Collins, chloe cw feedback
•Download as DOCX, PDF•
0 likes•26 views
This 3 sentence summary provides the key details from the document: The document contains a student's 2 minute film opening for a course assignment, which shows basic technical skills including producing age-appropriate material, using titles and sound appropriately, and shooting with attention to framing, shot distance, and scene composition. The assessor's comments note that the title and editing were good, but the sound quality could be improved and the idea, while nice, could have been executed better. The student received a score of 35 out of 60 at level 2.
Report
Share
Report
Share
Recommended
Pinder, joseph cw feedback
This document contains a 2 minute film opening assessment and feedback. The assessment finds that the student demonstrated proficiency in technical skills like producing appropriate material, using titles and sound appropriately, and shooting varied shots that attend to framing and mise-en-scene. The feedback notes specifically that the titles and cinematography were good, the props and costumes helped establish setting, and the film clearly established its genre, though the dialogue sound and volume of voiceover could be improved.
White, faegen cw feedback
This two minute film opening received an excellent grade of 54 out of 60. The summary evaluates that the film opening demonstrated creative use of technical skills like producing appropriate material for the audience, using titles and sound effectively, and shooting with controlled camera work and attention to framing and scene composition. While the sound could be off putting, it fit the genre perfectly. Overall, the assessor praised the film's understanding and use of codes and conventions of exploitation films.
Film Feedback
This student's two-minute film opening received a score of 49 out of 60 at Level 4. The summary evaluates that the film showed excellence in using technical skills like producing appropriate material for the audience, using titles correctly, editing sound and images suitably, and shooting different shots that were framed well and paid attention to mise-en-scene. The film comments praised the clear titles, well-edited overlays, clear voiceover, good cinematography, and good choice of music to build tension.
Frullo, sam cw feedback
Sam Frullo created a two-minute film opening that showed excellence in technical skills such as producing appropriate material for the target audience, using titles and sound appropriately, shooting varied footage with controlled camerawork and attention to framing and scene composition. The film comments praised the clear titles, voiceover and music choice, while noting some out of focus shots and commending the freeze frame shots, clear narrative and genre. The film opening received a score of 50 out of 60 at Level 4.
Production feedback
This document contains a student's film opening assessment and feedback from their teacher. The student demonstrated excellent technical skills in areas like producing appropriate material, using titles and sound effectively, and shooting and editing video that helped tell the story. The teacher praised the titles, voiceover, and visual effects, but noted the cinematography of real scenes could have been better focused. Overall the student received a score of 49 out of 60 at level 4.
Production Feedback Sheet
Oliver Booth submitted a two minute film opening for an AS coursework assignment. The summary evaluates that the film demonstrates proficiency in technical skills like appropriate titles, sound, editing, shooting, and camera work. While the tracking shots could be smoother and some footage was out of focus or too dark, the film effectively built tension and featured good use of mise-en-scene elements like costumes. The film received an overall score of 39 out of 60 at level 3.
Production Feedback
This three sentence summary provides the key details from the document:
The document contains a two minute film opening by a student named James Alex, which demonstrates proficiency in technical filmmaking skills like appropriate titles, sound editing, shooting techniques, and effective editing to convey meaning. A reviewer comments that the film shows very good use of technology, camera work, and confident editing to tell a clear narrative, though some shots were out of focus. The student received a total score of 48 out of 60 at level 4 for their two minute film opening.
Film Opening Marks
The document contains a student's 2 minute film opening submission for an AS coursework assignment, which demonstrates proficiency in technical skills like appropriate titles, sound, editing, shooting, and camera work. A teacher's comments note the good use of technology, camera, editing, and mise-en-scene, but that some shots were out of focus and sound levels were too low. The student received an overall score of 46 out of 60 at level 3.
Recommended
Pinder, joseph cw feedback
This document contains a 2 minute film opening assessment and feedback. The assessment finds that the student demonstrated proficiency in technical skills like producing appropriate material, using titles and sound appropriately, and shooting varied shots that attend to framing and mise-en-scene. The feedback notes specifically that the titles and cinematography were good, the props and costumes helped establish setting, and the film clearly established its genre, though the dialogue sound and volume of voiceover could be improved.
