment 7". The student learned new editing techniques using Final Cut and iMovie, with the group preferring iMovie. Shooting the project gave some students their first experience filming and exposed them to different shot types. The project also provided experience meeting deadlines and highlighted needed improvements like quicker editing, more shot variety, and less reliance on acting.
Preliminary evaluation
The document summarizes what worked well and what didn't work so well in a preliminary video project evaluation. Things that didn't work well included interruptions during filming due to noisy background and people walking in front of the camera, as well as not planning the script far enough in advance. Things that worked well included good communication during editing between group members, everyone participating in filming to generate more ideas, the actresses presenting each scene seriously, planning the project together, and learning to use new technology despite it being their first time.
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Evaluation question 7
The document summarizes and compares the preliminary video and final opening sequence created by the author. It notes that the preliminary video had shaky camera work due to not using a tripod, uneven editing, poor lighting and acting. The final opening sequence had improved production quality from using a professional camera and tripod. It had fewer mistakes and better sound editing. However, the acting still needed improvement. The author learned techniques for filming, editing, adding effects and sound to create a higher quality opening scene.
Prelim vs Final task evaluation
The planning for the preliminary task was brief and simplistic, consisting of a mind map and storyboard, whereas planning for the final task involved multiple iterations of ideas, an animated mind map with shot ideas, a filming schedule, location scouting, and a risk assessment. This more thorough planning allowed for a better final product. Footage for the preliminary task was shaky as a tripod wasn't used, but a tripod was used for all filming of the final task to produce steady, professional-looking shots. Lighting was also improved, making use of natural light and low-key lighting so scenes were well-lit but with tension. Editing issues around warping footage and lack of continuity between clips in the
Preliminary task evaluation
The document discusses the filming and editing of a preliminary filmmaking task. It notes that filming with iPads made it difficult to keep the camera steady, affecting video quality. It was learnt that editing is key, and multiple shots from different angles are needed to avoid continuity errors when piecing the video together. While the criteria of match cuts, shot-reverse shot, and 180 degree rule were met, future videos would benefit from ensuring all scenes are filmed on the same day with the same props to maintain consistency.
Evaluation 7
1. The document discusses what the author has learned throughout creating a film opening project.
2. Key skills developed include editing, filming, directing, and understanding different roles. Editing skills improved through learning to use Adobe Premiere and synchronize footage and music.
3. Following techniques like the 180 degree rule, storyboarding, and filming excessive footage helped improve the quality and success of the final product. Attention to detail was also important.
Test video reflections proforma 2021
The document outlines the tasks, filming, editing, and reflections from a test video project. It includes:
- Discussing the pros and cons of using a phone camera versus professional camera for filming.
- Noting that while the filming team got along, there were issues from differences in ideas that were later resolved.
- Realizing that with more editing time, effects could have been added to the music video.
- Learning skills like animating text and graphics, and the importance of planning, camera skills, and narrative for future projects.
Test video reflections proforma finlay
This document summarizes Finlay McCall-Smith's reflections on filming test videos and editing them in Premiere. Some of the key challenges included positioning the camera effectively, keeping camera settings consistent between shots, and managing time during filming. Editing challenges included keeping footage looking consistent and making the final product feel fluid. The main lessons learned were to take more footage than needed, use editing to fix mistakes, and have solid ideas and a shot plan before filming. Action points for future projects include making a shot plan, using a tripod, pre-planning camera settings, taking extra footage, and utilizing more effects and colors in the final edit.
Swede evaluation- assignment 7
This document summarizes what was learned from a student project called the "swede project - Assignment 7". The student learned new editing techniques using Final Cut and iMovie, with the group preferring iMovie. Shooting the project gave some students their first experience filming and exposed them to different shot types. The project also provided experience meeting deadlines and highlighted needed improvements like quicker editing, more shot variety, and less reliance on acting.
Preliminary evaluation
The document summarizes what worked well and what didn't work so well in a preliminary video project evaluation. Things that didn't work well included interruptions during filming due to noisy background and people walking in front of the camera, as well as not planning the script far enough in advance. Things that worked well included good communication during editing between group members, everyone participating in filming to generate more ideas, the actresses presenting each scene seriously, planning the project together, and learning to use new technology despite it being their first time.
Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Evaluation question 6
The student learned about the strengths and weaknesses of the video camera they used for the project. One strength was that the camera was simple to use, but it took some time to learn how to adjust the tripod and upload footage to the editing software. A weakness was that the camera battery would sometimes run low, preventing filming. The student enjoyed editing the footage in iMovie and found effects like black and white useful for distinguishing flashbacks. They also used simple fade transitions between scenes. GarageBand allowed the student to effectively create intro music and sound effects for the project using skills from a previous music course.
