Learning About Shapes
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This document provides an overview of a lesson plan about learning shapes. The lesson includes shared reading activities with books about shapes, video clips showing shapes, a discussion identifying shapes in the videos and classroom, an activity with geoboards to make shapes, drawing shapes, taking digital photos of shapes, and reflecting on the lesson in math journals. It concludes with an outline of upcoming activities to continue the shapes project.
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Chloe White worked with group members Deni and Rae to complete a preliminary media task. They managed tasks evenly between the three of them. Time management was a challenge as they underestimated the time needed. When editing in Adobe Premier, they had to ensure they captured enough footage to complete scenes. Their solution was to re-shoot any incomplete scenes. In the future, Chloe would set deadlines to better manage time from shooting to editing.
Prelim task evaluation
Zara worked with Clarissa and Alex on a film project. They divided roles, with Clarissa operating the camera and Zara and Alex acting. They stayed late to film their scene. When editing, their schedules did not align. They created a detailed storyboard to plan shots and rehearsed their sequence. They used Canon HD cameras on a tripod and learned camera techniques. Factors like space and continuity had to be considered when planning, shooting and editing. Their continuity and timing worked well but close-ups could have been improved. Zara learned improved time management and technical skills but could still improve setting up shots quickly. They had equal roles in editing and provided feedback to each other.
Vox pops production log
Luke created a vox pops video by filming interviews with 4 volunteers answering questions about advertisements. He wrote the questions beforehand, filmed in a quiet room using his camera on a tripod. During filming, he asked all questions in one take to simplify editing. In lessons, he learned to edit using Adobe Premier Pro, adding transitions between clips, adjusting audio levels, and inserting titles with questions and still shots of interviewees with their names. He finished by exporting the final video and uploading it to YouTube to embed on his blog.
Mv production assignment evaluation form 2021
The student created a nature video for a class project. In reviewing their work, they analyzed the strengths and weaknesses of their research, planning, time management, technical skills, aesthetics, and audience appeal. They received feedback from peers which noted that the video had clear themes and shots but could have benefited from more location variety. The student agreed with the feedback that filming in additional locations would improve future videos.
6.production diary.pptx
Flynn Westwood Bryant provides a weekly diary summarizing their progress on various tasks for their FMP project. In week 1/2, they organized and color graded footage from their first shoot in the Lake District. They found color grading in DaVinci Resolve to be their favorite part of the process so far. In week 3/4, they continued assembly in Premiere Pro, trimming clips to match their chosen song. They went on a additional shoot and found they lacked close-up shots. They continued color grading shots and sectioning the song into thirds to pace their work. In week 5/6, they did backup shooting in Knaresborough as they feared not having enough shots. They discovered
Evaluation for preliminary task
1) The student did not fully adhere to the brief as their video was only 30 seconds instead of the required 3 minutes, and felt it resembled a film trailer more than a short film. However, they did represent British youth culture stereotypes as asked.
2) While short, the student felt the video was somewhat effective in representing different youth stereotypes and using transitions between them.
3) For production and post-production, the group used a video camera, tripod, Final Cut editing software, free music, and Vimeo for uploading. They learned how to use the new software and equipment but struggled with some technical aspects like uploading to Vimeo.
4) The preliminary task was
A2 Coursework - Question 4
The document discusses the group's process for researching and planning their media coursework project. They used various technologies at different stages of the process, including computers and editing software to collect, organize and analyze research materials. They also used cameras, surveys, blogs and communication platforms like Facebook Messenger to collaborate and incorporate feedback at different stages of planning and production.
Evaluation question 7...
The document discusses the skills the author has developed from the preliminary project to completing the opening title sequence. Some of the key skills developed include filming techniques like framing shots and camera movements, editing software like Premier Pro and After Effects, collaboration and teamwork, and the ability to work independently. The author notes improvements in areas like reducing jump cuts, adding advanced effects, and distributing tasks when a team member was missing. Overall, the author feels more confident in their abilities to create, film, and edit an opening title sequence.
Preliminary task evaluation
The document provides feedback on completing a preliminary film task. It summarizes that the group worked well together in pre-production but could have been more efficient with time. Filming with an iPad was convenient but resulted in low quality footage. Lessons learned include planning ahead more, being precise with shots, and focusing on establishing shots for future projects. The completed task met the criteria of filming characters in dialogue across different shots. Overall, the process taught valuable filmmaking skills.
Prelim media
Brandon reflects on what he learned from making a video with a group. He discusses time management challenges and how someone with experience helped others learn filming and editing skills. While the finished video looked professional with good editing, planning time better could have improved continuity issues from rushing. Feedback noted positive camera work and effects but suggested adding music and improving clothing continuity in shots of the main character Bobby. Brandon contributed acting, editing ideas, and creating a CCTV effect for the video.
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- 12. SHAPE DRAWINGS
- 16. REFERENCES
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