White, faegen cw feedback
This two minute film opening received an excellent grade of 54 out of 60. The summary evaluates that the film opening demonstrated creative use of technical skills like producing appropriate material for the audience, using titles and sound effectively, and shooting with controlled camera work and attention to framing and scene composition. While the sound could be off putting, it fit the genre perfectly. Overall, the assessor praised the film's understanding and use of codes and conventions of exploitation films.
Film Feedback
This student's two-minute film opening received a score of 49 out of 60 at Level 4. The summary evaluates that the film showed excellence in using technical skills like producing appropriate material for the audience, using titles correctly, editing sound and images suitably, and shooting different shots that were framed well and paid attention to mise-en-scene. The film comments praised the clear titles, well-edited overlays, clear voiceover, good cinematography, and good choice of music to build tension.
Frullo, sam cw feedback
Sam Frullo created a two-minute film opening that showed excellence in technical skills such as producing appropriate material for the target audience, using titles and sound appropriately, shooting varied footage with controlled camerawork and attention to framing and scene composition. The film comments praised the clear titles, voiceover and music choice, while noting some out of focus shots and commending the freeze frame shots, clear narrative and genre. The film opening received a score of 50 out of 60 at Level 4.
Production feedback
This document contains a student's film opening assessment and feedback from their teacher. The student demonstrated excellent technical skills in areas like producing appropriate material, using titles and sound effectively, and shooting and editing video that helped tell the story. The teacher praised the titles, voiceover, and visual effects, but noted the cinematography of real scenes could have been better focused. Overall the student received a score of 49 out of 60 at level 4.
Production Feedback Sheet
Oliver Booth submitted a two minute film opening for an AS coursework assignment. The summary evaluates that the film demonstrates proficiency in technical skills like appropriate titles, sound, editing, shooting, and camera work. While the tracking shots could be smoother and some footage was out of focus or too dark, the film effectively built tension and featured good use of mise-en-scene elements like costumes. The film received an overall score of 39 out of 60 at level 3.
Production Feedback
This three sentence summary provides the key details from the document:
The document contains a two minute film opening by a student named James Alex, which demonstrates proficiency in technical filmmaking skills like appropriate titles, sound editing, shooting techniques, and effective editing to convey meaning. A reviewer comments that the film shows very good use of technology, camera work, and confident editing to tell a clear narrative, though some shots were out of focus. The student received a total score of 48 out of 60 at level 4 for their two minute film opening.
Film Opening Marks
The document contains a student's 2 minute film opening submission for an AS coursework assignment, which demonstrates proficiency in technical skills like appropriate titles, sound, editing, shooting, and camera work. A teacher's comments note the good use of technology, camera, editing, and mise-en-scene, but that some shots were out of focus and sound levels were too low. The student received an overall score of 46 out of 60 at level 3.
Adams, w illiam cw feedback
This three sentence summary provides the key details from the film opening assessment document:
The document evaluates William Adams' two minute film opening, noting there is proficiency in technical skills like appropriate titles, sound, editing, and shooting material for the target audience. While some shots were out of focus, the assessor praises the good use of camera shots, movement, confident editing, color grade, and mise-en-scene. However, wind noise sometimes made dialogue difficult to understand.
Lomax, lewis cw feedback
This 3 sentence summary provides the key details from the document:
The document contains a 2 minute film opening by a student named Lewis Lomax along with feedback from assessors. While there is basic ability shown in using technical filmmaking skills like titles, sound, and editing appropriately, some shots were out of focus and the editing could have better shown the passage of time. The assessors also noted poor use of costume for a character meant to be a police officer.
Hudson, lauren cw feedback
The student produced a two minute film opening for a coursework assignment that showed proficiency in using technical filmmaking skills like titles, sound, editing, shooting, and camerawork appropriately for the target audience and task. The assessor comments the opening had good titles, music choice, makeup, and editing to build tension, with camera shots in focus. However, the assessor notes the narrative and character motivations were unclear.