Question 6
The document discusses the technology used and technical difficulties encountered in filming a school project. It mentions using a camcorder, microphone, computer, iPad and docking station. Outdoor filming was challenging due to noise from passing cars. The camera had focusing issues when changing locations. Editing software like Premiere Pro and After Effects were used. The author is proud of certain shots they filmed and edited themselves, but notes things that could be improved like using a microphone sock and filming outdoors in daylight.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. For the final product, the author improved their editing skills by learning to smoothly transition between scenes without jumps or glitches. They also learned to use a variety of shots and a tripod to create steady shots. Additionally, the author improved their sound design by adding music to engage audiences. They showed better camerawork by following conventions like the 180 degree rule to maintain clear continuity. Overall, the author demonstrated a vast improvement in skills like editing, sound, and camerawork to produce a more polished and professional final film.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Preliminary task evaluation
The filmmakers used an iPad to film their preliminary task, which provided good quality footage but resulted in some issues with fingers blocking the microphone. They storyboarded in pre-production but could have benefited from better time management. In filming, they learned about proper lighting. iMovie was used for editing and worked well despite some uploading issues. The completed task met all the criteria of including dialogue between characters entering and sitting in a room. Overall, the filmmakers learned thorough planning and use of professional equipment allows for a successful film project.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
Question 7 evaluation
By comparing his preliminary task to the final product, the author learned several things:
1) Equipment limitations like a shaky phone camera were improved with a tripod, making shots steadier and more professional.
2) Editing weaknesses around inconsistent lighting and "jumpy" cuts were addressed in the final product.
3) Acting skills improved from not looking at the camera and breaking the "fourth wall."
4) Sound issues from background noise were fixed using editing tools to add proper sound effects.
5) Overall, the author feels he has gained valuable skills in areas like post-production, equipment use, and filmmaking techniques to make the final product more polished and enjoyable to watch
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Looking back to your preliminary task, what
The document discusses weaknesses in a preliminary film task and how they were improved upon for the final film. Some weaknesses in the preliminary task included unsteady camera shots, a lack of zooming or tripod usage, inconsistent sound between shots, choppy editing, and unnatural acting. To address these weaknesses, tripods were used for smoother shots, zooming was utilized more effectively, sound was standardized across clips, editing and post-production skills were developed, and acting coaching was provided. Through reviewing their preliminary work and gaining new skills, the filmmakers were able to produce a higher quality final film.
Technical difficulties
We had several technical difficulties filming our mockumentary. The audio from the actors was very low and the camera picked up a lot of wind noise, requiring retakes. There were also issues with shaky camera framing. Editing the footage in Final Cut Pro took time due to the non-chronological order of scenes and uploading the finished video to YouTube was slower than expected given the length.
Mv process log form 2020 (1)
The document provides guidance for tracking the production process of a music video. It is broken into two sections - filming and editing. For filming, it prompts the user to explain what worked, what didn't, and how challenges were managed in areas like technical issues, logistics, personnel, and planning. For editing, it prompts the user to record their progress, decisions, problems and include screenshots. Some examples that went well included capturing the intended aesthetic, song choice, and effective clips. Problems encountered included computer crashes losing work, limited clips due to lockdown, and realizing some clips were portrait format. Key lessons learned included editing techniques, the time and effort required, importance of planning, having a clear aesthetic, and time management.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Test video reflections proforma 2021 2
The document provides guidance and reflections on test filming and editing exercises. It includes sections on using the camera for the first time and learning different settings, working with others on test filming, learning to use Premiere Pro editing software from scratch, reflections on what was learned from the exercises, and action points to consider for future music video projects.
Research 2 powerpoint
This document discusses the possession horror movie subgenre. It outlines key conventions like films being set in isolated locations like houses to trap victims. Priests or mediums typically try to help rid spirits from possessed people. Common character types include the possessed person and priests. The document proposes an opening title sequence for a new possession film that won't show character faces, only their hands around an Ouija board, creating narrative mystery. Scenes will flash back and forth in time between the board and characters' later possessed states. Inspirational films cited are The Exorcist, Ouija, and The Devil Inside. The Ouija board is identified as the unique selling point for the proposed film.
Assignment 8
This document provides information about Coldplay and Kasabian. For Coldplay, it discusses their record labels, target audience, budgets for music videos, and how fans consume their music. It notes they are a big-budget mainstream band. For Kasabian, it discusses their record labels, performances, target audience of young females, how fans consume their music on platforms like Spotify and YouTube, and positives and negatives of being an indie artist.
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This document discusses ideas and inspirations for a film project. It proposes using a basement setting with creepy lighting to create tension. Specific filming techniques are mentioned, like speed ramping shots of blood and using time lapse for cloud/moon shots. Negative filters and burning pictures are suggested to make shots look flickery. After receiving feedback, the filmmakers will focus more shots on an ouija board, editing in flickering character possession images. Effects will be inspired by examples shown previously, mixing time lapse, reverse shots, filters, speed ramps and cuts.
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Evaluation
The document discusses what the author learned from producing a video as part of a media studies class. They learned how to communicate in a team, overcome problems, use camera equipment, and properly frame shots. The video was successful in using different shot types and good teamwork. Areas for improvement include improving shot quality by adjusting lighting and exposure, using more editing effects, and improving audio quality with an external microphone. Overall, the brief of having dialogue, different shots, and length over a minute was met.
Preliminary task evaluation
John Power evaluated his group's preliminary task process. [1] He felt their pre-production workflow was effective as they listened to each other's ideas, though brainstorming took too long at times. [2] They used an iPad camcorder which worked well and made transferring video easy. [3] He learned lighting and camera techniques are important. [4] They used iMovie on iMacs to edit, which was simple and met their deadline. [5] Their completed task met the criteria of showing match-on-action, 180 degree rule, and shot/reverse shot. [6] Overall, he learned more about the filmmaking process and can now notice techniques like continuity in other films.
