Bavideo Shooting Exercise
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The document provides instructions for a student video shooting exercise involving a transaction scene between two characters. It includes a shot list with 11 shots using different angles, perspectives and closeness to capture the scene. It then outlines a group assignment where students must shoot a 2-minute cafeteria scene with 15 shots, making use of basic shot sizes and camera movements. The scene involves a girl waiting and ignoring a guy who sits with her, before they have an emotional exchange and play a hand game.
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Bavideo shooting exercise
The document provides instructions for a student video shooting exercise involving two subjects interacting in a hallway. It lists an establishing shot, various shots of Subject A walking and looking out a window, point-of-view shots between the two subjects, and close-up and two-shot shots as they interact and Subject A hands money to Subject B. It also assigns a group a task to shoot a 2-minute cafeteria scene involving a romantic interaction between a boy and girl within 15 shots by the following week.
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Bavideo shooting exercise
The document provides instructions for a student video shooting exercise involving two subjects interacting in a hallway. It lists an establishing shot, various shots of Subject A walking and looking out a window, point-of-view shots between the two subjects, and close-up and two-shot shots as they interact and Subject A hands money to Subject B. It also assigns a group a task to shoot a 2-minute cafeteria scene involving a romantic interaction between a boy and girl within 15 shots by the following week.
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The document outlines the shooting plan and shots for a film titled "2LIVES". It describes the various shots that were planned to show the main character praying at home, leaving her house while saying goodbye to her mother, walking down the street and encountering her brother in an alleyway. It also mentions shots of the main character changing her clothes and makeup in the alleyway, escaping her brother's sight, and going to college but then skipping class. The document concludes by describing the sound choices as initially being soft, peaceful background music with a voiceover, then switching to a more rebellious tune when the scene changes to shots of the main character changing in the alleyway.
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This document provides guidance for developing an effective documentary story and narrative. It discusses key elements like exposition, narrative spine, theme, dramatic arc, and storytelling tools. It emphasizes telling a compelling story that involves the audience and answers questions through unfolding events. Effective storytelling motivates understanding of even complex topics. Guidelines are provided for research, narration, characterization, and ensuring the beginning and ending of the story are connected to provide a satisfying experience for viewers. The overall message is that documentaries should prioritize storytelling to engage and inform audiences.
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This document provides instructions for a basic video production exercise focusing on camera techniques like zooming, focusing, composition and blocking. It lists the needed equipment which includes a camera, tripod and two talents. The shot list then details 16 shots ranging from wide shots to close ups of the two subjects, with some shots including focus shifts between the subjects. The goal is to practice camera handling skills over the course of telling a visual story between the two people.
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The course outline summarizes a 14-week video production course. It covers topics like camera operation, lighting, editing, and production of a final music video project. Students learn film language, shoot exercises applying concepts, and work in groups to produce a music video over the course of the semester. The course culminates in the submission and screening of students' music videos in the finals week.
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The document provides grading sheets for three sections of a Basic Video Production course taught at De La Salle-College of St. Benilde. It lists the student names and their grades on various assignments, exams, and class participation. Most students received grades in the 80-100% range and final grades between 2.0 to 4.0. One student received a grade of "R" indicating they are on repeat status for the course.
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The document provides grading sheets for four sections of a Basic Video Production course taught at De La Salle-College of St. Benilde. It lists the student names, assignments, exercises, midterm and final exam grades. Most students received grades in the 3.0 to 4.0 range equivalent, with a few exceptions scoring lower. The highest scores were generally for assignments, exercises and the final short film. Music videos and exams had some lower scores. Overall, the class performed well with most students passing the course.
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The document announces a music video workshop to be held on November 5. The workshop aims to refresh students on video production techniques and introduce them to music video making in preparation for full productions. The goal is for students to produce a performance music video for solo artists by the end of the day. The itinerary includes introductions, lighting setup demonstrations, a music video lecture, artist meetings, and a performance shoot. Required materials for students include cameras, lighting and audio equipment. A payment of 350 pesos per student is required to cover equipment rental, services and artist/crew food.
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The document appears to be grading sheets for three sections of a Basic Video Production course at De La Salle-College of St. Benilde. It lists the students' names, attendance, assignment scores, exam scores, overall grades and letter grade equivalents. The top students received scores in the high 90s for their assignments, exams and overall course grade and earned a 4.0 equivalent. Most students received overall grades in the 80s or low 90s, corresponding to a B or B+ equivalent. A few students scored in the 70s or low 80s, equating to a C or low B. The grading sheets track the students' progress and performance across the various assessments and assignments to determine their final grades.
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The document provides the results of a finals project for a BAVIDEO class. It includes the grades received by different teams from a professor, panel of judges, and audience. The top team was Team Tonight We Sleep, which received a 48% from the professor, panel, and audience for a total of 48%. Comments are also provided for each team critiquing their concepts, production quality, and editing. Individual grades for each member of each team are listed at the end, combining their peer evaluation score and the overall team particulars score.