Charlotte Lambert AS Coursework feedback
This three sentence summary provides the key information from the document:
The document contains a two minute film opening by a student named Charlotte Lambert along with feedback from the assessor. The assessor notes that the student demonstrated proficiency in using technical skills like appropriate titles, sound, editing, shooting, camera work, and mise-en-scene. While praising the titles, music, shooting and editing, the assessor provides suggestions to make the dialogue louder and clearer and to better convey the film's genre.
Grevatt daniel as cw production feedback sheet
The student's two-minute film opening showed basic technical ability through varied camera shots, framing, and attempts to build tension through mise-en-scene. Editing added tension with cuts and transitions, and titles were added to show industry conventions. Color grading gave the opening a professional look, but extremely poor sound quality meant dialogue was difficult to hear at times. Overall the assessor felt it was a solid genre-fitting opening that needed more attention to improving the sound.
Newbury connor as cw production feedback sheet
The student's two-minute film opening showed proficiency in technical skills like camerawork, editing, sound, and an attention to location details. Various shots were well framed and cuts/transitions built tension. Titles and shadows were used appropriately. Sound effects and music helped build tension throughout the short horror genre piece, which effectively set up expectations for the film. The assessor gave the opening a score of 37 out of 60 at level 3 proficiency.
Production roles
The document outlines the key roles in film production including production management, director, director of photography, production sound, and editor. It describes the main responsibilities of each role and how they collaborate as a team throughout the different stages of production, which are development, pre-production, production, post-production, and distribution. Effective collaboration between roles is important to successfully create a film.
Evaluation 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
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.
Preliminary Task Evaluation Report
The document provides a preliminary evaluation of the quality of various aspects of a video project. It evaluates the quality of shooting steady shots, framing shots, using appropriate material, selecting props and settings, editing for meaning, using sound, positioning actors, planning, meeting targets, and group dynamics. Overall, it finds that shots were steady and well-framed, appropriate material was included, props and settings were well-used, editing established the plot clearly, and planning and group work were very good. It provides some strategies to maintain high quality, such as using props beforehand and evaluating positioning after filming.
Question 7
This document summarizes the learning process and improvements made from earlier drafts to the final product of a video project. It identifies specific mistakes and strengths in Draft 2, such as shaky camera, poor focus, and good monster scene editing. The improvements section outlines how the storyline was changed to add more fear, editing and camera work skills improved to reduce shakiness and increase shots, and credits and sound design were enhanced to better fit the genre. Overall, it concludes all aspects of the project improved significantly from Draft 2 to the final version.
Preliminary task evaluation grid
This document outlines tasks completed as part of a preliminary evaluation and identifies what went well, what went wrong, and plans for improvement. The tasks included planning for a radio station's target audience and structure, creating a jingle, recording in a studio and with a dictaphone, editing using audio software, teamwork, blogging, and class and independent work. Areas for improvement include further practice recording, editing, and working both independently and as part of a team.
Question 7
In our preliminary film, we only used a few basic shot types and did not consider lighting, costumes, or setting. However, in our final film we employed a variety of shots including close-ups and point-of-view shots. We also put more effort into things like lighting, costumes, props, and settings. Additionally, our editing, sound, and continuity had improved as we shortened drawn-out shots, added music and effects, and ensured dialogue was audible over ambient noise.
Preliminary Task Evaluation
The document provides a preliminary evaluation of a video project. It evaluates 14 different quality criteria on a scale and provides suggestions for improvement. Some key points that received positive feedback include properly framing shots, accurately following the assigned task, and good use of lighting and mise-en-scène. Areas identified as needing improvement included shakiness that could be addressed with a tripod, adding sound effects, and taking more shots to allow for better editing. The evaluation also notes that more organization and adherence to a timeline would help strengthen future group projects.