Question 7
The document discusses lessons learned from a preliminary film project that were applied to improve a main film task. Key points include:
1) Continuity issues around props and hairstyles were avoided in the main task by filming scenes in one day instead of over multiple days.
2) Audio levels were more carefully monitored and adjusted between scenes to ensure consistency in the main task, after volume inconsistencies in the preliminary.
3) More pre-production techniques like camera setup tests, filming practice scenes, and detailed shooting schedules helped improve shot quality and continuity in the main film.
Evaluation question 6
The student learned about the strengths and weaknesses of the video camera they used for the project. One strength was that the camera was simple to use, but it took some time to learn how to adjust the tripod and upload footage to the editing software. A weakness was that the camera battery would sometimes run low, preventing filming. The student enjoyed editing the footage in iMovie and found effects like black and white useful for distinguishing flashbacks. They also used simple fade transitions between scenes. GarageBand allowed the student to effectively create intro music and sound effects for the project using skills from a previous music course.
Question 6
The document discusses the technology used and technical difficulties encountered in filming a school project. It mentions using a camcorder, microphone, computer, iPad and docking station. Outdoor filming was challenging due to noise from passing cars. The camera had focusing issues when changing locations. Editing software like Premiere Pro and After Effects were used. The author is proud of certain shots they filmed and edited themselves, but notes things that could be improved like using a microphone sock and filming outdoors in daylight.
Evaluation 7
The document discusses the improvements made from the author's preliminary editing task to their final film product. For the final product, the author improved their editing skills by learning to smoothly transition between scenes without jumps or glitches. They also learned to use a variety of shots and a tripod to create steady shots. Additionally, the author improved their sound design by adding music to engage audiences. They showed better camerawork by following conventions like the 180 degree rule to maintain clear continuity. Overall, the author demonstrated a vast improvement in skills like editing, sound, and camerawork to produce a more polished and professional final film.
Untitled presendkkdmmtation
1) The document discusses the technologies and skills the author learned in creating a film project, including learning to use Premiere Pro for editing.
2) The author details how they gained skills using Premiere Pro over the course of the project, from basic skills like arranging clips to more advanced skills like adjusting audio levels and transitions.
3) The author also discusses using a Canon DSLR camera, tripod, and lights for filming, and notes both benefits like image quality but also challenges like the camera's microphone picking up too much background noise.
Presentation 7
The document discusses the author's progress in developing filmmaking skills since an initial preliminary task. Specifically:
1) When they started, the author did not understand how to write a script, edit footage, or film properly. However, they have since learned key editing and sound software like After Effects as well as the important editing software Premiere Pro.
2) Another important skill developed was learning how to storyboard shots precisely and understand why techniques like the 180 degree rule are important for camera work.
3) Overall, the author feels they have come a long way, progressing from having no filmmaking knowledge to being able to produce the opening of a film, showing huge growth from their preliminary work.
Question 6
The student learned several key skills when progressing from their preliminary media studies task to their full thriller film project. For the preliminary, they had only one hour to film and edit, whereas the thriller project allowed weeks of filming and editing. While the preliminary piece did not flow as well due to inexperience, it allowed them to experiment with the editing software and camera. This helped them apply techniques like match cuts, shot reverse shot, and the 180 degree rule more effectively in their larger thriller project. The preliminary also helped them gain comfort with editing tools like slow motion and speeding up clips. Overall, the student improved their filming, editing, and storytelling skills from the initial preliminary task to the full thriller film.
Preliminary task evaluation
The filmmakers used an iPad to film their preliminary task, which provided good quality footage but resulted in some issues with fingers blocking the microphone. They storyboarded in pre-production but could have benefited from better time management. In filming, they learned about proper lighting. iMovie was used for editing and worked well despite some uploading issues. The completed task met all the criteria of including dialogue between characters entering and sitting in a room. Overall, the filmmakers learned thorough planning and use of professional equipment allows for a successful film project.
AS Media Evaluation part 7
In their preliminary task, the students shot a short scene using a basic camcorder. For their final film, they had more freedom and used a more advanced camera. They learned how to use different camera settings, angles, and shots. They also improved their editing skills in Final Cut by learning more tools and getting better at managing their time. While they carried over techniques like match-on-action from the preliminary, they developed their skills in areas like camera operation, shot variety, and moving shots.
Question 7
1) The student incorporated techniques learned from their preliminary task, such as camera angles, editing, and continuity, into creating their opening sequence.
2) They filmed the opening sequence using a DSLR camera instead of a camcorder, which provided better depth of field and a more professional look.
3) Match on action shots were used more in the opening sequence to create a fast pace, as is a convention of thriller films which their opening sequence portrayed.
Question 7 evaluation
By comparing his preliminary task to the final product, the author learned several things:
1) Equipment limitations like a shaky phone camera were improved with a tripod, making shots steadier and more professional.
2) Editing weaknesses around inconsistent lighting and "jumpy" cuts were addressed in the final product.
3) Acting skills improved from not looking at the camera and breaking the "fourth wall."
4) Sound issues from background noise were fixed using editing tools to add proper sound effects.