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Bavideo calendar
This document provides a schedule for the remaining days of the BAVID calendar. It outlines editing sessions, music video shoots, regular classes, and deadlines. Key events include editing phases focusing on different skills like effects and exporting. Special production days involve music video shoots for various artists. The schedule also notes the resumption of regular classes and defenses for final projects, with a music video launch event at the end of the month.
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The document discusses the history and evolution of video technology. It begins with the development of cathode ray tube televisions and describes later technologies like LCD, plasma, and OLED displays. Film formats such as 35mm, 16mm, 8mm, and larger formats like 70mm are also outlined. The document then explains how video cameras work by converting light into electrical signals through scanning. It traces the evolution of video camera formats from early analog tapes to modern digital formats using memory cards or internal storage. Key concepts like aspects ratios, frame rates, and color standards are defined.
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First term 2011 2012 syllabus
The course outline summarizes a 14-week video production course. It covers topics like camera operation, lighting, editing, and production of a final music video project. Students learn film language, shoot exercises applying concepts, and work in groups to produce a music video over the course of the semester. The course culminates in the submission and screening of students' music videos in the finals week.
1 st term 2011 2012 calendar of activities
The document outlines the academic calendar for a semester, including start and end dates for classes, examinations, holidays, and important deadlines. It lists the dates for beginning and ending of classes, payments, dropping courses, shifting courses, midterm and final examinations, grade submissions, holidays, and commencement exercises. Important deadlines include dates for payments, dropping courses, shifting course approvals, withdrawal forms, grade changes, and letters of intent to graduate. The calendar provides a schedule of events for the semester to inform students and faculty of date-specific academic requirements and obligations.
3 rd term 10 11 grading sheet
The document provides grading sheets for three sections of a Basic Video Production course taught at De La Salle-College of St. Benilde. It lists the student names and their grades on various assignments, exams, and class participation. Most students received grades in the 80-100% range and final grades between 2.0 to 4.0. One student received a grade of "R" indicating they are on repeat status for the course.
3 rd term 10 11 grading sheet
The document provides grading sheets for four sections of a Basic Video Production course taught at De La Salle-College of St. Benilde. It lists the student names, assignments, exercises, midterm and final exam grades. Most students received grades in the 3.0 to 4.0 range equivalent, with a few exceptions scoring lower. The highest scores were generally for assignments, exercises and the final short film. Music videos and exams had some lower scores. Overall, the class performed well with most students passing the course.
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Will England make it through the group stages?, Will Germany use the home advantage to full effect?
Follow our progress, see how many we get right
If you want to join in let us know before the first game kick off and we can invite you to our private league
or join in with our friends at DeeperThanBlue
https://www.linkedin.com/posts/activity-7204868572995538944-qejG
https://www.selectdistinct.co.uk/2024/06/13/euro-2024-match-predictions/
#EURO2024 #Germany2024 #England #EURO2024predictions
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Bavideo Shooting Exercise
- 1. BAVIDEO SHOOTING EXERCISE: TRANSACTION SCENE 1 AIM: To shoot a transaction scene using the basic shot sizes and movements and familiarize one’s self to the parts and functions of a prosumer video camera. SCENE: Girl A / Boy A is walking at the hallway. She stops by the windows. Girl B / Boy B runs and rushes to him / her. Girl A/ Boy A faces Girl B/Boy B. Girl A /Boy A then blurted out: “Tapos na ba pinalalabhan ko sayo? Pagtapos ka na, eto pamalengke” SHOT LIST: 1) ESTABLISHING SHOT OF CITY 2) LS of GIRL A/ BOY A walking at the hallway then stops by the windows 3) OTS GIRL A / BOY A “malayo ang tingin” 4) POV of GIRL B / BOY B running to GIRL A / BOY A. GIRL A / BOY A faces the camera 5) 2-SHOT MS of GIRL A/ BOY A AND GIRL B/ BOY B 6) CU of GIRL A / BOY A 7) CU of GIRL B / BOY B 8) ECU of GIRL A / BOY A’s eyes 9) ECU of GIRL B’/ BOY A’s eyes 10) 2-SHOT MS of GIRL A/ BOY A and GIRL B/ BOY B. GIRL A / BOY A dialogues then EXIT FRAME 11) CU of MONEY THEN TILT UP TO GIRL B / BOY B’s face GROUP ASSIGNMENT DEADLINE: NEXT WEEK SHOOTING FORMAT: MINI DV (RUSHES ONLY, NO EDITING) AIM: shoot a 2-min scene with 15 shots. Make use of the basic shot sizes, and movements wisely. SCENE: Cafeteria scene. Girl is waiting. She scribbles on her notes. Guy comes, sits across her. Girl ignores guy. Guy looks at her intently. Guy: “Sorry, I’m…” Girl snobs him. Guy holds her hands, caressing. Girl looks at him. Girl: “I can’t do this anymore, it’s hurting me! This will be the last!” Guy smiles. Girl put her hands / palms out together, then they play the slap-my-hand. Guy: “Ok then, don’t lose our bet next time!”