Feedback sheet
A film student submitted a two-minute film opening called "Possessed" that showed proficiency in technical skills like camerawork, editing, sound, and special effects to build tension. The piece featured varied shots, titles, cuts, transitions, and a score that established suspense, though the initial dialogue could be clearer. The assessor gave the opening an overall positive review and grade for fitting the horror genre well through competent creative use of cinematic conventions.
Rice yasmin production feedback
The student produced a music video that demonstrated good technical skills in camera work, framing, locations, and editing to match the beat and transitions. However, the narrative was sometimes unclear about the relationship between the main characters. Their digipak design showed clear awareness of industry conventions and excellent photography, though more could have been done with the inside cover. The poster design was proficient and tied in well with the digipak design, but could have included more industry conventions like social media icons. Overall the work was assessed as a level 3 for the video and level 3 and 4 for the ancillary tasks, with a total score of 45 out of 60.
Evaluation question 7 looking back at your preliminary (Edit)
The preliminary task lacked planning and had basic storytelling elements. It was filmed in a classroom with low lighting and improvised costumes. The sound was unclear without microphones. Editing was simple and choppy without tension. Camerawork mostly used close-ups and high angles without smooth movement. In contrast, the main task had weeks of planning including a script, costumes, and research. It was filmed in multiple locations and used filters to engage audiences. Non-diegetic music and credits were added in post-production to avoid being boring or rushed.
Technical skill and assessment
Tim Loe learned how to use a steady-cam, which allowed for smoother tracking shots and unique camera movements compared to a fixed tripod. While the production went well, the audio quality suffered from wind noise and needed better balancing against the soundtrack. Some continuity errors and a lack of clear narrative exposition also needed improvement and could be addressed through more planning and research.
Pinder, joseph cw feedback
This 3 sentence summary provides the key information from the film opening assessment document:
The document summarizes a student's two minute film opening assessment, noting there is evidence of technical proficiency in areas like appropriate content for the target audience, proper use of titles, effective sound and editing, and well-shot material using camera techniques like framing and shot distance. The assessment comments the opening had nice titles, good cinematography, great mise-en-scene with props and costumes, though notes the dialogue sound could be better and voiceover louder, and that genre codes were clear. The student received a total score of 47 out of 60 at level 3.
Pinder, joseph cw feedback
This document contains a 2 minute film opening assessment and feedback. The assessment finds that the student demonstrated proficiency in technical skills like producing appropriate material, using titles and sound appropriately, and shooting varied shots that attend to framing and mise-en-scene. The feedback notes specifically that the titles and cinematography were nice, and the mise-en-scene props and costumes were great, while suggesting the dialogue sound and volume of voiceover could be improved.
Production Feedback Sheet
Emma McConologue created a two-minute film opening for a class assignment that demonstrated excellent use of technical filmmaking skills. The film had appropriate titles, sound, editing, shooting, and camera work for the target audience and task. While the beach scene was well shot, the film reviewer noted that the sound could be better and it ended very suddenly. Overall, the film opening received a score of 49 out of 60 at Level 2.
Elwell, rowan cw feedback
The student completed the main coursework task for their A2 Media course, creating a music video. The work showed excellence in technical skills like camerawork, editing, sound mixing, and attention to mise-en-scene. Feedback praised the confident use of camera and editing, good visual style, and strong performance. Two ancillary tasks were also completed - a digipak and poster - that demonstrated proficiency in design skills and understanding of conventions, though the poster was noted as missing promotion of the singer. The student received overall scores of 34/40 for the video and 7/10 for each ancillary task, totaling 48/60.
More Related Content
What's hot
Adams, w illiam cw feedback
This three sentence summary provides the key details from the film opening assessment document:
The document evaluates William Adams' two minute film opening, noting there is proficiency in technical skills like appropriate titles, sound, editing, and shooting material for the target audience. While some shots were out of focus, the assessor praises the good use of camera shots, movement, confident editing, color grade, and mise-en-scene. However, wind noise sometimes made dialogue difficult to understand.