5) Overall, the author feels he has gained valuable skills in areas like post-production, equipment use, and filmmaking techniques to make the final product more polished and enjoyable to watch
Evaluation – preliminary task
The student learned new skills using Adobe Premier software to edit their preliminary task. They cut out repetitive footage to make the film continuous, as required. They also learned new camera angles which they used to make the film look more professional. The editing and different camera angles helped ensure the task met the criteria and brief.
Looking back to your preliminary task, what
The document discusses weaknesses in a preliminary film task and how they were improved upon for the final film. Some weaknesses in the preliminary task included unsteady camera shots, a lack of zooming or tripod usage, inconsistent sound between shots, choppy editing, and unnatural acting. To address these weaknesses, tripods were used for smoother shots, zooming was utilized more effectively, sound was standardized across clips, editing and post-production skills were developed, and acting coaching was provided. Through reviewing their preliminary work and gaining new skills, the filmmakers were able to produce a higher quality final film.
Technical difficulties
We had several technical difficulties filming our mockumentary. The audio from the actors was very low and the camera picked up a lot of wind noise, requiring retakes. There were also issues with shaky camera framing. Editing the footage in Final Cut Pro took time due to the non-chronological order of scenes and uploading the finished video to YouTube was slower than expected given the length.
Mv process log form 2020 (1)
The document provides guidance for tracking the production process of a music video. It is broken into two sections - filming and editing. For filming, it prompts the user to explain what worked, what didn't, and how challenges were managed in areas like technical issues, logistics, personnel, and planning. For editing, it prompts the user to record their progress, decisions, problems and include screenshots. Some examples that went well included capturing the intended aesthetic, song choice, and effective clips. Problems encountered included computer crashes losing work, limited clips due to lockdown, and realizing some clips were portrait format. Key lessons learned included editing techniques, the time and effort required, importance of planning, having a clear aesthetic, and time management.
Evaluation number 3
The student learned several important lessons when progressing from their preliminary task to the full product. They improved their use of camera techniques like matching shots and following the 180 degree rule. Their storyboarding and time management was much better, allowing them to finish filming and editing early. They also improved their filming quality by learning how to properly focus cameras and control things like aperture. Controlling actors and organizing props and costumes in advance helped make the filming go smoothly.
Test video reflections proforma 2021 2
The document provides guidance and reflections on test filming and editing exercises. It includes sections on using the camera for the first time and learning different settings, working with others on test filming, learning to use Premiere Pro editing software from scratch, reflections on what was learned from the exercises, and action points to consider for future music video projects.
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This document discusses the possession horror movie subgenre. It outlines key conventions like films being set in isolated locations like houses to trap victims. Priests or mediums typically try to help rid spirits from possessed people. Common character types include the possessed person and priests. The document proposes an opening title sequence for a new possession film that won't show character faces, only their hands around an Ouija board, creating narrative mystery. Scenes will flash back and forth in time between the board and characters' later possessed states. Inspirational films cited are The Exorcist, Ouija, and The Devil Inside. The Ouija board is identified as the unique selling point for the proposed film.
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This document summarizes the key elements of a possession horror film subgenre. It discusses conventions like priests helping possessed individuals, isolation/entrapment, and strange physical abilities. The proposed film would feature three characters whose hands are shown moving a Ouija board in flashbacks and scenes depicting their possessed states. Inspiration comes from films like The Exorcist, Ouija, and The Devil Inside for their use of possession, Ouija boards, and challenging of conventions. The unique selling point is the scary potential of Ouija boards.
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This schedule outlines filming dates for two drafts of Assignment 32 by Liam Buckland. It lists full days of filming on March 14-15, 21-22, and April 7-8, with re-shoot and editing days on March 30-April 2 and April 9 to complete Drafts 1 and 2, respectively. Actors are available on the listed dates.
Inspirational%20films
The document discusses three inspirational films for a school project by Jordan and Liam. Their first film is Dawn of the Dead, which uses a non-linear structure and news footage to show chaos without a clear storyline. Their second film is I Am Legend, which tells a linear story through images of an abandoned city in a voiceover by the main character, establishing he is alone after a virus outbreak. Their third film is World War Z, which again uses a non-linear structure and ominous shots of death to advise against that approach.
Collage powerpoint
This document discusses iconography and conventions commonly found in the vampire genre of horror films. It provides examples from various vampire films and describes typical visual elements like lighting, costumes, makeup, props, settings and plot structures. Interviews were also conducted where individuals were asked to identify the genre of "monsters" and provide other elements that come to mind regarding vampire stories. Common tropes identified include fangs, bats, coffins, castles, graveyards, garlic, crosses, and themes of forbidden love or feud between vampires and other groups.
Assignment 39 copy
Pixel Pictures, a subsidiary of Sony, will distribute the film. Pixel Pictures typically distributes films with budgets of around $7 million, similar to other major horror titles from studios like Lionsgate, Universal Pictures, and Warner Bros. These major studio distributors release films nationwide in many theaters, or with "saturation" releases, to reach the largest possible audiences. Choosing a major distributor will help the film appeal to mainstream viewers and have the best chance of profiting from the large funding provided by Sony.