Lomax, lewis cw feedback
This 3 sentence summary provides the key details from the document:
The document contains a 2 minute film opening by a student named Lewis Lomax along with feedback from assessors. While there is basic ability shown in using technical filmmaking skills like titles, sound, and editing appropriately, some shots were out of focus and the editing could have better shown the passage of time. The assessors also noted poor use of costume for a character meant to be a police officer.
Hudson, lauren cw feedback
The student produced a two minute film opening for a coursework assignment that showed proficiency in using technical filmmaking skills like titles, sound, editing, shooting, and camerawork appropriately for the target audience and task. The assessor comments the opening had good titles, music choice, makeup, and editing to build tension, with camera shots in focus. However, the assessor notes the narrative and character motivations were unclear.
Charlotte Lambert AS Coursework feedback
This three sentence summary provides the key information from the document:
The document contains a two minute film opening by a student named Charlotte Lambert along with feedback from the assessor. The assessor notes that the student demonstrated proficiency in using technical skills like appropriate titles, sound, editing, shooting, camera work, and mise-en-scene. While praising the titles, music, shooting and editing, the assessor provides suggestions to make the dialogue louder and clearer and to better convey the film's genre.
Grevatt daniel as cw production feedback sheet
The student's two-minute film opening showed basic technical ability through varied camera shots, framing, and attempts to build tension through mise-en-scene. Editing added tension with cuts and transitions, and titles were added to show industry conventions. Color grading gave the opening a professional look, but extremely poor sound quality meant dialogue was difficult to hear at times. Overall the assessor felt it was a solid genre-fitting opening that needed more attention to improving the sound.
Newbury connor as cw production feedback sheet
The student's two-minute film opening showed proficiency in technical skills like camerawork, editing, sound, and an attention to location details. Various shots were well framed and cuts/transitions built tension. Titles and shadows were used appropriately. Sound effects and music helped build tension throughout the short horror genre piece, which effectively set up expectations for the film. The assessor gave the opening a score of 37 out of 60 at level 3 proficiency.
Production roles
The document outlines the key roles in film production including production management, director, director of photography, production sound, and editor. It describes the main responsibilities of each role and how they collaborate as a team throughout the different stages of production, which are development, pre-production, production, post-production, and distribution. Effective collaboration between roles is important to successfully create a film.
Evaluation 7
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
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.
Preliminary Task Evaluation Report
The document provides a preliminary evaluation of the quality of various aspects of a video project. It evaluates the quality of shooting steady shots, framing shots, using appropriate material, selecting props and settings, editing for meaning, using sound, positioning actors, planning, meeting targets, and group dynamics. Overall, it finds that shots were steady and well-framed, appropriate material was included, props and settings were well-used, editing established the plot clearly, and planning and group work were very good. It provides some strategies to maintain high quality, such as using props beforehand and evaluating positioning after filming.
Question 7
This document summarizes the learning process and improvements made from earlier drafts to the final product of a video project. It identifies specific mistakes and strengths in Draft 2, such as shaky camera, poor focus, and good monster scene editing. The improvements section outlines how the storyline was changed to add more fear, editing and camera work skills improved to reduce shakiness and increase shots, and credits and sound design were enhanced to better fit the genre. Overall, it concludes all aspects of the project improved significantly from Draft 2 to the final version.
Preliminary task evaluation grid
This document outlines tasks completed as part of a preliminary evaluation and identifies what went well, what went wrong, and plans for improvement. The tasks included planning for a radio station's target audience and structure, creating a jingle, recording in a studio and with a dictaphone, editing using audio software, teamwork, blogging, and class and independent work. Areas for improvement include further practice recording, editing, and working both independently and as part of a team.
Question 7
In our preliminary film, we only used a few basic shot types and did not consider lighting, costumes, or setting. However, in our final film we employed a variety of shots including close-ups and point-of-view shots. We also put more effort into things like lighting, costumes, props, and settings. Additionally, our editing, sound, and continuity had improved as we shortened drawn-out shots, added music and effects, and ensured dialogue was audible over ambient noise.