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Similar to Assignment 22
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 6 & 7
We have learned many valuable skills through creating this thriller opening project. Specifically:
- How to properly use camera, editing, and audio equipment and software that we had not used before.
- The lengthy editing process, including techniques like cropping, transitions, and ensuring no errors.
- How to create original music and sound effects using mixcraft to enhance the thriller genre.
- Storyboarding is crucial to stay on track and make efficient use of filming time.
- The importance of reviewing footage for errors before editing and how to film extra footage for flexibility.
Q6
The document discusses the challenges faced by the author and their group when using various technologies for their film project. They had issues with cameras not focusing properly or batteries dying quickly, requiring multiple filming sessions. When editing in Premiere Pro, computer updates caused the software to lose video files, requiring them to restart editing from scratch. Over time, video clips slowed down and stopped loading, wasting lesson time. Exported files had distorted sound and inconsistent volume levels in clips. While Photoshop worked well for logo design, Premiere Pro proved unreliable and caused many setbacks. The author learned that when technology fails, alternative solutions are needed to avoid restarting work.
Question 7
- The document discusses the learning and progression from a preliminary task to creating a full film opening. For the preliminary task, the author had to learn basic camera and editing skills. When creating the film opening, the author was able to apply these skills as well as advance their knowledge in areas like complex planning, creative camera shots, detailed editing and sound design. Overall, doing the preliminary task provided valuable practice and learning that helped the author successfully plan, film and evaluate their higher quality film opening.
Evaluation 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 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.
Question 6 & 7
Through creating their thriller opening, the students learned important skills in filming, editing, and creating soundtracks. They gained confidence in using camera equipment, editing software like Premier Pro, and mixing software like Mixcraft. Editing took the longest due to carefully checking clips for errors. Storyboarding also improved from their preliminary task. Overall, the students feel much more confident in their filmmaking abilities from this learning experience.
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.
Q6 AS media studies
By constructing a film using various technologies, the author learned several things. They used a video camera to film, but found its lack of advanced features like zooming limited them. They also used a tripod for steady shots, but it was difficult on a boat. Additionally, they created a blog and YouTube account to share their work. For editing, they used Sony Vegas to add titles, adjust lighting and speed, cut clips, and layer audio from YouTube. Through this process, they gained skills and understanding of technologies for filmmaking.
Preliminary task evaluation
Josh evaluated his group's preliminary task process. They planned thoroughly using storyboards and considered location options, though could have brainstormed more. They filmed using an iPad, but it picked up background noise. Josh learned to choose locations without excess light and to use a tripod. They edited in iMovie, which helped produce a better final product than other software. Overall, Josh felt the task met its criteria and he learned various filming techniques and skills in editing through iMovie that will help with future projects.
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 evaluation
My evaluation for our preliminary task that we produced throughout the first six weeks of year twelve.
Problem Solving.pptx
The document outlines potential problems that could arise during film production and provides solutions to address them. It covers issues related to equipment like cameras, microphones and lighting as well as crew-related matters such as actor availability and scheduling. Technical problems involve batteries running out, memory cards filling up and equipment failure. Creative challenges include actors not being prepared, poor planning and special effects not being ready in time. Solutions center on preparation, testing equipment beforehand, having backups, clear communication and adhering to schedules. Through experiments, the filmmaker tested green screen effects and filming at night to inform creative decisions.
Evaluation 6
The preliminary task asked students to film a conversation between two people using cinematography rules. It helped the students learn how to use techniques like the 180-degree rule and continuity. It also taught them the importance of planning, taking alternative shots, and working as a team. Completing the preliminary task prepared them for the challenges of filming and editing their full thriller opening.
Preliminary task evaluation
The document discusses the filmmaking group's experience with their pre-production, filming, and editing of a preliminary film task. It notes that their idea development went well, but their pace of work was slow. They used an iPad to film, which provided good quality but required steady hands. Editing in iVideo went smoothly. Lessons learned include needing to check for unwanted objects in shots and improving time management. The preliminary task met the criteria of demonstrating techniques like match cuts and shot/reverse shot. The process helped the group learn basic camera techniques and terms.
Question 6
We used several pieces of equipment and software to film and edit our movie in order to achieve the highest quality possible. The camera allowed us to capture good quality footage in different lighting conditions. The microphone improved the audio quality of our voiceover and sounds. The tripod helped us record steady shots. The computer and Adobe Premier Pro software enabled us to edit the film, adding effects, cutting clips, and inserting music. Through this process, I learned about different filming techniques and gained skills in advanced editing.
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.
Evaluation question 6
Through constructing their product, the students learned several important skills regarding camerawork, filming, and editing. They learned that keeping shots steady using a tripod and stabilizing mounted cameras are important for quality. Proper planning of shots is also crucial to the final product. When editing, researching how to properly use software like Final Cut Pro and Adobe Illustrator was important. While the students learned to remove objects from video frames in Photoshop, they discovered it's important to confirm file compatibility with their primary editing software to avoid wasted effort.
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.
Preliminary task review
The group made some initial mistakes filming the preliminary task such as not following the 180 degree rule and not properly white balancing. They refilmed sections to correct these errors. When filming, they divided roles evenly between actors and camera operators. All decisions were made as a group after input from members. They carefully managed the equipment, had some issues meeting deadlines due to illnesses, and ensured safety on set. Resources like actors, props and locations were easily accessible. Storyboarding and scripts made the shoot straightforward. Some shots were refilmed for better angles. Overall time was well-managed despite early technical problems.
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Assignment 6 pp version
This document discusses Miley Cyrus' career trajectory and changing image over time. It notes that early in her career with Disney, she targeted kids and teenagers with a wholesome country image. However, she increasingly adopted a more sexualized, party-oriented pop star image with videos promoting wild behavior. This was an effort to appeal to younger audiences and shift away from her Disney roots. The document also contrasts the image-focused strategies of mainstream artists seeking wide appeal versus the music-focused independence of artists appealing to niche audiences.
Assignment 2 pp version
The document discusses lighting, editing, shots/angles, transitions, and MES/FX techniques used in various music videos that could provide inspiration for the student's own music video assignment. For lighting, it notes the use of a strong key light to create silhouettes in one video and lighting from a fire as the main focus in another. Regarding editing, it highlights the constant use of jump cuts and increased speed while keeping lip sync. For shots/angles, it examines close-ups, dutch angles, and long shots following the rule of thirds. Transitions discussed include fading between a graveyard shot and another and a blurred focus transition with bright colors. Finally, it analyzes the
Evaluation 6
Liam learned several technologies from constructing this product including:
1) Slideshare which allows embedding PowerPoint presentations on blogs easily.
2) Blogger which is an organized website for uploading assignments.
3) Final Cut Pro 7 for high quality video editing including cutting, color grading, and speed ramping.
4) Compressor for converting video footage to ProRes to edit in Final Cut, though it slowed workflows.
5) Powtoon for presentations though editing took time but provided variety for future projects.
Assignment 41 powerpoint
GarageBand and Final Cut Pro were used to plan and produce sound effects for a scene. Foley noises were created such as the creaking of a bed by stepping on a wooden floor and dripping of blood by leaking water droplets from a tap in a bathroom to create an echo. These sounds were added to emphasize moments in the scene where a character was rocking in bed and another character was dripping with blood.
Evaluation 6
We learned about several technologies from constructing this product. Slideshare and Blogger helped us easily upload and share our PowerPoint presentations. Final Cut 7 allowed us to edit our footage and improve quality with features like quick cutting, color grading, and speed ramping. Compressor converted video from SD cards to ProRes format for use in Final Cut, though the compression time slowed our process.
k
This document provides shot suggestions for a film scene, including a close-up shot to show the fear on a character's face, an over-the-shoulder shot to depict a killer chasing their victim, and several high angle shots to illustrate the power and control of the killer as they look over and isolate their victim.
Assignment 19
The document outlines the preliminary planning for a school film project, including using a room near the school hall for filming, props needed like chairs and a table, and a basic timeline showing a character walking in and sitting down opposite another character before they start talking and one runs away screaming. It also mentions overhead plans and camera angles, and costumes including the protagonist wearing a shirt, jumper and tie to look smarter while the other character will dress more casually in an untucked shirt to seem tougher.
New inspirations pp
This document discusses ideas and inspirations for a film project. It proposes using a basement setting with creepy lighting to create tension. Specific filming techniques mentioned include speed ramping shots of blood, time lapse shots of the moon, applying negative filters to character portraits, and burning/reversing shots of photographs. After receiving feedback, the filmmakers plan to focus on shots of an ouija board and edit in flickering images of characters being possessed in different styles, using techniques like time lapse, reverse shots, filters, speed ramps, and cutaways. The goal is to create a flashing and flickering effect that builds suspense.
Assignment 34
The document provides details on costumes and props needed for a film project, including casual modern clothes that can get stained for teenage characters, an Ouija board with planchette and candles to make scary scenes, a bath tub with chain where a character will be possessed, and a bed where a character wakes with bruises to induce fear in the audience.
Assignment 32
The team held auditions for three teenage boy roles in their film about possession. Over 200 actors auditioned and had to learn and perform a script without dialogue to test their acting abilities. The three boys who were selected stood out for taking the roles seriously and believably during the audition process. Vincent was chosen because he fit the teenage stereotype and brought excellent acting skills to the screen. Jordan was selected for standing out and making the possession genre more realistic for audiences. Liam was picked due to his phenomenal acting skills and determination to work hard both on and off screen.
Script overview
This document provides an overview and explanation of a script for an observational documentary (OTS) split into 5 scenes. It describes the challenges of crafting a script without dialogue and explains that the script aims to describe each character's reactions through body language to convey tone. The script is intended to help guide the production and allow actors to understand their roles.
Script overview
This document provides an overview and explanation of a script for an observational documentary (OTS) split into 5 scenes. It describes the challenges of crafting a script without dialogue and explains that the script aims to describe each character's reactions through body language to convey tone. The script is intended to help guide the production and allow actors to understand their roles.
Assignment 16
The audience provided feedback on two film pitches. For the first zombie pitch, they felt it was well researched and fit horror conventions well but the setting of an abandoned house, street, and village would be too difficult to create. The second possession pitch was deemed weaker due to its linear structure and complexity involving three brothers of different ages but similar-aged actors, making it hard to understand. The audience suggested using possession symbolically for the genre.