Preliminary Task Evaluation
The document provides a preliminary evaluation of a video project. It evaluates 14 different quality criteria on a scale and provides suggestions for improvement. Some key points that received positive feedback include properly framing shots, accurately following the assigned task, and good use of lighting and mise-en-scène. Areas identified as needing improvement included shakiness that could be addressed with a tripod, adding sound effects, and taking more shots to allow for better editing. The evaluation also notes that more organization and adherence to a timeline would help strengthen future group projects.
Feedback sheet
A film student submitted a two-minute film opening called "Possessed" that showed proficiency in technical skills like camerawork, editing, sound, and special effects to build tension. The piece featured varied shots, titles, cuts, transitions, and a score that established suspense, though the initial dialogue could be clearer. The assessor gave the opening an overall positive review and grade for fitting the horror genre well through competent creative use of cinematic conventions.
Rice yasmin production feedback
The student produced a music video that demonstrated good technical skills in camera work, framing, locations, and editing to match the beat and transitions. However, the narrative was sometimes unclear about the relationship between the main characters. Their digipak design showed clear awareness of industry conventions and excellent photography, though more could have been done with the inside cover. The poster design was proficient and tied in well with the digipak design, but could have included more industry conventions like social media icons. Overall the work was assessed as a level 3 for the video and level 3 and 4 for the ancillary tasks, with a total score of 45 out of 60.
Evaluation question 7 looking back at your preliminary (Edit)
The preliminary task lacked planning and had basic storytelling elements. It was filmed in a classroom with low lighting and improvised costumes. The sound was unclear without microphones. Editing was simple and choppy without tension. Camerawork mostly used close-ups and high angles without smooth movement. In contrast, the main task had weeks of planning including a script, costumes, and research. It was filmed in multiple locations and used filters to engage audiences. Non-diegetic music and credits were added in post-production to avoid being boring or rushed.
Technical skill and assessment
Tim Loe learned how to use a steady-cam, which allowed for smoother tracking shots and unique camera movements compared to a fixed tripod. While the production went well, the audio quality suffered from wind noise and needed better balancing against the soundtrack. Some continuity errors and a lack of clear narrative exposition also needed improvement and could be addressed through more planning and research.
What's hot (18)
Evaluation question 7 looking back at your preliminary (Edit)
Evaluation question 7 looking back at your preliminary (Edit)
Similar to Collins, chloe cw feedback
Pinder, joseph cw feedback
This 3 sentence summary provides the key information from the film opening assessment document:
The document summarizes a student's two minute film opening assessment, noting there is evidence of technical proficiency in areas like appropriate content for the target audience, proper use of titles, effective sound and editing, and well-shot material using camera techniques like framing and shot distance. The assessment comments the opening had nice titles, good cinematography, great mise-en-scene with props and costumes, though notes the dialogue sound could be better and voiceover louder, and that genre codes were clear. The student received a total score of 47 out of 60 at level 3.
Pinder, joseph cw feedback
This document contains a 2 minute film opening assessment and feedback. The assessment finds that the student demonstrated proficiency in technical skills like producing appropriate material, using titles and sound appropriately, and shooting varied shots that attend to framing and mise-en-scene. The feedback notes specifically that the titles and cinematography were nice, and the mise-en-scene props and costumes were great, while suggesting the dialogue sound and volume of voiceover could be improved.
Production Feedback Sheet
Emma McConologue created a two-minute film opening for a class assignment that demonstrated excellent use of technical filmmaking skills. The film had appropriate titles, sound, editing, shooting, and camera work for the target audience and task. While the beach scene was well shot, the film reviewer noted that the sound could be better and it ended very suddenly. Overall, the film opening received a score of 49 out of 60 at Level 2.
Elwell, rowan cw feedback
The student completed the main coursework task for their A2 Media course, creating a music video. The work showed excellence in technical skills like camerawork, editing, sound mixing, and attention to mise-en-scene. Feedback praised the confident use of camera and editing, good visual style, and strong performance. Two ancillary tasks were also completed - a digipak and poster - that demonstrated proficiency in design skills and understanding of conventions, though the poster was noted as missing promotion of the singer. The student received overall scores of 34/40 for the video and 7/10 for each ancillary task, totaling 48/60.