Research 2 powerpoint 2
This document summarizes a student's assignment on the possession horror subgenre. It discusses conventions of the subgenre like priests helping possessed individuals, entrapment in isolated locations, and use of ouija boards. The student's opening sequence will focus symbolically on hands moving a ouija board to create narrative intrigue about the characters. Flashbacks will show the characters' differing possessed states, from violent killing to self-harm. Inspirational films cited are The Exorcist for establishing conventions, Ouija for its use of the board, and The Devil Inside for challenging expectations. The ouija board is identified as the unique selling point.
Research 2 powerpoint
This document discusses the possession horror subgenre and plans for a student film project exploring its conventions. It will focus on three characters communicating through an Ouija board, with flashbacks revealing how they become possessed. Key conventions that will be included are isolated settings like homes, the involvement of priests or mediums, and signs of possession like strange physical abilities. The project aims to both enforce conventions like using a family home and challenge them by subverting expectations of who becomes possessed. Inspirations include The Exorcist for its entrapment scenes, Ouija for its use of the board, and The Devil Inside for possessing the intended exorcists.
Assignment 39 copy
Pixel Pictures, a subsidiary of Sony, will distribute the film. Pixel Pictures typically distributes films with budgets of around $7 million, like SAW II ($5 million) and The Conjuring ($20 million). As Pixel Pictures is funded by Sony, it will provide most of the $7 million estimated budget for the film. Distributing through a major company like Pixel Pictures will allow the film to get wide releases in key markets, increasing its potential viewership and profits compared to an independent distribution.
Make up copy
The student created a fake blood mixture using syrup, chocolate powder and water to get the right texture so that it smoothly dripped down his arm. He also used different shades of eyeliner as makeup to create realistic looking fake bruises.
Make up copy
Blood was simulated using syrup, chocolate powder and water mixed to the right texture to smoothly dribble down the arm. Bruises were faked using different shades of eyeliner makeup to make the coloring look realistic. The document describes how a student created simulated blood and bruises for an assignment using common household ingredients.
Assignment 33
The document discusses representing teenage boys in an open test scenario (OTS). It suggests stereotyping them with modern clothes like jeans, trainers, and hoodies. Electronics like iPhones should be included to show how the generation uses technology. The speech of the teenage boys in the OTS should use slang and not be posh. Items like beer bottles and ashtrays could also be included to portray a hedonistic lifestyle.
Assignment 33
The document discusses representing teenage boys in an open test scenario (OTS). It suggests stereotyping them with modern clothes like jeans, trainers, and hoodies. Electronics like iPhones should be included to show how technology is integrated into their lives. Their speech should use slang and the setting could include items like beer bottles and ashtrays to portray a hedonistic lifestyle.
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本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
原版一模一样【微信：741003700 】【美国旧金山州立大学毕业证学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(QU毕业证)皇后大学毕业证如何办理
QU本科毕业证成绩单【微信95270640】办理皇后大学毕业证原版一模一样、QU毕业证制作【Q微信95270640】《皇后大学毕业证购买流程》《QU成绩单制作》皇后大学毕业证书QU毕业证文凭皇后大学
本科毕业证书,学历学位认证如何办理【留学国外学位学历认证、毕业证、成绩单、大学Offer、雅思托福代考、语言证书、学生卡、高仿教育部认证等一切高仿或者真实可查认证服务】代办国外（海外）英国、加拿大、美国、新西兰、澳大利亚、新西兰等国外各大学毕业证、文凭学历证书、成绩单、学历学位认证真实可查。
【实体公司】办皇后大学皇后大学本科毕业证成绩单学历认证学位证文凭认证办留信网认证办留服认证办教育部认证（网上可查实体公司专业可靠）
— — — 留学归国服务中心 — — -
【主营项目】
一.皇后大学毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供皇后大学皇后大学本科毕业证成绩单办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640开始山娃就知道父亲的家和工地共有一个很动听的名字——天河工地的底层空空荡荡很宽阔很凉爽在地上铺上报纸和水泥袋父亲和工人们中午全睡在地上地面坑坑洼洼山娃曾多次绊倒过也曾有长铁钉穿透凉鞋刺在脚板上但山娃不怕工地上也常有五六个从乡下来的小学生他们的父母亲也是高楼上的建筑工人小伙伴来自不同省份都操着带有浓重口音的普通话可不知为啥山娃不仅很快与他们熟识起来还成了无话不谈的好朋友可惜快乐的时光总是太短太匆忙吹
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一比一原版(SFU毕业证)西蒙弗雷泽大学毕业证如何办理
SFU硕士毕业证成绩单【微信95270640】《西蒙弗雷泽大学毕业证书原版制作SFU成绩单》【Q微信95270640】《仿制SFU毕业证成绩单西蒙弗雷泽大学学位证书pdf电子图》，A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
实体公司，专业可靠，办理加拿大毕业证|办美国成绩单|做德国文凭学历认证|办新西兰学位证，办澳洲文凭认证，办留信网认证（网上可查，实体公司，专业可靠）铸就十年品质！信誉！实体公司！
[留学文凭学历认证(留信认证使馆认证)西蒙弗雷泽大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理西蒙弗雷泽大学西蒙弗雷泽大学毕业证假文凭信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。娃没到过没资格跟小伙伴们争论在山娃的记忆深处只有过年时父亲才会在家呆上三五天无奈相聚的时光总是太短太匆忙记得今年正月就在父亲扛起蛇皮袋将要跨出门槛的一刹那山娃突然抱紧父亲的大腿嚎啕大哭父亲吃力地掰开山娃的手哽咽道山娃好好听话好好念书到了暑假爸也接你进城爸的城好远好大好美山娃于是天天扳着手指算计着读书也格外刻苦无奈时间总过得太慢太慢每次父亲往家打电话山娃总抢着接听一个劲地提醒父亲别忘了正月说的话电涌
一比一原版(UVic毕业证)维多利亚大学毕业证如何办理
UVic毕业证成绩单【微信95270640】《如何办理UVic毕业证维多利亚大学文凭学历》【Q微信95270640】《维多利亚大学文凭学历证书》《维多利亚大学毕业证书与成绩单样本图片》毕业证书补办 Fake Degree做学费单《毕业证明信-推荐信》成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，留信网认证。网上存档永久可查！
如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
1、在校期间，因各种原因未能顺利毕业，拿不到官方毕业证+微信95270640
2、面对父母的压力，希望尽快拿到维多利亚大学维多利亚大学毕业证成绩单；
3、不清楚流程以及材料该如何准备维多利亚大学维多利亚大学毕业证成绩单；
4、回国时间很长，忘记办理；
5、回国马上就要找工作，办给用人单位看；
6、企事业单位必须要求办理的；
面向美国乔治城大学毕业留学生提供以下服务:
【★维多利亚大学维多利亚大学毕业证成绩单毕业证、成绩单等全套材料，从防伪到印刷，从水印到钢印烫金，与学校100%相同】
【★真实使馆认证（留学人员回国证明），使馆存档可通过大使馆查询确认】
【★真实教育部认证，教育部存档，教育部留服网站可查】
【★真实留信认证，留信网入库存档，可查维多利亚大学维多利亚大学毕业证成绩单】
我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助维多利亚大学同学朋友
你做代理，可以拯救维多利亚大学失足青年
你做代理，可以挽救维多利亚大学一个个人才
你做代理，你将是别人人生维多利亚大学的转折点
你做代理，可以改变自己，改变他人，给他人和自己一个机会嘿的笑连连说记得记得但别忘了拿奖状进城啊考试一结束山娃就迫不及待地给父亲挂电话：爸我拿奖了三好学生接我进城吧父亲果然没有食言第二天就请假回家接山娃离开爷爷奶奶的那一刻山娃又伤心得泪如雨下宛如军人奔赴前线般难舍和悲壮卧空调大巴挤长蛇列车山娃发现车上挤满了叽叽喳喳的同龄人皆一脸惊喜地四处瞅山娃不认识他们也无暇去套近乎一味地跟着父亲昼夜兼程第二天凌晨就辗转到了父亲的城哇父亲的城真的好大好美哟走出广州火父
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Assignment 22
- 2. Pre Production • In pre production we learnt that our storyboards must be a lot more thorough and make sure we go into production knowing the exact shots we need to be using. • We also learnt that we need to improve our script in our actual course work video. This is because we didn't write down directions in our script and just had the dialogue. In our actual script for our coursework we will use a script template including dialogue, directions and feelings of the characters and how they talk to other characters. • We also learnt that locations are key when filming our coursework. When we filmed we found ourselves being interrupted by other people which took longer to film just because we chose a poor location.
- 3. Production • When filming our preliminary we rushed way too much. This resulted in poor filming, for example shaking of the camera, poor focusing and poor sound being recorded. • In future to prevent shaking of the camera in future we need to make sure we press the record button at least 3 seconds before acting starts. This is because when using a tripod after pressing the button there is a little wobble/shaking of the camera and tripod. • To prevent poor focusing in the future we need to use auto focus on the dslr. When filming the auto focus broke on the camera and was not working, this is a camera fault and before we film our final piece we need to get it fixed and make sure it works way before we start filming. To reduce the risk of equipment being faulty we will check all equipment 2 days before. • To get a better quality of sound in our actual video we will record sound externally with a held microphone that is not connected to the camera. • We also need to improve our continuity this is because in one shot the actor was walking through the door with a bottle in his hand and in the next shot the bottle is not in his hand.
- 4. Post production • In post production we found ourselves with a big problem. This is because we did not import the files from the sd card properly and when we tried saving the final product it would not work without the sd card being in the computer therefore we had to start the whole thing again. This resulted in more time being wasted. • As we did not import the files correct we also found it a problem to render the project. This resulted in footage that was jerky and was pausing. This was extremely annoying and we were unable to resolve this situation. • Our standard editing is good and our transitions from shot to shot was done well. This is shown by a charted walking through a door and we switch from one who to another in perfect time.
- 5. Why was the preliminary useful • The preliminary was useful as it is the first filming project we have done together and we found out how we work as a team and what we need to do in our actual video. • We have highlighted key things we need to come over in the actual video. If we were not to do this exercise we would have made these mistakes in our actual video which would greatly count towards our final grade. • We found this useful as we have all realised that we need to work harder and more effectively and need to delegate the right tasks to the right people and make sure all planning is done before filming or we will find ourselves making it up as we go along which will decrease the quality of our final video.