Hillier, jade cw feedback
The student completed their main coursework task creating a music video. The work showed proficiency in technical skills like camerawork, framing, shot sizes, and attention to details. The editing made the meaning apparent to viewers through transitions, captions, and effects. Sound was also recorded and edited appropriately with the images. Feedback noted the dancing wasn't always captured fully and needed more camera shots and edits, but it was edited well with some nice transitions and slow motion. Links between the narrative and performance needed improvement. Additional tasks included a digipak with excellent design and technical skills, and a basic poster that seemed like an afterthought. The student received a total score of 43/60, achieving a Level 3.
Selby, elishia cw feedback
The student completed the main coursework task for their A2 Media Studies class. Their music video showed excellent use of filming techniques like camerawork, framing, shot sizes, and set design. It had a clear narrative that fit the genre. Their additional tasks - a CD digipak and poster - also demonstrated good technical skills and understanding of conventions for their genre and artist. Overall the student received a high score of 52 out of 60 for their work, achieving a Level 3.
Newbury Connor CW Feedback
Connor Newbury completed their A2 coursework in media texts, demonstrating proficiency in technical skills like camera work, editing, and sound mixing. Their music video showed good shot composition and storytelling, though could have benefited from more locations and costume changes. Connor also designed a digipak and poster at a basic level, with designs fitting the genre and artist conventions and some technical skills. Overall, Connor achieved a total score of 49 out of 60, reaching Level 3.
Colquhoun, cameron cw feedback
The student completed the main coursework task for their A2 Media Studies class, demonstrating proficiency in technical skills like camera work, editing, and sound mixing. Their music video received positive feedback for beautiful shots, good use of locations and props, and a well-edited beat. The student showed basic ability in their digipack design with a fitting front and back but less creative inside images. Their poster displayed proficiency in technical skills with a design fitting the genre and band that clearly understood conventions.
Penfold, eleanor cw feedback
Eleanor Penfold completed the main A2 coursework task, demonstrating excellence in technical skills such as camera work, framing, shot sizes, and attention to mise-en-scene and sound editing. The music video received positive feedback for the actor's performance, variety of shots, confident editing, and strong opening, though it became repetitive toward the end and could have represented the mise-en-scene better with a costume change. The digipac ancillary task showed proficiency in design and understanding of conventions, with good technical skill. The poster also showed proficiency in design, understanding of conventions, and some good technical skill. Overall the work was rated at Level 3.
Stickley georgia as cw production feedback sheet
The film opening uses technical skills creatively with varied, well-framed shots and attention to location, costumes, and performance. Cuts and transitions effectively establish the narrative through titles and pacing. Sound and music build tension, while clear dialogue advances the story. Overall, the assessor praised it as an excellent, professionally-executed opening that fits its genre through a clear narrative and genre conventions.
Coursework feedback
Megan Howden completed the main A2 coursework task of creating a music video. The video showed excellent use of technical skills like camerawork, framing, shot sizes, and attention to details. It had a clear narrative and good performances that captured the feel of "Grease." The accompanying digipak design proficiently fit the genre and artist with a clear understanding of conventions and technical skills. The poster showed a basic ability to apply some technical skills with a simple design that somewhat fit the genre and conveyed basic understanding. Overall the work was assessed as a level 3 with scores of 33/40 for the video, 8/10 for the digipak, and 6/10 for the poster, totaling 47
Atkinson, thomas cw feedback
Thomas Atkinson completed the main task of creating a music video that showed great use of locations, actors, props, and costumes in telling an ambitious story. Some shots could have been in better focus, but overall it was a creative and professional piece of work. He also demonstrated excellence in designing a digipak and poster for the band that clearly understood conventions and showed technical skill, with the digipak and poster being well-linked. He received scores ranging from 38-9 out of a possible 40-10 on the individual tasks.
Raybould, matthew cw feedback
Matthew Raybould completed the main task of creating a music video, showing proficiency in technical skills like camera work, editing, and sound synchronization. The narrative was confusing and some shots were too long. He also designed a digipak and poster at a proficient and excellent level respectively, demonstrating technical skills and understanding of conventions for the music genre and artist. Overall his work scored 46 out of 60, achieving a Level 3.
Craig curtis production feedback
The student completed the main music video task, demonstrating proficiency in technical skills like shooting, editing, sound, and mise en scene. The video had some out of focus shots and could have been more upbeat. For the digipak design, the student showed proficiency in layout and using an image across the front and back, though the back cover layout could be improved. For the poster, the student demonstrated basic skills but did not include common conventions like social media icons or purchase information.
Holley, matthew cw feedback
Matthew Holley completed the main A2 coursework task of creating a music video. The video showed excellent camerawork, beautiful shots in color and black and white, and strong long shots of the artist Oscar walking. The edits were good and told a clear story that matched the beat of the music. For the ancillary tasks, Holley designed a digipak with an excellent creative design that clearly fit the genre and artist with strong technical skills. He also created a poster with a proficient design that showed a clear understanding of conventions and technical ability. Overall, Holley received a high level score of 53 out of 60 for his coursework.
Wardle jordan as cw production feedback sheet 3
This film opening assessment provides feedback on the technical skills used in a two minute film opening created by Jordan Wardle. The assessor praises the controlled camera work, attention to locations, costumes, and performances, and effective editing that clearly establishes the narrative through cuts and transitions. The use of sound, music, and dialogue is also highlighted as building tension and being clearly heard. Overall, the assessor concludes it is an excellent film opening that fits the genre well and looks very professional.
Goldman, andrew cw feedback
The student completed their main coursework task creating a music video. The video showed good use of black and white and color transitions between locations in the UK and NYC. However, some shots were out of focus. The story was clear. Lighting could have been improved for nighttime scenes.
For their first ancillary task, the student designed a digipack that had a good front and back design fitting the genre and artist but the inside images lacked creativity.
For their second ancillary task, the student created a poster with a good design fitting the genre and artist that demonstrated a clear understanding of conventions. The poster had a good link to the digipack but could have included links to social media.
Morris, emily cw feedback production
The student's coursework for their main media task received an excellent review, with evidence of strong technical skills in shooting, editing, and sound design. Their music video showed great storytelling through confident use of mise-en-scene, camerawork, and editing, including good transitions and an effective mix of black and white and color footage. Both ancillary tasks also received praise for their designs, understanding of conventions, and technical skills. The student received scores of 35/40, 9/10, and 10/10 for the three components, for a total of 54/60 and an overall level of 3.
Edmunds, lucy cw feedback
The student completed the main task of creating a music video that showed proficiency in technical skills like camera work, editing, and sound synchronization. Feedback noted the narrative was good but could have used more footage to avoid repetition. Digipak and poster designs fit their genres with well-framed images, but the back cover and social media icons could have been improved. The student received scores of 27/40 for the video and 7/10 and 6/10 for the ancillary tasks.
Georgia Stickley Production Feedback Sheet
The student completed their main coursework task and showed excellence in technical skills like camera work, framing, shot sizes, and attention to detail. Their music video received positive feedback for confident use of technology, a great concept and execution. Additional tasks like a digipak and poster also demonstrated excellent creative ability and technical skills. The student received full marks and achieved a level 3 overall.
Similar to Collins, chloe cw feedback (20)
Recently uploaded
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneRecently uploaded (20)
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Collins, chloe cw feedback
- 1. AS Coursework – Film Openings Name: Collins, Chloe Two Minute Film Opening: There is evidence of basic in the creative use of some of the technical skills. • Producing material appropriate for the target audience and task; • using titles appropriately according to institutional conventions; • using sound with images and editing appropriately for the task set; • shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en- scene; • using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects. Film comments: Good title.Nice EdgarWrightstyle editing.Soundcouldbe better,dialogue hardtohearinparts. Nice effortonMES. Nice idea,couldhave beenexecutedbetter. Total 35/60 Level: 2